• Educational Technology International
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• 제14권2호
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• pp.137-166
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• 2013

Problem-based learning (PBL) in engineering education has been implemented in various ways. The wide range of PBL methods sometimes creates difficulties in implementing PBL. The purpose of this study was to identify the major variables that a teacher considers in PBL designs for an engineering course and suggest specific PBL methods according to the PBL design variables. This study was conducted using a review research method involving 21 studies from a range of engineering education fields. The results showed that the major variables that engineering professors need to consider when applying PBL are the authenticity of the PBL problem and the method of providing knowledge or information that the learners must know to solve the given problem. Based on the two variables identified, the following four types of PBL methods for engineering education are suggested: 1) lecture-based problem, 2) guided problem-based learning, 3) problem-based learning and 4) co-op problem-based learning.

• 안보군사학연구
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• 통권15호
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• 공학교육연구
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• 제19권4호
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• pp.83-88
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• 2016

In this paper, we surveyed from students and professors of Hanbat National University to examine the current state of running the introductory engineering design and to derive the direction of future improvements of the subject. A total of 783 students from nine departments and 12 professors who are in charge of the introductory engineering design participated in the present questionnaire evaluation. Outcome categories of the interest in their major and the learning of design theory appears relatively lower than other learning outcomes of the introductory engineering design course. Accordingly, it is determined that the theoretical aspects of designing should be emphasized in performing a team project. The design process, writing and presentation ability, teamwork theory are dealt in more than 70% of the departments, but engineering ethics, patent, visualization education had not been addressed in a number of departments due to their department characteristics. While a lesson outcome of the creativity resulted in the largest for the students, most of the professor feel difficult in increasing the creativity. It is urgent to develope of teaching methods in order to promote the creativity in the introductory engineering design course.

• 한국감성과학회:학술대회논문집
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• 한국감성과학회 2007년도 춘계학술대회 및 국제감성 심포지엄
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• pp.67-69
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• 2007

Customary way of thinking may be the most major stumbling block to creative thinking in basic design education in the information and network era. The basic design education was used to be based on personal experience or subjective ideas, but these days, the role of divergent thinking and convergent thinking which provide the basis of creative techniques has been closely examined. Going beyond a divergent thinking and directly starting a convergent thinking means bypassing the design process of the existing basic design education. Though preceding studies considered various creative techniques apart from divergent thinking and convergent thinking, this study presumed that complementing the most typical methods of divergent thinking and convergent thinking may result in the same basic design education effect. So, what approach must be used to the design? The way of thinking needs to change. For that, we try to apply the mapping to basic design education. It must encompass interactive thinking which includes immaterial elements and communication. Divergent thinking can begin with the accurate understanding of current state, and the created current state resolves the design process that needs to be a certain thing. The purpose of this study was to present the method for applying the mapping techniques to basic design education based on divergent and convergent thinking which provides the basis of creative ideas.

• 스마트미디어저널
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• 제12권5호
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• pp.88-101
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• 2023

As the definition and role of design changes over time with the times and society, design education needs to update teaching methods to match it. The course design in this study began with an optimisation of the learning model based on previous research and analysis, followed by in-depth interviews, the application of the interview results to the final curriculum design, and finally a questionnaire to verify the positive effects of this teaching model. This teaching model has been applied to teach a pilot class in a university of applied sciences in China. The main characteristics of the course design are Project-Based Learning (PJBL) oriented, team cooperation centric, and an educational model developed based on peer assessment. In every stage of the UI design course, realistic project simulations are adopted, enhancing students' abilities through practical experience, teamwork, and peer assessment. The innovation lies in validating the effectiveness and advantages of this model at every stage of the UI design course, innovating existing teaching methods, optimizing learning models, and combining practice with evaluation. This research found that a project-oriented team course design based on PJBL has a high degree of effectiveness and relevance in each stage of the UI design course, significantly improving students' overall competence. It is expected that the results of this study can be applied in various ways to the course design of the courses that similar to design majors.

• 한국게임학회 논문지
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• 제10권6호
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• pp.25-35
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• 2010

성장기에 게임을 경험하면서 살아온 세대를 게임세대라 부른다. 이들 게임세대는 이전 세대와 달리 사고방식과 행동방식이 전혀 다르다. 그러나 현재 게임세대를 위한 교육방법은 이전 세대의 교육방법과 기본적으로 차이가 없다. Prensky는 게임세대를 위해, 정보시대의 필요사항들을 만족시킬 수 있는 소수의 방법들 중 하나로 디지털 게임을 통한 교육이라고 주장하였다. 본 논문에서는 문헌조사를 통해 수집된 4개의 교육용게임 디자인 방법들의 적합성에 대해 비교분석하였다. 적합성 분석은 전체적인 설계방법, 게임부문 설계방법, 교육부문 설계방법, 설계방법의 명시성 그리고 설계방법의 장단점에 대해 이루어졌다. 그리고 이러한 분석결과를 근거로 앞으로 연구되어야 할 필요가 있는 교육용 게임 디자인 방법에 대한 연구 토픽들을 제안하였다.

