• International conference on construction engineering and project management
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• 2013.01a
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• pp.338-343
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• 2013

Integrated Project Delivery (IPD) as a delivery method fully capitalizes on an integrated project team that takes advantage of the knowledge of all team members to maximize project outcomes. IPD is currently the highest form of collaboration available because all three core project stakeholders, owner, designer and contractor, are aligned to the same purpose. Compared with traditional project delivery approaches such as Design-Bid-Build (DBB), Design-Build (DB), and CM at-Risk, IPD is distinguished in that it eliminates the adversarial nature of the business by encouraging transparency, open communication, honesty and collaboration among all project stakeholders. The team appropriately shares the project risk and reward. Sharing reward is easy, while it is hard to fairly share a failure. So the compensation structure and the contingency in IPD are very different from those in traditional delivery methods and they are expected to encourage motivation, inspiration and creativity of all project stakeholders to achieve project success. This paper investigates the compensation structure in IPD and provides a method to determine the proper level of contingency allocation to reduce the risk of cost overrun. It also proposes a method in which contingency could be used as a functional monetary incentive when established to produce the desired level of collaboration in IPD. Based on the compensation structure scenario discovered, a probabilistic contingency calculation model was created by evaluating the random nature of changes and various risk drivers. The model can be used by the IPD team to forecast the probability of the cost overrun and equip the IPD team with confidence to really enjoy the benefits of collaborative team work.

• The Journal of Sustainable Design and Educational Environment Research
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• v.22 no.4
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• pp.1-8
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• 2023

The downsizing of schools is accelerating due to a rapid decline in the school-age population, and as the crisis over regional and school disappearance increases, the need for smaller schools to respond to future educational needs is increasing. Through flexible curricula and digital/artificial intelligence-based classroom teaching improvements, students' satisfaction with school life, student creativity and character development, improved academic achievement, and strengthened cooperative communication capabilities will be observed, and teachers' teaching and learning methods will change. Educational effects such as these are important, and transforming school facilities into future-oriented spaces, including school space innovation, is required to accomplish them. This study examined the future of education systems in small schools, focusing on analyzing the educational effects and awareness of the sustainability of spatial innovation, in terms of school space changes, school education correlation, and smart environment, to develop innovation projects in small schools. A desirable direction for implementation is presented.

• Journal of Practical Engineering Education
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• v.16 no.2
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• pp.121-128
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• 2024

This study introduces specializer high school students , as a fusion education method using Inventor software to design a robot arm, which is then 3D printed and controlled by an Arduino microcontroller. Students gain practical experience and have the opportunity to integrate knowledge and skills from various academic fields. They start by designing in CAD software, proceed to fabricate actual robot arm components using 3D printing technology, and finally program and control the assembled robot arm. This interdisciplinary education enhances students' problem-solving abilities, fosters creativity, and increases their motivation to learn. To implement such educational endeavors in actual curricula, ongoing teacher support and appropriate resources are essential. This research serves as a foundational exploration of the applicability of fusion education in future learning contexts.

• Journal of the Korean Society of Costume
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• v.66 no.6
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• pp.95-109
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• 2016

The process of making fashion accessories brings many benefits to visually impaired people. It helps the development of their tactile sensation, improves their aesthetic attitude, creativity, and imagination, and brings energy to their life. The current accessory making education in Korea is targeted to people with normal vision, and does not reflect the specific needs of the visually impaired. This causes a lot of trouble in educating the visually impaired. Therefore, this study aims to increase the efficiency of accessory making education by selecting curriculum and material that are appropriate and systematic for the visually impaired. In order to understand visual impairment, literature review was conducted to examine the definition and classifications of the impairment. Research was also done regarding material types and production method of fashion accessory. The study also designed an education program, including teaching guidelines, by referring to literature related to fashion accessory design, teaching guideline. The study conducted 12 experiments based on the results from April to June 2014. After revising and supplementing the teaching method, 2nd set of experiments were conducted from July to September 2014. Each class lasted for one and a half hour every week, and the class was composed of 6 students, 1 instructor and 1 volunteer. After each class, interviews were done to collect student opinions about the curriculum and material. Total experiment results and interview were reflected in constructing the final education program. The result of the experiments and interviews showed that selecting the accessory materials for class must be selected carefully. The visually-impaired students were very sensitive to the size, texture, shape, hole size of beads and length of material. After the experiments, all the students were able to distinguish the size and shape of the beads well, and finished the accessories using the given materials. The study verified that there is a need for another approach when educating the visually impaired about fashion accessory design. Many factors need to be considered from selecting materials to class contents. This study will contribute as a reference to fashion accessory making education as well as other design education for the visually impaired.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.78-85
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• 2013

