• Journal of The Korean Digital Architecture Interior Association
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• v.12 no.3
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• pp.67-79
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• 2012

The purpose of this study is to suggest the interior architecture design studio through the pedagogical method of educational technology for college students who lack self-directed learning. The pedagogical method has been organized to make a student-centered class based on the operation of existing architectural design studios. This teaching and learning method emphasizes the role of teachers as facilitators to help students lacking in self-directed learning in the design process, the BIM visualization to give students an expression of design project and the critics to give students an experience of working circumstances. The results of this study can be summarized as follows. First, This pedagogical model can improve the self-directed learning of students, accomplish the design process well through teamwork, and provide problem based learning (PBL) to settle obstacles that come up during the project. Second, through this model, students can improve their field design capacity by instructor, design feedback and criticism. Finally, This model can suggest new pedagogical methods for interior architectural design studios and management of student-centered studios.

• Journal of the Korea Furniture Society
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• v.25 no.3
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• pp.165-172
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• 2014

3D form study is one of basic subjects in industrial design education. There are an array of textbooks of visual art, design and architecture, most of which address basic geometrical form study and abstract forms. With the introduction of computerization, current trends are directed to reduce basic form education and students' participation in classes and their accomplishments. This study was intended to develop works under a theme of furniture design with concrete shapes and functions. This study focused on developing relevant process by fusing 3D form study and furniture design which fall into basic design and design studio subjects, respectively. Among 3D form studies, applied were a concept of 3D configuration that explores the relations between surface forms and 3D forms. Furniture design is a challenge to students at beginner or intermediate level in basic design education from initial devising stage to production in kind. To ease high level of difficulties at designing and producing stages, technical education was systematized in the process of conceptualizing, developing idea and production. This type of challenge was carried out during separate semesters, along with a case study done to develop different types of challenges. This study helped students to be motivated and actively participate in classes and well perform advanced form study and technical training from design to actual production.

• Journal of the Korea Furniture Society
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• v.20 no.3
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• pp.239-246
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• 2009

The joinery technique, as one of manufacturing techniques for the wooden furniture, influences the production process, the economic efficiency, and the diversification of design. Especially, the usage of machine tools can determine how much the students can enhance their design expression capabilities during the practice class in furniture design courses of domestic universities, in accordance with whether to utilize the machine tools or not, and how much and frequent to use the machine tools. The study proved that the joinery techniques, based on the high-tech machine, has more efficiencies in the various aspects, including the easiness to manufacture the products, and the diversity of design than the joinery technique, based on the handcraft-only. As the ground of this, this study estimated the time to produce the wooden furniture by machine tools and by handcraft-only, each. Also, this study show the comparison of the features of three different joinery techniques. On the basis of this comparison, this study made the conclusion that the machine-based joinery technique, which is used in the practice class, is the best method to bring the best results in manufacturing the wooden furniture.

• Journal of Digital Convergence
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• v.13 no.5
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• pp.317-327
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• 2015

For creative spatial design education, the convergence between new communication and education needs to be grafted including online, for which empirical research, this study is attempted. The goal of this study is to educate spatial design, systematically understand communication methods and analyze familiarity level and usefulness of on offline communication methods through actual spatial design studio class-giving cases. Its research outcome shows differing communication methods usefully applicable to stages of spatial design and methods enabling bilateral communication among class-takers as well as class-givers prove to be recognized as more useful than unilateral communication methods. Also, it proves familiarity and usefulness of online communication methods accompanied by visual materials such as images and etc. Based upon this result, it's necessary that various convergence for new communication methods for spatial design education be made in a right direction.

• Journal of the Korea Society of Computer and Information
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• v.21 no.11
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• pp.59-64
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• 2016

In this paper, we design and implement an Application based on android platform, which can control arduino Prime Smart Car using Bluetooth communication. This Application consist of Bluetooth communication module, manual mode module, and line-tracer mode module. In the Bluetooth communication module, it checks the on/off status of Smartphone Bluetooth. If Bluetooth status is off, it activates Bluetooth, selects the corresponding device from Bluetooth device list, and connects with a pair. In order to reduce coding time, we implements Bluetooth communication using inherited class from android Bluetooth package. In the manual mode module, it implements six direction moving button and stop button, which can control arduino Prime Smart Car. In the line-tracer mode module, it implements Prime Smart Car with self-driving function using TCRT5000 sensor. And moving button and stop button is disabled.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.190-192
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• 2019

Not only learners majoring in computer science, but also non-engineered learners want to implement their ideas as apps through real-life problems. In response, first-year university students with little experience in creating apps studied how to develop mobile platform apps to improve computing thinking skills. We applied the teaching and learning procedures of the Discovery-Design-Development among the software teaching and learning models, and used Android Studio Unified Development Environment (IDE) as a development tool to design mobile platform app development projects and assess whether they helped improve computing thinking skills. The application of the designed teaching and learning method found that the project output was implemented as an app through emulator, which gave students high interest in class and satisfaction, and was effective in improving their computing thinking ability.

