• 실천공학교육논문지
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• 제11권2호
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• pp.159-165
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• 2019

공학교육인증제도 아래 기초설계-요소설계-종합설계의 3단계의 교육체계로 시행되고 있는 공학설계교육 중, 기초설계에 서는 설계 개념, 절차의 공학 입문자에의 소개와 동시에 종합설계에 연결하여 효과적으로 사용되도록 수학적인 상세 설계보다는 창의성이 발휘된 설계안을 창안, 평가하는데 중점을 두고 이를 팀 활동을 통해 연습시킨다. 본 연구에서는 기초설계를 수강하고 종합설계를 수행하고 있는 기계 분야 학생들의 의견을 설문을 통해 수집하여 효과적인 기초설계 교육이 이루어지고 있는지 알아보았다. 전반적으로 학생들이 기초설계 교육의 중요성을 높게 인식하며 유용도도 높다고 인식하고 있으며, 교과 내용별 중요도 및 유용도, 교육기반 및 환경, 종합설계와의 연계 필요성 등 기타 평가사항들이 앞서 있었던 기계 분야 교수들에 대한 설문 결과와도 상당히 일치하고 있다. 학생들과 교수들의 인식이 잘 공감되고 있으며 실제 종합설계시 팀 활동과 아이디어 창안 등이 잘 활용되고 있는 것으로 미루어 기초설계 교육이 효과적으로 이루어지고 있음을 확인할 수 있었다. 다만, 유용도가 중요도에 비해 약간 낮게 인식되는 점은 실습 과제를 흥미롭고 현실적인 것으로의 지속적 향상, 종합설계 초기에 기초설계 습득 내용이 응용되도록 유도하는 등의 유용도를 더 높이기 위한 방안과 노력이 필요하다는 것을 보여준다.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.55-61
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• 2021

In this study, a learning environment based on STEAM theory was proposed to support and improve learners' activities and achievements for convergent design education. The learning environment design influence STEAM education with intentional design and schedule coordination, schools can create informal environments that are crucial to STEAM education. The physical surroundings of the learning space should be applied to teaching methods and learning activity, especially for STEAM-based education, physical space conditions should support the learner's design thinking and process. Furthermore, STEAM-based education environment should support a vast array of experiences that allow students to learn the context around ideas and skills. For spaces for learning environment based on STEAM, common design principles should be considered such as technology integration, safety and security, transparency, multipurpose space, and outdoor learning. Therefore, the learning environment based on STEAM needs flexible and mobile, connected, integrated, organized, flipped, and team-focused surroundings to support the learners understand, participate, cooperate, and accomplish the design process.

• 한국실내디자인학회논문집
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• 제10호
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• pp.69-76
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• 1997

The objective of this study was to identify the most representative issues of 1990s in the area of architectural design education, which has been interconnected very closely with the interior-architectural design since the history began, to establish a foundational reconstruction of interior-architectural education program. Particularly focusing on the issues of architectural education of 1990s, three subjects of writen materials were examined ; (1) the history of architectural education, (2) the theories of architectural design, (3) the works of architecural students performing the architectural design program in schools. This analysis of existing writings found four major issues of 1990s which are performing the fundamental disscussions in the context of the architectural education, probably these issues would be effecting the future of the architectural design of the future: (1) The expects of Heterogeneity and Multiplicity (2) The effections/penetrations of the world-wide-web (3) The conflicts between globalism and regionalism (4) The breaks of margins in architectural education

• International Journal of Advanced Culture Technology
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• 제11권2호
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• pp.56-63
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• 2023

I proposed the architectural guideline for educational environment based on design thinking approach to integrate and enhance learners' activities and achievements. The physical environment of design education learning space should be applied by teaching methods and learning activities, especially for STEAM-based convergent education, the architectural space conditions should support the design process based on design thinking. The learning environment conditions influence design education with physical design factors and learners' communication, and the flexible environment based on design thinking, which is crucial for design education. The 3 steps of design thinking experiences also allow students to learn the context of ideas, skills and outcomes. Therefore, I argued that the learning surrounding based on design thinking needs flexible and mobile, connected, integrated, organized, and team-focused environments to support learners' understanding, participation, and collaboration, and to achieve the design process based on research findings. For spaces for convergent learning environments based on design thinking, common design principles should be reviewed, such as coexistence with technology, safety and security, transparency and spatial extension, multi-purpose space and outdoor learning.

