• Korean Institute of Interior Design Journal
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• no.20
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• pp.17-25
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• 1999

The curriculum analysis of lighting design course in the Interior architecture departments in American universities reveals they share a major concern in the basic lighting theories, the sorts of light source and lighting equipment, daylighting, and interior lighting plav. The curriculum is usually composed of two semesters, the first semester being about lighting theory and simple project, while the second one abut more professional fields of design studio. The curriculum of lighting design at the Interior architecture departments in Korean colleges and universities usually consists of introductory courses in the field. Almost every institution allocated only one semester for the courses, and as the courses should cover the broad range within a short time, they were lacked in the required depth and systematic approach. The analysis also reveals the curriculum in Korea puts emphasis on the interior lighting equipment design, while disregarding the importance of daylighting. In comparison, American institutions have their curriculum focused upon the use of daylighting. The curriculum of lighting design courses in Korea, a major part of space rendering methods in the field of Interior Architecture, should be improved without delay. The courses should be included in the required subjects and the educational aims should be changed from offering a general understanding of the concepts to providing professional knowledge and skills, which would contribute to the competitiveness of the departments.

• Journal of the Korean Institute of Educational Facilities
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• v.16 no.6
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• pp.43-51
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• 2009

Since 2002, the market opening of architecture design, reformation efforts and corresponding studies on architectural education system in Korea have been made to meet the standards of international recognition and accreditation. As a result, the importance of design in architecture program has been recognised and reflected on the reformations on the curriculum by increasing hours in design courses, for instance. At the same time, much need is demanded on the qualitative improvement on architectural design education, both on its contents and structure. In addition, the current reformational changes on architectural education in Korea have their bases on the performance evaluation criteria of National Architectural Accrediting Board of America. To improve the quality of architectural program accounting the unique cultural and social requirements of Korea, various perspectives from other countries, besides American system, are needed to be considered and studied for the on-going reformations in architectural education. The purpose of this study is to contribute to the current on-going reformation efforts on the improvement of architectural design education. The study will closely examine the current architectural curriculum in German university and provide a systematic program for introductory architectural design curriculum.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1366-1380
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• 2013

This study aims to explore the direction of design for narrative curriculum of 'The social practices-based education'. In chapter 2, this study addresses the theoretical criteria for social practices, social practices-based education and narrative curriculum and identifies their characteristics. In chapter 3, the association between social practices and narrative curriculum is identified through a study on the relation between social practices and narrative curriculum. In chapter 4, this study investigates the 5 steps of designing narrative curriculum's templet proposed by C. Lauritzen and M. Jaeger (1997), based on which this study intends to explore the direction of design for narrative curriculum.

• Journal of Digital Contents Society
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• v.16 no.1
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• pp.53-61
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• 2015

Recently a demand for student-centered creative design education is rapidly growing, but well organized design curriculum and design practice complex are not established properly in most universities. In this paper, we present a scheme for design-centered engineering curriculum and a method to build a design practice complex for creative design education which it is currently attracting a lot of interest in engineering education. Based on the analysis of the conventional curriculum of electronic engineering, a new curriculum and a design practice complex that is suitable for enhancement of professional practice capability and by which an effective engineering education through introductory design, element design and advanced design steps can be performed is described.

• Korean Institute of Interior Design Journal
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• no.38
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• pp.3-13
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• 2003

Now that 15 years have passed since its introduction to 4 year college in Korea and we have 51 majors in the field of Intoner design established at 47 universities as of 2003, we are in the position to seek the improvement of its educational qualify. With a view to provide data for the setup of proper educational purpose, it has classified their divisions(departments) according to their major names and belonged colleges of the universities and considered their geographical distributions, groupings of curriculum, their framing and features of a standard curriculum. 1)Divisions of the universities where the major of interior design belongs are divided into three categories of design division (design 8t arts, arts), home economics division (home economics, natural science) and architectural division. For the development of the major, universities to which circumstances permit are recommended to establish an independent college of interior design following the . cases in the US. 2) Geographical preponderance of interior design major on Seoul and Gyeongsang Province is desired to be improved. 3) Curriculum of interior design, which is classified into introduction, history of interior design, theory of interior design, design of interior space, digital technology, design elements of inner space, technology of interior design, behavior of environmental psychology, design management and other subjects, was made into a table by divisions. To sum up, curriculum of interior design concentrates on basic design theory throughout all divisions. In connection with the selection of division by high school-graduates or their parents, design division is recommended for those who desire to major in design elements and design management, home economics division for those who desire to major in space design and behavior of environmental psychology and architectural division for those who desire to major in Interior space design, interior design technology and regulations. 4) This research can contribute to the settlement of desirable curriculum for the interior design education, thus upgrading the education level of the major in Korea.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.66-76
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• 2018

