• Title/Summary/Keyword: Design based Learning

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Course Design for Mechanical Engineering Applying Case-Based Learning: Manufacturing of Laminator Machine (사례기반학습법을 적용한 기계공학 교과목 설계: 라미네이터 장비 제작)

  • Ryu, Sun-Joong
    • Journal of Engineering Education Research
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    • v.23 no.5
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    • pp.61-67
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    • 2020
  • In the associate degree curriculum of the department of mechanical engineering, the results of the study are presented on the structure and content of a subject based on the case-based learning method. As an case, equipment called a laminator that is actually used in the manufacturing site was selected. Class deals with specific engineering issues at each stage of laminator manufacturing (design-machining-assembly-measurement-maintenance) in connection with general engineering topics in prerequisites in the curriculum. Topics include tolerance fit, length measurement, assembly practice, measurement design and statistics of machine maintenance, etc. Courses that apply the case-based learning method may be included in the curriculum as complementary roles to those that apply other student-centered learning method.

Exploring the Possibility of Applying the Integrated Teaching and Learning Method based on AR for Environmental Education for Young Children (유아 대상 환경교육을 위한 증강현실 기반 통합교수학습방법 적용 가능성 탐색)

  • Kim, Insook;Jo, Yumi;Ko, Hyeyoung
    • Journal of Korea Multimedia Society
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    • v.22 no.8
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    • pp.950-959
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    • 2019
  • The purpose of this study was to investigate the effect of integrated teaching and learning method using augmented reality for effective promotion of child - friendly attitude and environmental preservation attitude and explored its applicability. For this purpose, based on the augmented reality fairy tale, we designed an experience - oriented integrated teaching and learning method such as reading book, story - telling, drawing, environmental conservation practice activity. The experimental group was divided into two groups: augmented reality reading fairy tales (A) and children's book reading fairy tales (B). First, interest, immersion, and empathy were higher in the application environment of integrated learning teaching method based on Augmented Reality. Second, there was no difference between the two groups in content understanding. Third, in terms of expressiveness, it was verified that various expressions were expressed in the applying environment of the integrated teaching - learning method based on augmented reality through drawing activities. Fourth, in practice activities, more students were practicing in the augmented reality - based integrated teaching - learning method applied environment, and the number of practice activities of individual students was also confirmed. This study suggests that the application of the integrated teaching and learning method can enhance the effect of education when using the smart teaching media using the augmented reality in early childhood education.

The development and effectiveness of web-based continuing nurse education program (웹기반 간호사 보수교육 시스템의 개발 및 효과)

  • Kim, Jung-A
    • Journal of Korean Academy of Nursing Administration
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    • v.7 no.2
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    • pp.361-375
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    • 2001
  • This research aims to produce and implement web-based continuing nurse education programs in response to nurses' educational needs, and to verify them, thus preparing for the times that the program will be offered via web. This research designed, produced and implemented 'emergency nursing' and 'medical fee schedule management' subjects based on Jung, In-seong's(1997) web-based instructional system design, and then compared the learning achievements of web-based learning group of 38 people with those of face-to-face learning group of 39 people. The questionnaire have been developed by these researchers to measure pre-learning knowledge on 'emergency nursing' and 'medical fee schedule management.' Data collected for this research have been given statistical analysis, using SPSS 10.0 for Windows Program. As a result of giving Mann-Whitney test, with respect to pre-learning prior knowledge level, there was no significant difference between the web-based learning group and the face-to-face learning group(Z=-.092, p=.926), while after completing learning, there was a significant difference in the learning achievements between the web-based learning group and the face-to-face learning group(Z=-2.406, p=.008). That is, this research revealed this: the web-based learning group and the face-to face learning group with both having no significant difference in the pre-learning level, after receiving the continuing education each with different methods(face-to-face education and web-based education), showed that the web-based learning groups attained higher learning achievements than the face-to-face learning groups. This result proves the effect of the web-based education to be no worse or even better than that of the face-to-face education, provided that choices of appropriate themes and quality courses composition, as well as systematic design development effective implementation are guaranteed.

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Design-Based Research for Developing Wiki-Based Inquiry Support Tools

  • KIM, Soohyun;KIM, Dongsik;SUN, Jongsam
    • Educational Technology International
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    • v.10 no.2
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    • pp.29-61
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    • 2009
  • The purpose of this study was to design an inquiry supporting tool on wiki based collaborative learning and to investigate the effect of the inquiry supporting tool. Eight design principles were selected and more specified design strategies were made from the literatures. The first system with the first-round design principles was developed and implemented in an actual classroom. After the first field study, researcher found a few drawbacks of the system. The second system was implemented in the classroom again. Finally developed wiki-based inquiry supporting tool system is unique in that it allows instructors to design their own CSCL inquiry activities, and it has intuitive menu tabs showing inquiry learning processes.

