• Journal of Engineering Education Research
• /
• v.18 no.4
• /
• pp.66-75
• /
• 2015

Commonly it is perceived that it is difficult to teach engineering design and satisfy accreditation criteria in computer science and engineering related majors. However, since engineering design in these disciplines are a product design, it is more adaptable than other majors which are process design oriented. This paper shows that although there are subtle differences with conventional engineering design, engineering design education in computer science and engineering can be effectively done. This paper concentrates on how engineering design related curriculum can be constructed, what should be considered when designing such curriculum, and how engineering design can be taught in individual design courses(excluding introductory and capstone courses) based on case experience.

• Journal of Forest and Environmental Science
• /
• v.36 no.3
• /
• pp.243-254
• /
• 2020

This study was conducted to develop a forest education program through middle school curriculum linkage. We used the ADDIE model, comprising the five phases of Analysis, Design, Development, Implementation and Evaluation, to secure the objectivity of the program. In the Analysis phase, middle school textbooks were analyzed while considering middle school students' needs for curriculum linkage and the developmental stages of adolescents. The Design phase focused on promoting an understanding of curriculum subjects based on what was reviewed in the Analysis phase and concretized and organized a program that can be implemented in the forest, with a focus on science and physical education, based on the results of middle school students' needs. We also established the objectives and goals of curriculum linkage forest education, established the concept of the program, and selected the educational contents, teaching-learning methods, and evaluation methods. In the Development phase, we developed a 2-night, 3-day program linkage with the middle school curriculum and created a manual for instructors and a workbook for students. In the Implementation phase, we revised and supplemented the program through the first test operation with 24 students in their second year of middle school, after which, we carried out a six-session program for the 2-night, 3-day as the second test operation with 17 students in their second year of middle school. In the Evaluation phase, the program was evaluated by the students who participated in the second test operation using questionnaires on satisfaction and curriculum linkage understanding as well as rating scales for attitudes toward forests and environmental sensitivity. The results showed that middle school students showed positive significance in satisfaction and understanding of the middle school curriculum as well as attitudes toward forests and environmental sensitivity through the forest education program.

• Fashion & Textile Research Journal
• /
• v.16 no.5
• /
• pp.745-755
• /
• 2014

The purpose of this study was to observe school education system, higher education, and fashion education in Germany to find a good model for an desirable future education to lead a creative students in Korea, thereby reshaping curriculum. We also analysed the curriculum of the fashion design offered in Hochschule Pforzheim and Berlin University of Art. We used secondary data collection by literature reviews of articles and web sites on the internet. Results of this study are as follows: German school and education system oriented with differentiation even though there are variety of them. Students can select their education system, considering work field and their own life & humanities. Various fashion education institutions were found to have their own education concept to enhance creativity with different system. Our results of analysis of the fashion design program of Hochschule Pforzheim and Berlin University of Art show their creativity education in their curriculums with module basis. Two universities have a differentiate education direction for the same aim to do creative design study and research. We realized that students learn and get the knowledge and apply to the field with a long term internship, communication skill and presentation development courses. Project based modules enable students to be creative, and active human. Strong design basis, and humanities disciplines will support people to creative design works. These two universities offer a good model of program to build up self education drive, academic and practical ways of training, and project based, internship, etc.

• Journal of Engineering Education Research
• /
• v.27 no.2
• /
• pp.25-34
• /
• 2024

Due to the Covid-19 pandemic, it seems to have been impossible to run offline training courses. To overcome this situation, online training courses has been emerged. Just moving the educational environment from offline to online instead of re-designing the curriculum, however, is not effective for trainees. To maximize educational effectiveness, it is necessary to re-design the curriculum based on constructivist appoach which gives trainees experience on skills and knowledge about their job. As for re-designing the curriculum into real-time online practical learning based on constructivism, learning satisfaction and work efficacy of trainees may have been increased. From these results, HRD professionals in an IT company should need to consider how to structure the curriculum when they design the real-time online practical learnings.

• Fashion, Industry and Education
• /
• v.15 no.2
• /
• pp.53-63
• /
• 2017

The growing significance of corporate social responsibility in the fashion industry has shed light on the importance of preparing fashion students to become socially responsible professionals. In spite of numerous benefits of service-learning, the teaching/learning method has been rarely employed in the fashion design and merchandising context. Therefore, the purpose of the study was first, to examine the concept and models of service-learning and compare different types of service-learning programs, and second, to discuss service-learning projects that were adopted in a visual design class as examples that service-learning can be effectively integrated into the fashion design and merchandising curriculum. This study provides the opportunity to share successful service-learning implementation with other educators to help with effective incorporation of the pedagogical program into the curriculum.