• 한국실내디자인학회논문집
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• 제3호
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• pp.46-57
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• 1994

Today, it is a fact that interior design plays a very important role as much as architecture on contributing to our society as a rising new professional field. On the other hand, our interior design education is still in immagture stage unlike the graudal development of the mood of interior design line , If the interior design field has any educational value to invest to be noticed as an environmental design that creates the human environment. There are great deal of meanings to indicate the direction for better education after recognizing the manu different problems on presently offering interior design education. Therefore, the objectives of this study is , after establishing the innovative methods of education and course contents of the four year interior design program, to produce the interior designers of manifold abilities, who is able to fit well in the professional practice, in order to materialize the settlement of interior design education which will be the key point in our circumstances, which has ow social recognition toward interior design. There were four phases in this study. First was to gather and to analyze information from printed materials, such as curriculum and catalog from each institution. Secondly, we had collected existing previous studies in all interior design area in order to sude as references. Thirdly, we have managed to suggest ideal improvement for better basic design program in the area of interior design education after the arranging and analyzing . Finally, we were able to persuade the importance of improved basic design program to the interior design education parties and to suggest the direction for the future. Because interior design as a scholastic pursuit is combined practical application study by the art and technology, it emphasizes specialty . From that reason interior design education must be performed as professional specialist education instead of vocational education. In another words, the ultimate goal of the interior design objectives must be in producing professional specialist.

• 복식
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• 제23권
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• pp.225-248
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• 1994

The purpose of this study is to find an effective curriculum of the future in the fashion design and the clothing construction area by comparing the curricula of the fashion -related departments in domestic college. The research finding are as follows : 1. Clear objectives of fashion education need to be defined based upon the characteristics of the field. 2. Following education methods are suggested for the fashion design area. 1) Basic core courses need to be offered to support the fashion design courses. 2) More design -practice courses need to be included to educate creative designers and the curriculum need to reflect also the needs of the Apparel Industry practioners. 3) Major concentration systems need to be introduced. 4) Intership which is a kind of the Academy and Industry cooperation needs to be introduced. 3. Following education methods are suggested for the clothing construction area. 1) Major concentration systems need to be introduced. 2) Workshops which are similar to the actual production systems of the clothing Apparel Industry, are required. 3) Internship is required. 4) Course required for both the fashion design area and the clothing construction area need to be offered effectively. The suggestion made in the research can be applied with some modifications or adjustments considering the situation of each college. Since each college has different characteristics in terms of the tradition , faculty ,size, facility etc., it is difficult to make a general statement regarding professional fashion education , however, professional fashion education should be reformed in order to achieve individuality of each college.

• 한국간호교육학회지
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• 제23권2호
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• pp.224-235
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• 2017

Purpose: This purpose of this study was to investigate the effectiveness of educational design according to Goal-based Scenario constituent elements such as educational goals, mission, cover story, role, scenario operation, resources, and feedback in simulation training. Methods: The subjects of this study were 130 nursing students in their senior year who enrolled in the simulation exercise I course. They were divided into a total of 10 groups in which less than 20 students were assigned. In order to verify the effectiveness of the simulation training through Goal-based Scenario instructional design, a design of non-equality control group was carried out. Results: The results of this study were as follows: Critical thinking (t=1.81, p=.073) and problem solving ability (t=1.79, p=.076), course satisfaction (t=8.61, p<.001) and academic performance (t=5.48, p=.001) were supported. Conclusion: This study applied a Goal-based Scenario simulation program to present clear objectives for simulating training and to advance learning methods that are appropriate to the current education environment. In addition, this study has significance in presenting an instructional model for various simulated practice education and can be used as useful basic data related to simulated training education.

• 공학교육연구
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• 제22권2호
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• pp.61-70
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• 2019

This paper deals with a 'Designeer' education program that has a specific objective of educating design to undergraduate students in mechanical engineering with the aim of enhancing their ability of collaboration with designers when they are going to work in the field after graduation. The entire curriculum of the Designeer education program is introduced first, the end of which two-semester Capstone Design Courses for senior students is offered to let them practice all the knowledge and skills in a project-based learning environment. Learning specific matters such as sketching & visual thinking, prototyping and user experience design is one thing and practicing those knowledge and skills into a Capstone Design project is another. At this point, design thinking process needs to be in place to give students a foresight of one-year journey and to ensure that they will produce a desirable, feasible and viable product at the end of the year when they define the right problem at the beginning. Their frustrations and discoveries while applying design thinking throughout the year is explained by taking an example of a Robot Vacuum Cleaner design project. Finally, we provide real examples of effective methods to practice divergent and convergent phases.