• Journal of the Korea Fashion and Costume Design Association
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• v.21 no.1
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• pp.115-129
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• 2019

This study aimed to develop methods for technical design education that can be intimately connected to the industrial field. For this, technical design jobs performed in the fields of the domestic and foreign fashion industries and their required competences were examined, and educational methods based on constructivism were proposed. Korean fashion technical designers' works were identified, and then the fashion technical designer's responsibilities and qualifications were collected and analyzed from global employment sites. On the basis of the collection and analysis, hands-on staff members and education experts were interviewed about required competences for the actual business and possible suitable methods for education. The results of research showed that in the case of the US, job systems and relevant duties for technical designers were clearly defined by clothing brands, whereas in Korea, businesses were systematized around vendors, not brands, and as a result the businesses of technical package composition and specification proposals were not performed properly. This study organized the contents of technical design education into fit development and specification, the composition of technical design packages, the evaluation and approval of samples, fit schedule management and fitting, block pattern setting and pattern correction, sewing specifications appropriate for styles and materials, grading, technical terms, and production management. As for the technical design education models, the cognitive apprenticeship model, resource-based learning, the problem-based and anchored model, and the problem-based and resource-based models were proposed.

• The Research Journal of the Costume Culture
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• v.26 no.1
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• pp.45-55
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• 2018

The purpose of this study was to investigate the changes in perception and attitude of fashion major college students before and after receiving their design copyright education. A questionnaire survey was distributed to 200 fashion major college students in Seoul. The results of this study were as follows: First, 46.0% of fashion major students had an experience of purchasing counterfeit fashion goods. Out of those, 81.5% students acknowledged that the product was counterfeit and still purchased it. Categories of counterfeit goods purchased were bags, clothes, and accessories, in order of popularity. The students reported purchasing counterfeit goods twice and three times, in order of popularity. The prices of the counterfeit products were 100,000 to under 200,000 won, and under 100,000 won, in order of popularity. Second, the cognitive domain, the practical domain, and the value domain all showed significant differences between before and after the copyright education. Among these, the differences in the practical domain were the most distinctive. Third, prior to receiving their copyright education, most of the students had no perception about the design copyright system and so most of the students gained helpful information from the education. For future design copyright education, the students want to learn about how to protect their own designs, how to apply copyright in a fashion company, how to avoid invading other people's designs, and categories of design copyright.

• The Research Journal of the Costume Culture
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• v.8 no.5
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• pp.629-637
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• 2000

This paper focuses on the development of a fashion design educational program that will foster the talent and aesthetic consciousness of fashion design students. The goal of progressive educational methods with cutting edge technology is to elevate educational efficiency, and ultimately rear creative designers. To fulfill its objective, this paper presents a courseware program on fashion design education utilizing hyper media that include animation, photographs, pictures, sounds and characters. By the utilization of such comprehensive source of information media, a hypermedia courseware was developed for elementary education in fashion design with the following conclusions : 1. The program enables the students to customize their fashion design education. The students of fashion design education programs are able to choose and adjust their own programs to suit their requirements and intellectual level. 2. The program effectively motivates. Much like a constant sequence of various images on a screen that can provoke profound heart-felt emotions and inspire creativity, the program can stimulate and motivate the students. 3. The program provides a consistent education. To advance the overall quality of fashion design education, the problem of dissonance in educational content should be resolved and possible individual errors in delivery rectified. The present program will solve such problems, and establish coherent standards that will withstand the test of time regardless of time or place. 4. The program is cost effective. Since the present program frees the teacher from the time consuming drudgery of preparing various texts and lesson plans, have the materials delivered and handled, it reduces the time and cost previously required. 5. The program has the capability to be upgraded. The accumulated know-how of teachers and the total experience of the program can be linked with other programs for limitless expansion.

• Journal of the Korean Society of Costume
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• v.55 no.3 s.93
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• pp.150-163
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• 2005

Distance Learning Education has been adopted as an alternative educational method to actively face the changing educational field. Fashion design education essentially requires not only a theoretical but also a practical process in which feedback comes through personal interactions between an instructor and a student. Hence, the existing WBI system exemplifies its limitations by applying only a one-way methodology that limit interactions based only on the theoretical texts. The objective of this study was to reveal the effects of an originally designed Distance Education program factoring in a teaching-learning methodology that addresses the practical demands of a fashion design program. So It analyzed the pre-existing conditions through a questionnaire survey of 472 students and 60 fashion design instructors to determine how the traditional fashion design education is different from other programs and which method is being applied. then, It designed and applied an original web-based distance educational system specifically incorporating the needs of the fashion design curriculum based on the data collected from the survey questionnaire.

• Journal of the Korean Society of Costume
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• v.65 no.2
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• pp.125-143
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• 2015

This study is to propose an 'education-training-certificate of qualification' design of fashion accessories production, which can be applied to education in universities and individuals. It is based on the National Competency Standards (NCS), which was developed through the '2013 National Competency Standards Development Project' for the fashion accessories production. FGI (Focus Group Interviews), which is a research methodology, is carried out on target groups of educational experts and specialists in the field of fashion accessories production. Through this, five courses were suggested; first, 'fashion accessories design' course was proposed for the education and training of 'design development' and 'development of raw materials'. Secondly, 'fashion product production' course was proposed for the education and training of 'production of samples'. Thirdly, 'fashion product manufacture and planning' course was proposed for the competency element units: 'calculation of cost', 'determination of mass production model and price', 'planning of the main manufacturing process' and 'ordering of raw materials'. Lastly, 'mass production of fashion products' course and the 'field practice of fashion product manufacture' course were proposed for the competency element units: 'planning for mass production', 'preparation for mass production', 'mass production' and 'inspection of completed products'. In addition, a new certificate of 'technician of fashion accessory production' was proposed in order to test qualified skills for the fashion accessories production. The test is composed of a written examination of short-answer questions, technical drawing and production.

