• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.1
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• pp.1-6
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• 2012

This paper presents an approach for assuring course completion structure of the project courses by the requirements of KCC2010 engineering criteria. The proposed approach describes the way that courses of project are completed in a systematic using the gate model that is given the opportunity to take next project course by the course outcomes of project course taken. Results of assessments on 'Software Project I' course shows that it is important to protect the withdrawal of student who undergo retraining by efforts of professor course responsible to assure course completion structure of the project courses.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.379-408
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• 2023

This case study reports on the redevelopment of a course, Local Culture Information Theory offered by the Department of Library and Information Science at C University, into a capstone design course using a project-based learning approach. In collaboration with a local community youth organization, the redesigned course provided an opportunity for LIS students to develop and implement a digital literacy program that enabled high school students to use a variety of digital multimedia technologies to complete a project of digital Human Library featuring video, audio, and digital are such as webtoons. Through semi-structured interviews with 5 students and 3 staff from partner organizations, this study reports on course development process, the establishment of local partnerships, project outcome, as well as suggestions for improvements. In addition, a qualitative analysis of the participating students' interview responses using the Framework for 21st Century Learning (P21) found they developed and improved 11 skills across three core areas: life and career skills including self-direction, project management, collaboration with diverse teams, flexibility, responsibility, leadership; learning and innovation skills including communication and collaboration, problem-solving, creativity, and critical thinking; and information, media, and technology skills through media creation. Lessons learned and recommendations from this case study may be useful for other LIS programs and faculty interested in implementing project-based learning or developing capstone design courses.

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.471-472
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• 2019

많은 나양한 교수법들이 존재하지만 일반적으로 공학 교과목에서는 PBL교수법과 프로젝트 팀 교수법을 가장 많이 사용하고 있다. 본 논문에서는 2018년 2학기 공학 프로그래밍 교과목을 3개를 선정하여 PBL 교수법과 프로젝트팀 교수법을 적용하였고, 두 교수법의 학습만족도, 교육성장도, 학업성취도를 설문조사하여 학습효과를 분석하여 보았다. 그 결과는 저학년은 PBL법이, 고학년은 프로젝트 팀 교수법이 학습효과가 좋았다. 따라서 같은 프로그래밍 교육이지만 학년에 따라 교수법을 달리 선택할 필요가 있다.

• Journal of Engineering Education Research
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• v.15 no.2
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• pp.3-9
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• 2012

Normally, people think the results of engineering design project can be seen and be touched, however, it's not easy to develop such design subjects at IT related program. This matter turns into an initiative of Seoul Accord corresponding to the Washington Accord. In this paper, an engineering design project is developed from the lecture course that can hardly develop a touchable project due to the lack of expanse or the own characteristics of the course in the IT related program that follows the Washington Accord. An open-ended design project with the pre-defined design components and realistic constraints is developed for the Computer Network Design course. Each team consisted of 2 or 3 students performs the project for more than 5 weeks utilizing a software simulator, the Packet Tracer. In order to analyze the effectiveness, we have used various evaluation tools such as final presentation, peer evaluation, survey results, and mid/final exams. We concluded that the hard and soft skills of students have been improved considerably through the project.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.31-36
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• 2013

This study analyzes results of current Capstone Design teaching and learning methods and makes suggestions based on its findings. To reach these conclusions, participants were 40 forth-year students in Capstone Design courses. In the results of t-test, the average of factors for the situated learning strategies were higher than those of the project based strategies. Also there were significant statistics in grades. Based on this study's findings, recommendations for effective teaching and learning strategies are made for the improvement of Capstone Design courses.

• KIISE Transactions on Computing Practices
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• v.21 no.11
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• pp.739-744
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• 2015

In this paper, we examine the project-based educational practice that is co-developing a solution to the local food inventory management system. This project is aimed at the practical business of IT distribution in small and medium industries, and is linked with the project course on undergraduate students of IT division. For the practical project of the IT distribution in small and medium industries, an employee in charge of the project participates as a mentor such that he presents the project subject and the students develop the system for the subject. This system emerges from existing theory and the necessity for a term project, and this course leads students to learn practical knowledge through discussion with the employee in charge. Through this course, the latest technology is shared mutually, and students have the opportunity to understand a domain of the IT distribution business. As students experience how to understand and solve cost, quality and delivery time for the project by themselves, they build confidence. Also, the company can save on costs for the development of prototypes, while creating an opportunity for students to experience working with seasoned staff.

• Journal of Internet Computing and Services
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• v.17 no.1
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• pp.73-81
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• 2016

This paper deals with the practical experience and lessons to develop a method of course-embedded assessment for program outcomes in Computer Science & Information Engineering. In engineering education, ABEEK(Accreditation Board for Engineering Education of Korea) has been nominated as an official accreditation from Korean government under some conditions of fulfillment. One of the conditions is enforcement of course-embedded assessment for program outcomes. In this paper, a method of course-embedded assessment in Computer Science & Information Engineering is suggested. The case study was done in a basic project course which includes the special assessment methods in project courses. The case study of course-embedded assessment in a basic project course was given with consideration for each step, that is, set up of program outcomes which are highly related to the course, selection of assessment tools such as written examination and project-based assessment, set up of assessment criteria, implementation of course-embedded assessment, and analysis of results. The proposed method is expected to be a good example to construct the whole strategy for course-embedded assessment in Computer Science & Information Engineering.

• Journal of Engineering Education Research
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• v.14 no.5
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• pp.3-9
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• 2011

This study analyzes results of current Basic Design Engineering teaching and learning methods and makes suggestions based on its findings. To reach these conclusions, participants were 112 second-year students in Basic Design Engineering courses. In the results of t-test, there were significant statistics in learners' satisfaction, achievement of course outcomes and grades. Also the average of factors of the problem based learning strategy is higher than those of the project based strategy. Based on this study's findings, recommendations for effective teaching and learning strategies are made for Basic Design Engineering courses.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.211-217
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• 2019

The term project executed at the university is a learner-centered learning method in which students select their topics, draw up their plans, and produce results by themselves based on the content they have learned during the semester. Through the term-end project of the subjects relating software, students learn various techniques for the programming language and produce the outcomes of their project by the creative program development process. However, non-computer majors who take software course as liberal arts subjects have difficulty in understanding the programming language, so it is necessary to provide feedback from their professor for encouraging students in carrying out their projects smoothly. Therefore, a feedback method by the discussions between a professor and learners that can be applied to the term-end project of programming subject for the non-computer majors is proposed. The proposed method was apply to the actual term-end projects and the meaningful results were confirmed through the analysis of the project processes and outcomes.

• Journal of Engineering Education Research
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• v.16 no.3
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• pp.61-68
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• 2013

Capstone design course has been opened in order to improve students' practical project in undergraduate courses. This paper presents the efficient operation method for capstone design course. The proposed capstone design is operated such as outside outsourcing institute of industry, that is, the industry suggests the topics and fourth grade students work on this project during this year, and third grade students take over same project and proceed to improve in next year, so it is the continuous operating. Based on this system, industry can get the desired project outputs, and the university can give practical team project experience for students, so a mutual benefit between the industry and university can be possible. The proposed operating system is actually applied to the department of computer engineering, the questionnaire surveys are performed to participated students and corporate mentors, and then the operating results of the proposed system are analyzed.