A Research Review on Major Variables in PBL Designs of Engineering Courses

  • JIN, Sung-Hee;KIM, Tae-Hyun
    • Educational Technology International
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    • v.14 no.2
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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.

Class Design Applying Flipped Learning Combined with Project-Based Learning: Focusing on Digital Painting Tool for Class (플립러닝형 프로젝트 기반학습을 적용한 수업 설계: Digital Painting Tool 수업을 중심으로)

  • Sung, Rea;Kong, Hyunhee
    • Journal of Information Technology Applications and Management
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    • v.29 no.1
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    • pp.29-45
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    • 2022
  • The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

Development of flipped learning class model for nail beauty education (네일미용 교육을 위한 플립러닝(flipped learning) 수업모형 개발)

  • Seol, Hyun Jin
    • The Research Journal of the Costume Culture
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    • v.30 no.3
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    • pp.444-454
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    • 2022
  • Flipped learning research has been applied in various educational fields since 2015 and the educational effects have been discussed in previous literature. In the beauty field, flipped learning research is insufficient; in particular, it is difficult to find research on flipped learning specifically concerning nail beauty education. The purpose of this study is to develop a model for applying flipped learning to nail beauty education which should involve practical training based on theory. Such an approach is considered effective. Data were collected and analyzed focusing on previous studies with flipped learning applied as a research method. The subject of the research is "Nail Color Design 1", a common nail major elective subject at J college. The "Nail Color Design 1" course is a practice-oriented course in the form of theory and practical classes. Consequently, the flipped learning education model for nail beauty was designed by reflecting learners' needs through the ADDIE instructional design model. It was applied based on the education structure of the Pre-class, In-class, and Post-class of the PARTNER instructional learning model. This study deviates from the traditional practical education model, and has educational significance as a practical model in which flipped learning is applied to nail beauty subjects and self-reflection is derived through project practice.

Design and Implementation of Project Learning Site by Using XML (XML을 이용한 프로젝트 학습사이트의 설계 및 구현)

  • Choe, Hyeon-Geun;Ha, Tae-Hyeon
    • 한국디지털정책학회:학술대회논문집
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    • 2005.11a
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    • pp.613-628
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    • 2005
  • The purpose of this study was to design and implementation of project learning site by using XML. The development of the Internet site for project learning was planned as per preparation, development and test/application stages. At the stage of preparation, literature and cases were reviewed to find the elements of design principles needed for development of a project learning program and those required in the actual development. At the stage of development, the elements of the design principles and those for the actual development, both explored from the stage of preparation were used to develop a draft Internet site for project learning. The elements used for the development of the Internet site for project learning were motivation, specification of learning goals, reminiscence of preceding knowledge, positive participation in teaching activities, learning-guide feedback, evaluation, reinforcement and correction. It is changing web based format. XML advent because of HTML limitations of web based internet and expand it's field. XML is able to gather data on HTML of text based format, thus it is possible to control it's inside. It is expected that many teachers apply this model to their classes and show realistic results.

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Course Design Manual Development on the Job of Indoor Wiring Installations Using ISD and DACUM process for Work Based Curriculum Development (성과중심교육을 위한 옥내배선설비공사 수업 설계 교재 개발)

  • 김세동;김효진
    • Proceedings of the Korean Institute of IIIuminating and Electrical Installation Engineers Conference
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    • 2002.11a
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    • pp.363-368
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    • 2002
  • Performance-based course design on the job of receiving substation installations is presented to achieve a work based curriculum development. It includes a job analysis method called ISD(Instructional Systems Design & Development) and DACUM(Developing a Curriculum) which is designed to accept various requirements of industrial fields. It is provided with course profile, key contents, terminal learning objectives, intermediate learning objectives, instruction strategy, instruction sequence, case study, action learning and lesson plan.

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Course Design Manual Development on the Sob of deceiving Substation Installations Using ISD and DACUM process for Work Based Curriculum Development (DACUM 및 ISD 수업설계 분석을 통한 자가용 변전설비공사 실무 교계 개발)

  • 김세동;김효진
    • Proceedings of the Korean Institute of IIIuminating and Electrical Installation Engineers Conference
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    • 2001.11a
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    • pp.151-156
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    • 2001
  • Performance-based course design on the job of receiving substation installations is presented to achieve a work based curriculum development. It includes a job analysis method called ISD(Instructional Systems Design & Development) and DACUM(Developing a Curriculum) which is designed to accept various requirements of industrial fields. It is provided with course profile, key contents, terminal learning objectives, intermediate learning objectives, instruction strategy, instruction sequence, case study, action learning and lesson plan.

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