• Journal of Fashion Business
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• v.9 no.4
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• pp.1-15
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• 2005

Interesting education which utilizes cyber visual and audio multimedia effects, we regard it as a very effective education but those programs are not prepared yet. So, the purpose of this research is to provide a new direction for cyber fashion education with the use of avatars as the multimedia factor to increase student's interest and understanding. First, we investigated the present situation of fashion cyber education and the present avatar usage situation online, and also we searched literature and the internet to investigate the general theory of design. Second, we used Adobe photoshop 7.0 to make avatars, then, we used Macromedia Flash MX to design the avatar on our web site, and to make it look more realistic. According to the research results, cyber fashion education is usually used as marketing in certain areas, and for middle school, and high school students it is mainly used as text and lecture videos. When searching for fashion sites that use avatars, we found that most fashion shopping malls use them. Because avatars can give visual effects and also increase interest and fun, they can increase concentration and understanding and can be effective in fashion cyber education.

• Journal of the Korea Fashion and Costume Design Association
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• v.17 no.4
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• pp.191-200
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• 2015

The purpose of this study is to analyze the difference of educational institutions and majors on Learning Participatory Motivation of Lifelong Education Organizations of Universities and Job Technical Colleges that are operating academic degrees on bachelor of fashion and associate of industrial arts in Academic Credit Bank System. The significance of this study is to provide basic information for educational institutions to promote efficient operation and devise a strategy for reinforcing educational competitiveness according to individual Learning Participatory Motivation and purpose of learners. In this study, educational institutions were classified into Lifelong Education Organizations of Universities and Job Technical Colleges operating academic degrees in Academic Credit Bank System. Degrees were divided into bachelor of fashion and associate of industrial arts, and majors were divided into fashion design and fashion business for bachelor of fashion and fashion design and fashion business for associate of industrial arts. Looking at Learning Participatory Motivation of learners, factors selected by learners as considerations for registration and selection of currently affiliated educational institution were found to be 'acquisition of degree at a university' and 'acquisition of degree' for Lifelong Education Organizations of Universities and fashion design major, and 'for employment' and 'acquisition of new knowledge and skill' for Job Technical Colleges and fashion business major.

• The Research Journal of the Costume Culture
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• v.8 no.4
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• pp.537-548
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• 2000

This paper focuses on development of a fashion design education course that will foster the talent and aesthetic consciousness of fashion design student. The writer reached the content of the designing ideas to practical applications as the defined scope of fashion design education. For designing idea in practical application : matching ideas, contrasting ideas, formative combinations and revisionism were used. For design ideas, the ideas developed by 飯塚弘子, 万江入重子, 香川達子 were used in revision. To detail the content of design education, fashion magazines, portfolios, photographs and related fashion design educational materials were used. 1. Matching ideas : it proposes such identical expression into costume by making a research of developing material, application form and color extraction from design sources. 2. Contrasting ideas : it proposes such opposite expression into costume by making a research of opposite to image, form, position and purpose from some object. 3. Formative combinations : it proposes such new expression into costume by combining a detail of costume with the other object. 4. Revisionism : it proposes such modified expression into costume by making a research of deletion, change, addition and conversion in costume.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.95-102
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• 2005

Development of information & communication technologies brought a lot of changes into a fashion industry system. Based on this advancement, various classes which utilized a computer is opened in the educational field. However, because of the shortages of ICT quality of leaner, It must spare a section equivalent for ICT literacy during educational contents. In secondary education and the culture process of a university It is because ICT literacy education was not realized directly. This study is purposed to present more desirable direction the curriculum of Fashion Design, in order to study like the fashion design technical education division, defined the ICT literacy ability that leaner must have and under the tyrannies that that kind of ICT quality ability was had, designed a educational 'process in the fashion design that utilized the ICT which was suitable for information oriented society.

• Journal of the Korean Society of Costume
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• v.23
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• pp.225-248
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• 1994

The purpose of this study is to find an effective curriculum of the future in the fashion design and the clothing construction area by comparing the curricula of the fashion -related departments in domestic college. The research finding are as follows : 1. Clear objectives of fashion education need to be defined based upon the characteristics of the field. 2. Following education methods are suggested for the fashion design area. 1) Basic core courses need to be offered to support the fashion design courses. 2) More design -practice courses need to be included to educate creative designers and the curriculum need to reflect also the needs of the Apparel Industry practioners. 3) Major concentration systems need to be introduced. 4) Intership which is a kind of the Academy and Industry cooperation needs to be introduced. 3. Following education methods are suggested for the clothing construction area. 1) Major concentration systems need to be introduced. 2) Workshops which are similar to the actual production systems of the clothing Apparel Industry, are required. 3) Internship is required. 4) Course required for both the fashion design area and the clothing construction area need to be offered effectively. The suggestion made in the research can be applied with some modifications or adjustments considering the situation of each college. Since each college has different characteristics in terms of the tradition , faculty ,size, facility etc., it is difficult to make a general statement regarding professional fashion education , however, professional fashion education should be reformed in order to achieve individuality of each college.