• 한국컴퓨터정보학회논문지
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• 제22권10호
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• pp.179-187
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• 2017

In spite of the rapid change of the technology, the university education cannot escape from the traditional form of classroom teaching. University education is assessed through listening the same content of lecture, completing the same assignment and test at the same time, same place. To prepare for the 4th industrial revolution, it is investigated to reorganize the curriculum(32.5%), strengthen the lifelong education(21.4%), expand the compulsory education(17.6%), expand the innovation school(13.7%), expand the educational finance(10.4%) as the field of education which need to be strengthen. The change of the education is essential to prepare for the 4th industrial revolution which creativity, collaboration, fusion, problem solving are the core ability. In this thesis, it is to be compared that the subjects opened in liberal arts of domestic and overseas university in this 4th industrial revolution and Basic Liberal Art Education Curriculum is promoted for the smooth management for preparing the future and taking the action to the change. Stereotyped and inflexible frame should be changed to 'Structure', 'Recognition', 'Attitude' for making the base of 'Diversity', 'Personalization', 'Flexibility' which are needed to uplift 'Imagination', 'Creativity' for education of the future and the new era.

• 문화기술의 융합
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• 제9권6호
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• pp.443-451
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• 2023

사운드아트(Sound Art 또는 Sonic Art)는 20세기 중반부터 주로 유럽과 미대륙을 중심으로 실천되어 온 현대예술의 한 지류로 우리나라에서는 일반적으로 다원예술 분야로 간주하거나 현대음악이나 미디어아트의 하위장르(subgenre)로 인식되는 경향이 있다. 2000년대 이후 지금까지 북미와 유럽의 일부 유수 대학에서 전공으로 개설되어 이 분야를 전문적으로 연구하거나 실천적인 작가로 활동을 하는 인재들을 사회로 배출하고 있기는 하지만 아직은 비주류적 예술 분야로 간주되는 것이 실상이고, 국내의 대학에서는 아직 사운드아트를 주전공으로 개설한 학교를 찾아 보기는 어려운 것이 현실이다. 본 논문에서는 창의적 융복합 교양교과로서 실제로 국내 4년제 종합대학에서 운영하는 <현대사회의 사운드아트>라는 교양교과목 수업모형과 교수법의 소개와 함께 고등교육의 교양학습으로서 사운드아트 활용의 가능성을 논의한다.

• 한국콘텐츠학회논문지
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• 제16권11호
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• pp.614-622
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• 2016

오늘날 매체가 다양해짐에 따라, 애니메이션의 영역도 확장되고 있다. 이전에는 볼 수 없었던 여러 유형의 애니메이션이 등장하고, 모션그래픽 애니메이션, 인터렉티브 애니메이션 등과 같이 '애니메이션'이라는 접미사를 가지지 않았던 영역들도 애니메이션 이라는 단어를 사용하고 있다. 본 논문은 미국 애니메이션 교육에 대한 비교 분석 연구이다. 1961년 처음 대학에 애니메이션 교육이 도입된 이래 미국 애니메이션 교육을 이끌어오고 있는 아트 아카데미 대학교(Academy of Art University), 캘리포니아 예술 대학(California Art of Institute), 링글링 디자인 대학(Ringling College of Art and Design), 로드아일랜드 디자인 학교(Rhode Island School of Design), 시각 예술 학교(School of Visual Arts) 총 5개 대학을 대상으로 교육과정을 수집하고, 각각의 내용을 검토하였다. 애니메이션 교육과정을 전공 필수과목, 전공 선택과목, 교양과목으로 나누어 분석한 결과를 통해 한국의 애니메이션 교육과정의 개선점에 대하여 고찰해보고자 한다.

• 한국컴퓨터정보학회논문지
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• 제21권6호
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• pp.29-37
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• 2016

In this paper, we evaluated educational effects of H-STEAM group play contents(a course) and tried to suggest a convergent model for college liberal art curriculum. We opened a mixed course(math, art, engineering, and humanities) with team teaching for this purpose. For the test, we collected data from survey, K-W-L sheet, and reflection paper from 23 students who enrolled in this course. Students should do a team project during the course, propose a new group game, and write K-W-L sheet at the end of each session and reflection paper at the final stage. As a result, it is said that H-STEAM group contents had an effect on students' satisfaction and achievement. During the course, students made academic efforts and were able to construct convergent knowledge from the four fields. From this study, we are sure that H-STEAM contents can play a substitute role for the traditional liberal arts program and innovate the curriculum for the knowledge convergence society.

