• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.1
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• pp.123-132
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• 2017

In spite of magnificent growth of The startup education in terms of volumes and varieties, Theoric bases and logics of startup education design are not sufficient and vulnerable. The major reasons of these situations are caused not only by the facts that the startup education has been prepared by the governmental needs but also by the objective in short term period. Considering the fact that the startup educations are also one of classical education itself, it should be adopted the proper education paradigm on its program design. Especially it should be considered of basic education component in startup education design such as education supplier (educator, teacher), education demander (student, educator himself) and education program. In this research, we has reviewed andn proposed efficient design directions and practical strategies for the efficient startup education programs.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.10
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• pp.1199-1214
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• 2011

This study suggests the direction of fashion design education suitable for Korea by comparing the fashion design educational systems and the curricula of the main fashion institutions in Europe and those of some universities in Korea. For this, 6 fashion schools in UK, France and Italy and 12 four-year-course universities in Korea were sellected. At first, the educational systems of the nations above and the information about the selected institutions were examined through literature reviews. Then, case studies were performed about the curricula and the other characteristics of the selected fashion design courses by each website or leaflet as well as additional interviews with their course directors or graduates. The results of this study are as follow: First, Korean fashion design education system needs to be specialized and subdivided with a curriculum centered on fashion design. Second, a foundation course needs to be developed to raise a broad and creative approach for design as well as to discover each student's aptitude. Third, the curricula about design process and research methodology need to raise a problem-solving individual of ability. Fourth, a project-based fashion design education is required by a specialized education as well as multi-disciplinary programs. Fifth, an industry- related and market-based fashion design education is asked through internships, professional teaching staff, industry-sponsored projects, seminars and professional design critics. Sixth, English and technology needs to be added to the curricula to develop global professionals. Finally, a cultural fashion design education based on Korean identity is required to develop the Korean fashion industry into a higher value-added business.

• Proceedings of the Korea Society of Design Studies Conference
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• 2001.10a
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• pp.5.1-5
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• 2001

• Journal of Engineering Education Research
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• v.14 no.6
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• pp.60-66
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• 2011

The curriculum system and documentation for advanced general education, MSC (Mathematics, Basic Science, Computer Science), and engineering-design courses have been developed to improve the education of advanced undergraduate students in engineering and technology at Chosun University. In this paper, to obtain improved quality of engineering courses, we systemized the education of engineering and technology, which could be designed as the education satisfying students and provide awards for high-quality performance, through efficient management of education courses and establishment of basic and professional courses. In addition, by applying evaluation to the engineering courses and using the model of continuous quality improvement, we could achieve a high-quality education system for the engineering and technology courses.

• Proceedings of the Korea Society of Design Studies Conference
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• 1998.10a
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• pp.38-39
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• 1998

• Proceedings of the Korea Society of Design Studies Conference
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• 2003.11a
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• pp.142-143
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• 2003

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.319-326
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• 2012

In this paper, we studied a design-based learning for Computational Thinking in Computational Literacy. The design-based learning for computational thinking in computational literacy education started from a MIT media laboratory in 2011. We revised the design-based learning and applied it to educational field. We considered educational strategies and derived the implications, after teaching fourth grade gifted students. Moreover we conducted and analyzed a questionnaire survey, observations and interviews. As the result, the design-based learning in computational literacy is effective for creative computational thinking that students create their ideas and make a meaningful artifacts from it. We expect that this study provides the basic data to apply a design-based learning for computational thinking to Computer education.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.409-418
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• 2015

The purpose of this study is derived implications at software curriculum development utilizing the backward design model. In this study, we developed 'Algorithms and Programming' unit teaching plan based on backward design template. First, we have derived enduring understandings, essential questions, specific knowledge and skill on 'Algorithms and Programming' unit by considering the goal, content, achievement standard of Software education operating instructions. Second, we developed authentic tasks using GRASPS technic and holistic scoring rubrics. Third, we developed 7 lesson 14 WHERETO element for effective teaching in 'Algorithms and Programming' unit. Fourth, we investigated about the effectiveness of the development unit based on backward design. Backward design could be useful of developing curriculum unit and lesson plan at software education.

• Korean Medical Education Review
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• v.12 no.2
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• pp.27-33
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• 2010

The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.

• Journal of the Ergonomics Society of Korea
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• v.22 no.3
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• pp.45-56
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• 2003

This study was conducted to develop user interface design guidelines for those who design education software products (web sites or CD-ROM titles). To establish this guideline scheme, international standards, commercial design guidelines, and research papers were surveyed. Especially, ISO 9241 was referred as a basic model of a guideline scheme. First, the research group developed draft guidelines. After that, education software developers, designers, and a user group reviewed the draft and the draft was revised with their commentations. Five components were selected as a primary class of guideline scheme: general principle, dialogue design, user guidance, visual interface, and information presentation. Each component was divided several components as a secondary class. Finally, 45 items were selected as user interface design guidelines for the education software design.