• Journal of Information Technology Applications and Management
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• 제31권3호
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• pp.53-69
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• 2024

This study was attempted to promote changes in traditional design education at a time when non-face-to-face education is necessary, such as digitalization, rapid social structure change, and post-COVID-19 situations, and to meet the demands of the times when user-centered design is more emphasized. Therefore, the goal of this study is to explore the process of developing mobile apps and operating education for deaf learners through design thinking-based interaction design education for design students. Specifically, the curriculum was designed by selecting a design thinking methodology suitable for major students to experience empathy and solutions to user problems. The subject that students majoring in this study want to sympathize with is deaf learners, and the subject of the curriculum is the development of educational support applications for deaf learners. Accordingly, a mobile app prototype that can support online learning for deaf learners was created based on the interaction design education plan designed based on design thinking. In addition, after collecting and analyzing the feedback of deaf learners to evaluate the prototype effectiveness, the final mobile app prototype was presented as an output. Through this process, interactive design education based on design thinking helped to strengthen the ability to empathize with and solve the needs of deaf learners to major students and improve the design learning experience. Based on these findings, if a methodology suitable for various user groups is selectively accepted for design education, the students in the major will have the ability to design by prioritizing the actual needs of users despite changes in the environment of the future design society.

• 공학교육연구
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• 제15권4호
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• pp.31-34
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• 2012

This paper deals with the introduction of capstone design projects based on invention education in Department of Electronics and Communication Engineering, Korea Maritime University. This course is referred to as Creative Engineering Design for spring semester of 4th-year undergraduates. The course focuses on creative thinking and cooperative mind to students by learning engineering design skills, realizing their idea through design project and recognizing practicality of their systems. To improve creative thinking of students, intellectual property (IP) education is very helpful. If engineering students take training program in IP, it will be very beneficial for CEOs to manage intellectual capital in many industries and to ensure competition power in their business. This study suggested that students take interest in connecting their ideas with inventions through invention education reinforcing an invention and a patent exercise. It is expected that this study may help to develop new curriculum of capstone design project including IP education in many universities.

• 패션비즈니스
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• 제27권3호
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• pp.150-165
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• 2023

The purpose of this study is to propose a fashion design creativity convergence education program based on creative thinking that can be effectively used to create a creative fashion design in the fashion education field, and to verify the suitability of this program and its effectiveness in improving creativity. To this end, a fashion design creative convergence program combining divergent thinking and convergence thinking was designed, and an experimental study was conducted among college students in the fashion design department. Creativity evaluation was conducted by evaluating students' creative ability and creativity of fashion design results. In addition, an open survey was conducted to collect learners' opinions on the suitability of the program and the convergence process of divergent and convergent thinking. As a result of this study, it was found that the fashion design creative convergence education program based on creative thinking improves the creative competency of major learners of fashion design and is the learning performance competency in the process of producing creative results. This study is meaningful as it is a basic study that proposes a fashion design education program to foster the creative competency of fashion design majors, and is expected to be used in various ways in the educational field.

• 한국의류학회지
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• 제29권5호
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• pp.585-594
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• 2005

The purpose of this study was to analyze the situations and satisfaction of fashion design education in Busan, and the way to promote it. Data were collected from 192 college(university) students and 185 vocational students living in Busan and analysed by frequency analysis, factor analysis, Cronbach's $\alpha$, multiple regression, and t-test. The results are as follow; 1. Factor analysis has extracted three factors: environmental factors, student factors and quality of education factors. 2. The biggest factor that affects the satisfaction level of the education fumed out to be the student factors, followed by the environmental factors. 3. Demonstrated that vocational students were more satisfied with their education and had a higher degree of pride and confidence in their educational factors and level of satisfaction than college(university) students. In conclusion, we must encourage the industrial-educational corporation to promote the practicality of the fashion design education system and make diversification and specialization of the curriculum of fashion design education to cultivate students of talent.

• 한국공간구조학회지
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• 제16권2호
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• pp.4-11
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• 2016

• International Journal of Contents
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• 제14권3호
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• pp.61-68
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• 2018

Unlike in the past, where the expression of the form was given a priority, with the widening of the scopes of the designs, the proportion of design education institution curricula targeting user experience and the application of technology is continually and gradually increasing. Open source microcontroller boards such as Arduino have initiated attracting attention as a countermeasure against these changes. These prototyping tools have many advantages for the diversification of expression and design verification in the design field and therefore have a high likelihood of being introduced into many design education institutes; however, the tools act as high entry barriers for design students who lack engineering knowledge. Although various educational content and tools have been developed to address the issue of barrier, existing solutions remain insufficient as alternatives for the purpose of activation. In this study, we investigated the present state of related education content and conducted a pilot workshop using a prototype microcontroller board with simplified coding. We intend to use the results of this investigation to develop study material for design education. We started by conducting a survey regarding the pre-university education situation. It was observed that engineering education opportunities are insufficient and the problem of mutual application between educations due to course-based education was not realized. We also analyzed the characteristics of simplified training tools using the microcontroller to establish a direction for educational design and conducted a pilot workshop using the microcontroller toolkit with a simplified coding process based on this content. Students who lack a basic knowledge of engineering technology received instruction, and after completing minimum preliminary training, they proceeded to practical exercises that involved utilizing the toolkit. Through this process, we identified the need for a simple-type microcontroller board with low-complexity for use in educating students majoring in design. We also identified some obstacles that serve as barriers to entry of utilizing microcontroller board. Based on these results, we propose several functional requirements and teaching guidelines for prototyping toolkits for design education.