• 실천공학교육논문지
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• 제13권2호
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• pp.221-232
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• 2021

본 연구는 코로나 19로 인하여 발생한 비대면 수업 환경에서 학습자들의 요구 분석을 토대로 플립 러닝과 메이커 교육 기반 인공지능 융합 교양 교과목의 설계 방향을 탐색하는데 그 목적이 있다. 이를 위해 메이커 교육 기반 인공지능융합 교양 교과목을 수강한 학생들과 수강하지 않은 학생들을 대상으로 플립 러닝에 대한 학생들의 인식과 함께 학습자의 교육 요구도를 조사하였다. 이를 바탕으로 Borich 교육 요구도와 The Locus for Focus Model 모델을 활용하여 교과목 내용 요소에 대한 우선 순위를 분석함으로써 교과목 설계를 위한 기초 자료로 활용하였다. 연구 결과는 다음과 같다. 첫째, 메이커 교육 기반의 인공지능 교양 교과목 내용 요소는 총 9개 영역으로 구성되었으며 플립 러닝을 활용하는 수업으로 설계되었다. 둘째, 교육 요구가 가장 높은 영역은 '인공지능 이론', '인공지능 프로그래밍 실습', '피지컬 컴퓨팅 이론', '피지컬 컴퓨팅 실습'이, 차 순위는 '융합프로젝트', '3D 프린팅 이론', '3D 프린팅 실습'으로 결정되었다. 셋째, 플립 러닝을 활용하여 메이커 교육 기반 인공지능융합 교양 교과목을 운영하는 것은 수강 경험의 유무와 상관없이 대부분 긍정적인 응답이었으며 수강 경험이 있는 학생들의 경우에는 만족도가 매우 높았다. 이를 바탕으로 플립러닝과 메이커교육을 활용한 인공지능 기반의 융합 교양 교과목이 설계되었다. 이는 학생들의 요구를 반영하여 교양 교육에서 인공지능 융합 교육의 기초를 마련하고 대학생의 인공지능 소양 함양의 기회를 제공한다는데 의의가 있다.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.268-276
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• 2022

This study examined whether K-pop dance is qualified as an academic subject and how university students perceive K-pop dance as a liberal art subject. The survey was conducted with 138 students. Among the total of 138, 40 participants were male, and 53 participants were female. Fourteen(14) participants had experience with K-pop classes, and 124 participants did not have any experience with K-pop dance classes. According to the study, K-pop is a form of Korean culture that adds unique cultural and social characteristics to Koreans. It is in the cultural and art education category. In addition, K-pop dance is a socio-cultural phenomenon characterized by dance. However, K-pop dance is not qualified as an academic subject because it lacks theoretical foundations. The survey result also revealed that the students did not perceive that K-pop dance had personal, aesthetic, social, or educational value. They did not want to take a class if K-pop dance is offered as an academic subject in liberal art class. When analyzing the data by gender and experiences with dance classes, there was a difference based on gender in the two questions. In the case of females, they responded to having fun and joy from K-pop dance, while male respondents did not. Regarding the learners' interest in Kpop dance class, female respondents were more optimistic about the learner interest than male respondents. In conclusion, K-pop dance is a sociocultural phenomenon, and many informal online courses are created daily, spreading everywhere. However, the status of K-pop dance as an academic area is not set up yet.

• 한국엔터테인먼트산업학회논문지
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• 제13권4호
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• pp.255-262
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• 2019

2015년도에 개정한 정보 교육과정은 창의 융합형 인재의 성장을 주요 목표로 제시하고 있는데, 창의 융합형 인재의 성장에서 반드시 필요한 것이 컴퓨팅 사고력(CT)이다. 본 논문에서는 창의융합형 인재 성장의 목표에 맞추어 IoT 기술과 문이과 통합과정을 정보교과 내용에 접목하였고 교수-학습 프로그램을 개발하였다. 개발한 교수-학습 프로그램의 효과를 검증하기 위하여 실험연구를 진행하였으며, 연구결과 실험집단의 평균(Mean)이 통제집단보다 10점 이상 높게 나오는 결과를 얻었다. 따라서 본 연구에서 제안한 교수-학습 프로그램이 효과가 있음을 알 수 있었다. 본 연구에서 제안한 교수-학습 프로그램은 프로그래밍 언어뿐만 아니라 IoT 기반의 CT 교육을 통해 실생활의 다양한 분야에 응용되는 SW 기술을 직접 구현하여 SW 교육에 대한 학습 동기와 흥미를 유발시킬 수 있으며 문·이과 통합형 교육을 통해 많은 교과와 융합되는 문제를 해결하고 창의적으로 설계하는 경험을 통해 융합과학적 사고력을 향상시킬 것으로 기대된다.