An 'Introduction to Creative Engineering Design' course at College of Engineering at Chungnam National University is required for all freshmen. The objective of this course is to educate the freshmen with basic engineering design concepts and experiences in creative problem-solving approaches. It provides the students learning opportunities in solving engineering design problems through team efforts and creative approaches. Thus, this course emphasizes creative ideas and thinking, engineering design experiences to students over the course. This study presents the syllabus, the examples of PBL (problem based learning)-related activities as a team, and the results of the course evaluation and outcomes. Based on the results of this study, we can conclude that overall this course using PBL method had significant positive effects on the course outcomes and the creativity of the engineering freshmen in the department of environmental engineering at Chungnam National University. However, there are still efforts to be needed to improve the PBL-related activities in the course, including students' workload, financial supports, and team work.

• Journal of the Korean Institute of Landscape Architecture
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• v.50 no.4
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• pp.1-19
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• 2022

This study aims to discover the implications through the analysis of the characteristics and design strategies of the regeneration of the post-industrial sites in the metropolitan the Beijing-Tianjin-Tangshan region. This study provides a basis for future research and theoretical strengths for post-industrial site regeneration practices. The results of the study are as follows. First, post-industrial site regeneration projects pursue diverse goals such as industrial heritage preservation, cultural creativity, and neighborhood revitalization in the Beijing-Tianjin-Tangshan region. Second, in the design process, the characteristics and spatial levels of the space are enhanced by utilizing the original industrial space, incorporating transitional space, and using industrial facilities of varying heights. Third, old and new landscape elements are harmoniously integrated through the rational use of industrial relics and the appropriate addition of new elements. Fourth, the design emphasizes ecological soil restoration and the use of native and adaptable plants that have the capacity to remediate polluted soil. Fifth, the design combines modern artistic elements, such as sculpture and graffiti art to enrich the site and promote the revival of the post-industrial site. Sixth, urban events and public activities are actively programmed to vitalize the regenerated site.

• 대한공업교육학회지
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• v.40 no.2
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• pp.155-174
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• 2015

The purposes of this study were to analyze the property of educational needs of teachers for educational contents of invention and intellectual property in secondary vocational education and provide fundamental data for the development of job training programs so as to develop the capabilities of teachers, the base for effective education of invention intellectual property in secondary vocational education. To achieve them, educational needs for the educational contents of invention intellectual property and the priority of the educational needs in secondary vocational education based on the recognition of the teachers were analyzed and suggested. Concrete results of this study can be suggested as follows. First, the average of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education was 5.02. There were 23 items of the educational contents whose educational needs were higher than the average of the whole items and for those items and the average of each item, there were F4(The average of patent applications) 6.72, F5(Modification and supplementation of specification sheets) 6.46, F2(Writing of patent floor plans) 6.39, F3(Writing of patent specification sheets and abstraction) 6.31, A5(Invention method and activity) 6.27, E6(Invention design project) 6.15, H3(Invention commercialization) 5.97, F1(Patent information and application) 5.90, E5(Design obligation) 5.78, E3(Designing process of inventional design) 5.77, A4(Invention and problem solving) 5.57, G2(Patent investigation and classification) 5.47, C2(Thinking method of inventional problem solution) 5.45, E4(Production of inventional design product) 5.45, B5(Inventional patent project) 5.42, A2(Creativity development) 5.26, C4(Inventional problem solving project) 5.26, H4(Invention marketing) 5.26, H2(Analysis on invention commercialization) 5.20, D4(Invention and management) 5.16, C3(Problem solving activity) 5.14, E2(Inventional design devise and expression) 5.11, B3(Actuality of inventional method) 5.08 in order. Second, for the priority of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education, there were 13 items of the educational contents for the first rank, 10 for the second rank and 17 for the third rank. The items of the educational contents for the first rank were A4(invention and problem solving), A5(inventional method and activity), B5(Invention patent project), C2(Thinking method of inventional problem solution), C4(Inventional problem solving project), E3(Inventional design process), E4(Production of inventional design product), E5(Design obligation), E6(Invention design project), F1(Patent information and application), F2(Writing of patent floor plan), F3(Writing of patent specification sheet and abstract), and H3(Invention commercialization. The items of the educational contents for the second rank were A2(Creativity development), B3(Actuality of inventional method), C3(Problem solving activity), D4(Invention and management), E2(Invention design devise and expression), F4(Range of patent demand), F5(Modification and supplementation of specification sheet), G2(Patent investigation and classification), H2(Analysis on invention commercialization), and H4(Invention marketing). The items for the third rank were the educational contents except the ones of the first rank and the second rank.