• Human Ecology Research
• /
• v.53 no.4
• /
• pp.447-461
• /
• 2015

This study developed an integrative curriculum design plan for Home Economics through a deliberation method. This study established a research framework to integrate the deliberation models of Schwab, Walker, and Reid that inherited the intellectual tradition of curriculum deliberation along with the practical reasoning process of Brown and Paolucci from a critical science perspective. The practical research problem was formulated as "What should be done to develop a Home Economics integrative curriculum?" To address this practical research problem, deliberation with deliberators of each small, medium, and large groups was processed for the development of integrative curriculum design plans. An initial proposal was developed from small group deliberation processes. An initial proposal was examined and an alternative plan was developed from medium group deliberation processes. An alternative plan and its consequence were re-examined from large group deliberation processes. The authors finalized a proposal organized on four valued ends of self-formation, intersubjectivity, social action, and life skills. A practical problem focused integrative curriculum was developed and proposed to pursue the four valued ends. The suggested final practical problem focused curriculum demonstrates the power of Home Economics to contribute to the advancement of individuals, families, and society as well as the practical empowerment of students.

• The Journal of Industrial Distribution & Business
• /
• v.10 no.11
• /
• pp.71-80
• /
• 2019

Purpose: The purpose of this study is to design the curriculum of Basic College Software Programming to develop creative and logical-thinking. This course is guided by algorithmic thinking and logical thinking that can be solved by computing for problem-solving, and it helps to develop by software through basic programming education. Through the stage of problem analysis, abstraction, algorithm, data structure, and algorithm implementation, the curriculum is designed to help learners experience algorithm problem-solving in various areas to develop diffusion thinking. For Learners aim to achieve the balanced development of divergent and convergent-thinking needed in their creative problem-solving skills. Research design, data and methodology: This study is to design a basic software education for improving algorithm-thinking for non-major. The curriculum designed in this paper is necessary to non-majors students who have completed the 'Creative Thinking and Coding Course' Design Thinking based are targeted. For this, contents were extracted through advanced research analysis at home and abroad, and experts in computer education, computer engineering, SW education, and education were surveyed in the form of quasi-openness. Results: In this study, based on ADD Thinking's algorithm thinking, we divided the unit college majors into five groups so that students of each major could accomplish the goal of "the ability to internalize their own ideas into computing," and extracted and designed different content areas, content elements and sub-components from each group. Through three expert surveys, we established a strategy for characterization by demand analysis and major/textbook category and verified the appropriateness of the design direction to ensure that the subjects and contents of the curriculum are appropriate for each family in order to improve algorithm-thinking. Conclusions: This study helps develop software by enhancing the ability of students who practice various subjects and exercises to explore creative expressions in various areas, such as 'how to think like a computer' that can implement and execute their ideas in computing. And it helps increase the ability to think logical and algorithmic computing based on creative solutions, improving problem-solving ability based on computing thinking and fundamental understanding of computer coding and development of logical thinking ability through programming.

• Journal of The Korean Digital Architecture Interior Association
• /
• v.13 no.3
• /
• pp.33-40
• /
• 2013

The purpose of this study is to propose an curriculum for architectural studio in university to implement BIM process, through the analysis of the advantages of the BIM tool. The limitation of this study was to analyze the case study of only half year a single university. University education in the design process, the design that can be used in applying BIM content should be universal, university education considering the special working conditions, excessive BIM-based application can be difficult. Therefore, a systematic and reliable design that can be applied to education applies BIM design process is necessary to establish. University education applying BIM design review and design proposal the various 3D visualization can be used effectively to determine. In addition, the planned representation for thinking about and drawing 3D model building, architectural space can be used for visualization, and other subjects in conjunction with structural analysis, environmental analysis, facility layout, etc. can be used.

• Journal of Engineering Education Research
• /
• v.21 no.6
• /
• pp.74-80
• /
• 2018

This paper proposes practical teaching methods for efficient progress of project-based learning in engineering design education. Engineering design courses consist of three categories; introductory, individual and capstone design courses. This study concentrates on the case of individual design courses. Individual design courses act as bridges between introductory and capstone design courses and deal with applicable projects based on theoretical frameworks. In this study, practical teaching methods are applied to Artificial Intelligence curriculum as an individual design course for Juniors in Computer Engineering Major. The results on application of practical teaching methods show relatively positive in all aspects.

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