• Journal of Fashion Business
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• v.25 no.6
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• pp.25-45
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• 2021

Due to the fashion industry taking responsibility for their garment manufacturing, a significant number of UK universities are focusing on combining sustainability in their curriculum to support future employees' skills and knowledge in sustainable fashion. A proper understanding of educational and instructional theories is needed to develop effective teaching and learning materials and environments. Therefore, this study aimed to evaluate the Fashion Design module created with consideration of sustainability using ADDIE instructional model. For evaluation, the teaching materials, including the module brief and the PowerPoint slides for each session, were used. Ten students were interviewed and observed along with two tutors, also interviewed to analyze the strengths and weaknesses of the module from a variety of viewpoints. With sustainable fashion being embedded into specialized higher education courses, tutors decided to incorporate sustainability into the module as an introduction to this topical subject in order to build a stronger foundation of knowledge and challenge traditional ways of working. Results showed that combining sustainability into the design and technical sessions had a positive influence on students who built upon their existing knowledge. Tutors researched the need for change within the industry in line with the Sustainable Development Goals and aligned the content to inform the students of the current crisis. This study could provide a guideline to create instructional material for sustainable fashion design courses.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• Cartoon and Animation Studies
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• s.38
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• pp.71-91
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• 2015

This study is a process to study the life drawing teaching method considering professional characteristics in animation and has a study objective to design the model and teaching method which applies the strategies considering the creative mechanism of the brain. Recently, study results about integrated teaching method are being announced which apply brain based learning principles as the alternative arguments about teaching methods in each area based on creativeness. In other words, integrated education based on creative mechanism in the brain is applied not only to fine arts and drawing education, but also to the entire areas of the arts. Life drawing is an area which demands comprehensive teaching method that vivid expressions could be skillfully obtained by understanding the communication methods with the objects through cognitive senses, creativeness and movements beyond the structural knowledge about human body. Therefore in this study, the strategies and methods for the skillfulness of life drawing and consequently arranged education model structure drawing are to be designed based on the creativeness, study materials and content factors which were analyzed in previous stages of this study. In order to combine the content factors based on creativeness and study materials of the brain which are the results of previous studies, the conclusion has been reached that 5 step cognitive strategy stages to wake brain senses, flexibilize the brain, purify the brain, integrate the brain and become the master of the brain. Strategic methods to execute this were designed with brain gym, right brain energization drawing and HSP(high-level cognizance) training. Teaching and learning model structure diagram which is designed based on this is to be continued to teaching and learning guidelines during the relevant semesters after the research.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.327-331
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• 2018

The purpose of this study was to design a competence teaching-learning model that could help college students improve their computational thinking among core competences in SW education. A competence teaching-learning model, UDDPAAP (Unplugged-Demonstration-Decomposition-Pattern Recognition-Abstraction-Algorithm-Programming), was designed by analyzing competences of learners with no experience in software coding, by reconstructing DMM, DDD, and DPAA among the five existing SW-based teaching-learning models, and by analyzing unplugged activity and the Bebras challenge computational thinking scale carefully. The unplugged activity partially adapted to instruction for college students and some items chosen from the Bebras challenge computational thinking scale were applied to the existing teaching-learning model. To determine the effects of the study, pretest was conducted in freshmen for computational thinking and self-confidence on the basis of the experience in SW and computer information literacy education, and posttest following instruction applying the UDDPAAP teaching-learning model. The students provided with SW education based on the UDDPAAP teaching-learning model saw their computational thinking competence improved.

• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.11-18
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• 2001

As the usage of computer and internet is growing, ICT-based teaching is required in education. So far almost web-based coursewares are learner-based individual teaching. Current learning theories and learning model in WBI are too focusing on courseware or too general to apply in education directly. In this view, learning model with subject-specific search engine might be a solution. In this thesis, we developed systematic concept learning model, promoting traditional concept learning to suitable model in education field and also, we developed CEhunt(Computer Education Hunter), that is computer education search engine providing the teaching materials and supporting the design of teaching and effective concept learning environment to learners. Also, we verified that this model could have a positive effect in systematic concept forming process of learners for subject concerned.

