• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.6
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• pp.75-81
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• 2016

My proposed Co-creation platform software analysis and design method in my paper, presents build technology of co-creation platform using Co-creation concepts refer to all process from products' idea level to products' design, manufacturing and marketing level. And this method can be possible to design and implement to be interlocked with company's cloud service and system through own SNS functions and OPEN API to build co-creation platform. Also owing to apply Wiki technology in the process of idea modification and completion level and provide cooperative work tools of story-board prototyping, it can be participate actively in the design process with customer and stakeholder together and realize functions to apply opinions. Therefore, Co-creation platform software analysis and design by objected-oriented analysis method is presented to show these design process effectively.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.362-373
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• 2021

This study sought to explore the enhancement of the introduction of teaching and learning methods for Problem Based Learning (PBL) and the evaluation factors to evaluate them effectively through an understanding lecture in Cultural Content Planning. It was intended to incorporate a practical zero-volume education methodology of problem-oriented learning and sufficient leading learning to reflect storytelling in the entire process of completing a cultural content with culture, cultural content, and content planning. To this end, the role of teaching methods should be faithful to ensure that teamwork and cooperation can be done organically according to the educational field, practice and situation. Students who take classes were asked to meet demand, reflect it through surveys, apply real-world problems, and acquire the entire course. Learners had to cooperate with each other until planning cultural content and completing the results through classes, and they evaluated themselves and colleagues in teamwork until the last result was completed from creative ideas. The results were shared together and the students were able to investigate the necessary PBL evaluation factors for themselves, and the prior research and survey on the method of PBL evaluation was conducted to derive the factors of understanding of cultural content planning. The derived assessment elements were able to identify priorities between the assessment elements using basic statistics, word cloud analysis, and AHP analysis. The components of the assessment derived were communication skills, basic knowledge, reasoning process, expertise, and evaluation techniques. Through this article, I was able to lead the understanding of cultural content planning to problem-oriented learning classes and encourage students to be familiar and smooth.