• Proceedings of the Korea Society of Design Studies Conference
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• 1995.04a
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• pp.86-87
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• 1995

• Proceedings of the Korea Society of Design Studies Conference
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• 1995.11a
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• pp.64-65
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• 1995

• Proceedings of The KACE
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• 2018.08a
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• pp.151-154
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• 2018

2015 개정 교육과정의 적용에 따라 학교 현장에 새로운 요구와 문제 상황이 예상되며, 이에 따라 정보 컴퓨터 교사양성과정도 적절하게 변화될 필요가 있다. 본 연구에서는 예비 정보교사들이 교육현장의 요구와 문제 상황에 대해 직접 고민하고 해결방법을 구안해보도록 하는 방법으로 캡스톤 디자인을 적용하였다. 이를 위해 현재 운영 중인 캡스톤 디자인 강의의 동향을 살펴보고 교과교육영역의 과목과 다루어야 할 정보교사의 자격기준을 살펴보았으며, 이를 바탕으로 캡스톤 디자인 정보교과 교재연구 강의를 설계하였다. 후속 연구로 설계한 강의를 예비 정보교사들에게 적용하고, 이에 대한 효과성을 검토할 것이다.

• Archives of design research
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• v.11 no.1
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• pp.53-62
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• 1998

The development of communication technology applying the computer has generalized the application of Computer Graphics and enlarged the limit of expression in Design environment. Therefore, the technology and the method of CG application, which can be applied in diverse Design areas appropriately, are closely connected with the results of Design, and these are becoming the important matter of the competitiveness for Designer and Design environment. Especially, in the curriculum of university or college having the responsibility for specialities of students, the contents about CG application are being more needed the educational results having the competitiveness. By this meaning, this study presents the methodological approach for the CG applied education concerned with the subject "Computer Aided Design (for Product Design)" which is opened in the Industrial Design Dept. The contents of this study are about the concepts of the 10 steps of design practice and the methods of them which are based on the contents of expression on Product Design. And it presents the results of practice by students as the examples. The result of this study is that students could understand the product Design and CG, and they could learn the CG programs' functions and the methods for the application.plication.

• Proceedings of the Korea Society of Design Studies Conference
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• 2003.11a
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• pp.34-35
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• 2003

• Journal of Korea Game Society
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• v.16 no.5
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• pp.123-130
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• 2016

Twenty years have passed since the first game department was established in Korea. We now need to review and foresee the future of game department curriculums. In this paper, we characterize and analyze the current curriculums of game departments in Korean colleges. The study focuses on the detailed course works based on the game making processes, which are largely composed of game design, game programming and game graphic design. Then we analyze the past curriculum changes of the game programming and the game graphic design departments. Also, we survey the curriculums of cinema departments which are older than game departments, thus may show the hint for the future of game departments. As the results of the analysis, the curriculums of game departments have to strengthen the game design related courses and have to expand the game making exercise courses.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.07a
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• pp.409-410
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• 2018

본 논문에서는 예비 정보교사들이 학교 현장의 문제점을 고민하고, 그에 대한 아이디어를 학생 주도적으로 고안해나갈 수 있도록 하는 캡스톤 디자인 강의의 개발에 대해 논한다. 본 논문은 기초연구로서 캡스톤 디자인 교과목의 개발 과정 및 단계를 설계하고, 교과목 개발의 바탕이 되는 정보교사의 역량에 대하여 고찰하였다. 후속 연구로서 본 논문에서 선정한 정보교사의 역량을 바탕으로 학습자의 요구분석을 실시하고 실제 캡스톤 디자인 교과목을 개발하여 예비 정보교사들을 대상으로 캡스톤 디자인 강의를 실시할 것이다.

• Archives of design research
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• v.12 no.3
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• pp.55-71
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• 1999

본 연구는 전문대학 디자인 교육의 문제를 점검하고, 전문대학만의 차별화 된 디자인 교육을 위한 전략과 방향을 정보화에 기반한 커뮤니케이션 툴 학습기능을 중심으로 찾아보는 것이 목적이다. 연구 방법은 주로 문헌 조사 방법을 사용 했다. 전문대학 디자인 관련 현황과 문제점을 분석하고, 새로운 학습체제의 대안을 제시 했다. 연구에서 도출한 결론은 첫째, 전문대학 디자인 교과과정은 중견 직업인 양성 목적 보다는 4년제 교과과정의 모방이며 둘째, 학과목의 연계성 부족과 과도한 학과목으로 전문성 양성과 거리가 있고 셋째, 정보화와 멀티미디어화 등에 대한 대응력에서 취약하며 넷째, 학교 시설과 교수 인력에 한계가 있다. 이에 인터넷등 네트워크 미디어를 통해 가상학교를 구축, 상호 시너지를 확보하는 전략 전개의 필요성을 제시했다. 결론적으로 본 연구 논문은 전문대학의 현실적 디자인 교육 진단을 근거로, 국가적인 교육 정보화 정책과 세계적인 사이버 교육의 트렌드를 접합하여 현실적인 대안을 제시했다.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.199-207
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• 2020

In this study, the case of capstone design course operation for the execution of SW development-oriented projects in the field of computer engineering is presented, and a 3-tier capstone design model is proposed through the case. Recently, most engineering departments operate capstone design classes, but in many cases, capstone design courses are generally operated in the graduation year. Students taking these capstone design courses are experiencing difficulties in the process of actually coding and implementing together with the collaboration process according to the team project class operation, but before these difficulties, derivation and verification of possible ideas and concrete ideas It is showing more difficulties in the process. In this study, in order to efficiently operate the capstone design and create results, in the second semester prior to graduation, students, professors, and mentors from industry mentors will work together to develop ideas through an idea tone contest, etc. Through the second semester, we propose a 3-tier capstone design model that can advance the idea and actual implementation and implementation of the derived ideas.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.45-51
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• 2023

The graduation project, which is the final results of the capstone design course, is not only the highest peak in university major education, but also criteria of the practical skills of fourth grader who is supposed to get a job in the future. Therefore, it is needed to operate a capstone design course that reflects industry requirements and its support system for cooperation with industry. In this study, we present a case of the capstone design course and the industry-academic capstone design program at the department of Information and Communication Engineering in Sungkyul University. At the time being transitioned from offline to online class due to COVID-19, we evaluate results of the capstone design class over the past three years and induce improvements for the further operation of the class. This study may contribute to be a practical reference for ICT-related departments that attempt to apply social demands in their capstone design course through industry-academic cooperation