• Advances in Computational Design
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• v.2 no.4
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• pp.313-331
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• 2017

In this study, teaching-learning based optimization (TLBO) is improved by incorporating model of multiple teachers, adaptive teaching factor, self-motivated learning, and learning through tutorial. Modified TLBO (MTLBO) is applied for simultaneous topology, shape, and size optimization of space and planar trusses to study its effectiveness. All the benchmark problems are subjected to stress, displacement, and kinematic stability constraints while design variables are discrete and continuous. Analyses of unacceptable and singular topologies are prohibited by seeing element connectivity through Grubler's criterion and the positive definiteness. Performance of MTLBO is compared to TLBO and state-of-the-art algorithms available in literature, such as a genetic algorithm (GA), improved GA, force method and GA, ant colony optimization, adaptive multi-population differential evolution, a firefly algorithm, group search optimization (GSO), improved GSO, and intelligent garbage can decision-making model evolution algorithm. It is observed that MTLBO has performed better or found nearly the same optimum solutions.

• The Journal of the Korea institute of electronic communication sciences
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• v.11 no.5
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• pp.511-522
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• 2016

Breaking down the boundaries between recent study has emerged as a key issue of convergence education to create new knowledge. The core of IT Convergence Education is being made through educational SW, SW purpose of education has been focused on improving the CT(: Computational Thinking). The purpose of this paper is to design a CT teaching model for activating IT Convergence Education. In this study, we designed a CT Curriculum focusing on algorithm and program for the purpose of enhancing non-majors learner's CT ability and software adaptability and being utilized in the majors. It is expected to be utilized to design a CT teaching methods and curriculum in University.

• Journal of Internet Computing and Services
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• v.7 no.1
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• pp.101-110
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• 2006

Recently substantial learning model is strongly demanded through which ICT could be effectively used at PBL, teaching and learning method, based on constructivism putting an emphasis on learner centered education. This thesis is designed to introduce the way to make the most of ICT when teachers try to make teaching plan applying PBL to science class. PBL courseware is designed to make teacher and student use by applying traditional science class model to the model for problem solving of PBL. analysing class according to the degree of connecting ICT with contents of learning. This paper suggests 8 stages of PBL package development and 5 stages of teaching pattern to grasp whole procedure.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.130-136
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• 2019

Recently, the importance of creativity and problem-solving skills are being emphasized in engineering education. In particular, research is actively being conducted on learning models considering practicality or applicability in practice and education among many creative problem-solving methods. The objective of the present study is to develop a teaching and learning model and verify its effects in order to promote creative thinking and problem-solving skills using the TRIZ Contradiction Analysis. This study led the participants to obtain basic knowledge of creative engineering design through the creative engineering design course for freshmen at an engineering college, and come up with ideas and solutions using the TRIZ Contradiction Analysis. A survey was conducted and analyzed to verify the effectiveness of education using the proposed teaching and learning model, and as a result, the effectiveness of education has been proven by an average of 89 positive responses. Follow-up research is needed on improved application models so that the proposed learning model can be applied to various subjects.

• Journal of the Korean association of regional geographers
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• v.11 no.4
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• pp.523-535
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• 2005

This study is aimed at researching the applicability of teaching-learning models in highschool geography class by designing the models on the basis of geographical experience the learners go through everyday life. The procedures and results of the application of the models are as followed. First, the systematization of the teaching concepts should be preceded to internalize the learners cognitive development, that is, to systemize cognitive structure. The concrete learning points of geographical concepts from the units about Migration and Population Changes are systemized with 'migration' as a higher concept, 'moving type' as basic concept, 'moving factors' as the lower concept. Everyday geographical experiences the students can go through are surveyed. Second, as preparation for the geography class, hand-outs about family-moving history and the change of the family number were used as basic material for real class teaching activity, showing the learners' general concepts are very effective as basic units which can be easily understood and accessed to. Third, with the experimental class, the geography class should secure the flexibility on the teaching-learning process. The result of applying the newly developed teaching-learning model to actual geography classes was that experimental group had higher achievement rate than the compared group with general teaching-learning model applied to. The result of analyzing students' response of the new teaching-learning model was that the students were interested and satisfied emphatically and they showed positive response in regard to practical use of the contents. Here, it is noticeable that the new teaching-learning model causes the students to be interested. But it's also found that there's no big difference in improving the students' inquisitive mind.