In order to facilitate the process of designing a fusion curriculum, this study used the learning outcomes presented in KEC2015 to design a fusion goal dimension. The three dimensions of fusion education in the fusion curriculum framework are fusion goals, fusion approach and fusion context. As a result of examining the curriculum learning activities in order to confirm that the developed curriculum meets these three dimensions, it can be confirmed that it contributes relatively evenly to the fusion goal, fusion approach and fusion context dimension. In addition, it provides a procedure to develop the fusion curriculum through the concrete procedures and examples from the design to implementation of the developed fusion curriculum, and to confirm the result of the fusion dimension.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.11
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• pp.5314-5320
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• 2011

The purpose of this study is to draw the digital design curriculum in architectural design studio. For this study, works using digital design process in professional and academic projects were investigated. Digital design curriculum is consisted of 3 steps; fundamental, intensive and advanced courses. The fundamental course acquires capability for raising architectural thought through digital media. The intensive course acquires capability for raising architectural design process. Finally, the advanced course acquires capability for raising synthesis design works and professional abilities in architectural design. It is also a urgent need of unified roadmap about digital design curriculum for architectural design education in Korea.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1312-1328
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• 2013

In this study, we investigated preservice secondary science teachers' uses of curriculum materials in curriculum design through a case study. Two preservice science teachers at a college of education in Seoul participated in this study. We interviewed them about their beliefs on teaching and learning prior to their teaching students. We then observed their teaching and collected all of the teaching/learning materials. Semi-structured interviews were also conducted before and after the instructions. Their uses of curriculum materials were systematically analyzed in the aspects of reading, evaluating and adapting curriculum materials. The analyses of the results revealed that their uses of curriculum materials had a significant difference in curriculum design. There was a difference in the way of reading curriculum materials that derived from different perspectives of curriculum reconstruction. The perspectives of curriculum reconstruction also affected the way of adapting curriculum materials. While the 'adding' was an important adaptation in curriculum design with active perspectives, the 'changing' was an important one with passive perspectives. In addition, the degrees of evaluating curriculum materials from the learners' views depended on their beliefs on teaching and learning. It was also connected to qualitative differences of adaptation in 'increasing student control over an activity' and 'increasing teacher control over an activity'. Educational implications of these findings are discussed.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.685-696
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• 2022

This study explores convergence curriculum for design and data science, and applies data science knowledge on undergraduate design classes for designer's data literacy. First, related studies about data literacy education for non-data science major's, and data driven design project cases are explored, then design competency and data competency based on NCS are studied. Then this study developed 3 step design-data convergence curriculum model for designers' data literacy. The curriculum model is applied on case study classes, which are Big data and UX design(2) classes. The learning results and student's feedback of the case study classes are collected and analyzed to prove the design-data convergence curriculum, and the results provide findings and implications of the design-data convergence class case study.

• Journal of Engineering Education Research
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• v.16 no.5
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• pp.18-23
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• 2013

A curriculum is a measure of how high level of knowledge is educated to students affiliated to university institutions, and is used as an indicator evaluating usefulness of the university institutions. For this reason, Designing and assessing curricula is a critical to high education institutions. However, in the case of development and quality assessment of a curriculum with a traditional way, finding a right curriculum which a designer intends is a time consuming and error-prone process. Therefore, in order to improve these problems, we propose the curriculum design engine using SES (System Entity Structure) / DEVS (Discrete Event System Specification) Framework in this paper. The SES describes all possible combination of curricula for students. The DEVS framework provides a simulation environment for models created from the SES by the students. The proposed engine will show appropriate curricula for students after a simulator appropriately filters students' requirement, according to conditions.