• 기술혁신학회지
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• 제8권spc1호
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• pp.476-498
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• 2005

The purpose of this study is to development of venture business curriculum by FGI interview to venture CEO and related field employer and suggest to venture related structure of liberal art, major part of undergraduate and graduate school. Research methods are 2 step interview with 325 venture business CEO and related employer. They selected practical course to motivate venture entrepreneurship among 3 subsidiary (entrepreneurial condition, psychology of entrepreneur, competency of entrepreneurial technology, competency of entrepreneurial knowledge, competency of managing growing business). Major findings are as follows; the selected course category of entrepreneurial condition of liberal art are venture mind and entrepreneurship, venture biz and spearhed industry. The selected course category of psychology of entrepreneur are leadership, personal relationship, and creativity, negotiation skill, etc. The selected course category of competency of entrepreneurial technology are venture technology, introduction to technology trends. The selected course category of competency of entrepreneurial knowledge are biz validity, entrepreneurship, the discovery of business opportunity, utilization of monetary resource etc. The selected course category of competency of managing growing business are operating strategy of venture business, service marketing and technical innovation and technology management.

• 복식문화연구
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• 제28권4호
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• pp.527-543
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• 2020

The aim of this study is develop a state-funded education and training curriculum to contribute to the development of the fashion industry infrastructure. This will be achieved based on the service sector by the competitive clothing sales personnel and fashion startups. The study was conducted using a qualitative research method. The participants were 20 representatives of fashion-related companies and employees from one traditional market and two fashion outlets in Seogu, Gwangju. Data was collected from September 2015 to January 2017 by demand surveys and in-depth interviews. These were conducted on the same day at each clothing store office. In addition, existing literature was also reviewed. The collected data were first summarized into 64 meaning units from which three themes were derived by arranging, classifying, and analyzing the data. The findings of the study are as follows. First, the education and training curriculum for fashion job creation is aimed at job-oriented field-types with the objective of cultivating professional skills for online to offline fashion professionals. Second, the curriculum for fashion advisors was developed to consisted of 8 courses of 150 hours, including job knowledge, a foreign language, fashion-specific knowledge, fashion marketing & VMD, store management know-how, clothing repair, field trip, and internship. Third, the curriculum for fashion entrepreneurs consisted of 8 courses of 106 hours, including entrepreneurship, fashion practice, startup, field trip, finance & taxation accounting, marketing, social enterprise course, and internship.

• 한국의류학회지
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• 제36권1호
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• pp.68-83
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• 2012

This study suggests a Korean fashion design education model through a comparison of the fashion design curriculum and education systems in the USA, Europe, and Korea. For this, a case study of fashion design curriculum and education systems in the USA was performed with literature reviews about education methodology and design process to develop creativity, following the prior study, A Comparative Study on Fashion Design in Europe and Korea. For the case study, 12 superior fashion design education institutions in the USA were chosen from fashionista (N.Y.) and the goals, the emphases, the constitution of the online curriculum of each undergraduate fashion design course were examined. As a result of this study, Korean fashion design education model (1+2.5+0.5 model), was proposed by integrating the education systems of the USA and Europe, as follow: First, Korean fashion design education institutions need to be characterized and the departments/majors should be gradually specialized by the major. Second, foundation courses prior to undergraduate courses or during the 1st year should be established to result in a multi- disciplinary basic education. Third, a project based major needs to be performed that connects fashion design subjects with their related subjects for 2 and a half years as of the $2^{nd}$ year. These projects can be progressed by problem-solving design process of problem-identification and brainstorming-research, analysis-design concept-design ideation, selection-design development, implementation-critical evaluation and solutions. Fourth, collaborative projects or integrated courses with related Liberal Arts or other art and design majors should lead to muliti-discilplinary education. Fifth, the chance of increased active industry-academy collaboration and actual employment or enterprise can be facilitated by the establishment of only the courses related to domestic or international internships during the $2^{nd}$ semester of the $4^{th}$ year.