• Korean Institute of Interior Design Journal
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• v.19 no.4
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• pp.31-38
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• 2010

The objective of this study is to find a educational method that is able to increase creativity using both left and right directed thinking with complementary cooperation. The premise of experimental study is that analogical inference is a great help to make a creative design, and design tasks of commercial space, fashion shop and herb cafe are given to 25 students, voluntary participants in experimental tests. Tests make a clear distinction between a case using verbal analogy from many keywords and another case using verbal visual analogy from keywords and visual images. Consequently, when students use both verbal and visual analogy in solving design tasks their creative ability qualitatively as well as quantitatively is higher than in using verbal analogy. However, when students are classified with high and low sketching group verbal visual analogy is effective for students with high sketching ability to enhance both practicality and originality. Even students with low sketching ability can improve originality remarkably by using verbal visual analogy. In experiment there is time limit, a hour, but in actual studio class it is desirable that an educator guides the latter to make up for the weak points in practicality of their design taking time. Further study will be progressed with the design tasks of residential space to compare with the findings of this study.

• The Research Journal of the Costume Culture
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• v.32 no.3
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• pp.334-344
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• 2024

This study aimed to develop a new convergence course applying project-based learning (PBL) and collaborative teaching methods and identify its educational effects. The course development proceeded as follows: First, three instructors collaborated to define course goals, plan objectives, content, and methods, and create a syllabus for a PBL-based fashion studio course. Roles were divided to maximize expertise: one instructor focused on fashion design, another on three-dimensional cutting, and the third on flat cutting, and digital techniques. Second, the classes were conducted and feedback on student progress was shared, enhancing class quality and engagement. Third, teaching effectiveness was assessed through learner evaluation questionnaires, reflection journals, and performance assessments. Lastly, based on the results from these evaluations, positive aspects of the course were reviewed, and ways to modify it and enhance course quality for continuous improvement were explored. The results showed high satisfaction with the learning effects on major competencies, indicating that students not only effectively learned major skills but also improved their communication and teamwork. The students perceived the teaching methods positively allowing them to be more active in class. Instructors noted that the course produced higher-quality design and production outcomes compared to previous courses. Overall, the course applying PBL and collaborative teaching methods was found to improve educational quality and effectiveness, making it a valuable approach for learner-centered education.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.1
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• pp.51-65
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• 2016

A syllabus can be considered to be a masterplan for good educational results. This study tries to diagnose the current status of landscape architectural design education and suggest improvement strategies for better landscape design courses through the analysis of the syllabi of mid-level landscape design studio classes collected from the four-year undergraduate programs. The findings and suggestions are as follows. First, it is necessary to take advantage of a syllabus as a contract as well as a plan and a learning tool. Second, it is crucial to make more detailed statement from the perspectives of learners. Third, more customized components for design courses should be developed; the syllabus should give the structure of a design class as an integration and synthesis of other courses. Fourth, it is necessary to increase the interrelationship and relevance among the components, especially between course objectives and evaluation criteria, and course activities and references. Fifth, a syllabus needs to function as a communication tool in a flexible manner. Sixth, a syllabus needs to give a comprehensive information about the site and the design project. Finally, instructors need to introduce a set of detailed evaluation rubrics or criteria acceptable to students in order to increase the fairness and transparency of the evaluation.

• Archives of design research
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• v.18 no.2 s.60
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• pp.265-272
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• 2005

In Korean language, 'changeu'(originality) and 'changjo'(creativity) has been used as almost same meaning, because these have similar pronunciation. However, originality means idea and creativity means process. The former is based on intuition, and the latter is on both of logic and intuition. Intuition process is not perceived very well, but logic has very clear one. We can find the due for that creating something is not difficult too much anymore, because the process is identified. The creation process is a problem solving process and it has the design on its center. Designer study the problem solving process and learn how to solve the problem with many cases on its studio class. Then we can call them as a creator. The meaning of design that it is a styling is very usual in Korean public and even designers. However, it will be not valid anymore in the upcoming digital age, which reproduction is possible with a little restriction. Design should be back as an original methodology for creation with the designer's own capability such as conception, intermediation, and visualization.