• Journal of the Korea Convergence Society
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• v.8 no.4
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• pp.273-278
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• 2017

Contemporary art make-up is being widely developed in line with the trends of individualization and differentiation departing from basic desires or logical thinking about the desires of human beings who ultimately pursue beauty and experiencing diversified convergence and integration befitting customer needs. Cubism that has been playing a central role at the center of art history in the $20^{th}$ century can act as a good material based on creativity with regard to expression of the art make-up. In this regard, the study was focused on creating new concepts of design and novel areas of expression by combining expressive methods of cubism with art make-up to suggest an art mask. As for a method of the study, cubism and art make-up were examined based on preceding studies, Internet data and technical books, and the expression method of cubism was divided into plural points of view, partition of shape and collage and motivated the works of Picasso for the purpose of art mask-converged design. As a result of the study, it was found out that the expression method of cubism was applicable to the art make-up, and creative art make-up converged design could be generated to make a suggestion. In this regard, it is hoped that further studies will be facilitated and that this study can be instrumental in developing art make-up design.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.173-187
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• 2021

The purpose of this research was to develop instructions for making upcycled clothing accessories related to the 'clothing management and recycling' unit of middle school home economics applying the design thinking technique. Teaching and learning process plans were developed according to the ADDIE model which includes the following process: analysis, design, development, implementation, and evaluation. The design thinking process includes understanding the related knowledge, sympathizing, problem identification(sharing perspectives) and idea development, making prototypes, testing, and making the actual product. Thirteen home economics teachers served as critics. Student feedbacks were collected to evaluate whether the course objectives were attained after the implementation. As a result, teaching and learning process plans, course materials, and evaluation rubrics for ten class sessions were developed. Student feedbacks confirmed the attainment of following five course objectives: improvement of ethical responsibilities through the exploration of various clothing recycling techniques, practice of creative and eco-friendly clothing culture, acquisition of the skills to use sewing tools safely, improvement of abilities to think, sympathize, and communicate, and exploration of aesthetic activities and fashion careers.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.39-48
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• 2022

The main purpose of the work is to analyze modern innovative educational practices in the field of culture and art and their effectiveness in the context of the spread of digitalization trends. The study used general scientific theoretical methods of analysis, synthesis, analogy, comparative, induction, deduction, reductionism, and a number of others, allowing you to fully understand the pattern of modern modernization processes in a long historical development and demonstrate how the rejection of the negativity of progress allows talented artists to realize their own potential. The study established the advantages and disadvantages of involving innovative technologies in the educational process on the example of European experience and outlined possible ways of implementing digitalization processes in Ukrainian institutions of higher education, formulated the main difficulties encountered by teachers and students in the use of technological innovation in the pandemic. The rapid development of digital technologies has had a great impact on the sphere of culture and art, both visual, scenic, and musical in all processes: creation, reproduction, perception, learning, etc. In the field of art education, there is a synthesis of creative practices with digital technologies. In terms of music education, these processes at the present stage are provided with digital tools of specially developed software (music programs for composition and typing of musical text, recording, and correction of sound, for quality listening to the whole work or its fragments) for training programs used in institutional education and non-institutional learning as a means of independent mastering of the theory and practice of music-making, as well as other programs and technical tools without which contemporary art cannot be imagined. In modern stage education, the involvement of video technologies, means of remote communication, allowing realtime adjustment of the educational process, is actualized. In the sphere of fine arts, there is a transformation of communicative forms of interaction between the teacher and students, which in the conditions of the pandemic are of two-way communication with the help of information and communication technologies. At this stage, there is an intensification of transformation processes in the educational industry in the areas of culture and art.