• Proceedings of the Korea Society of Design Studies Conference
• /
• 2003.11a
• /
• pp.100-101
• /
• 2003

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.15 no.7
• /
• pp.4573-4579
• /
• 2014

In the 21st century, university education is changing from an objective knowledge and information to critical thinking and problem-solving ability. Moreover, university education should change rapidly towards a learner-centered educational environment because it has an educational goal to have college students experience authentic tasks they will be in charge of after graduation, and improves self-directed learning ability and cooperative learning ability. PBL is a pedagogical strategy for posing significant, contextualized, real world situations, and providing resources, guidance, and instruction to learners as they develop content knowledge and problem-solving skills. In problem based learning, the students collaborate to study the issues of a problem as they strive to create viable solution. For these advantages of PBL, the application of PBL in school has been enlarged. On the other hand, the application of PBL in engineering education has not been enlarged. To improve these instruction methods, the development or applications of new instructional methods will be needed. This study examined the PBL instructional design of a creative engineering design subject, which aims to foster talent. The PBL model developed in this study consists of Analysis, Design, Development, Implementation, and Evaluation. A plan of creative engineering design subject was developed based on PBL, and focused on the process of PBL. To determine the effects of this model, studies applying this instructional design to many lecturers should be implemented.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.3
• /
• pp.213-219
• /
• 2022

The purpose of this study is the construction and internal validation of DT ISD model that incorporates Design Thinking process into Instructional Systems Design. The study proceeded in 3 steps. Firstly, literature review was conducted to examine the process and components of Instructional Systems Design model such as ADDIE. Design Thinking models were also reviewed to determine the probability of integrating Design Thinking with ISD. Secondly, DT ISD model was constructed by adopting 3 principles of Design Thinking to ISD process. Thirdly, the internal validation research was conducted through 3 rounds delphi study and DT ISD model was finally validated by experts of instructional technology and lifelong education. DT ISD model is based upon constructionism in learning theory rather than behavioral or cognitive learning theory such as ADDIE. Hence, DT ISD model is an effective instructional design model for adult lifelong education program. It is suggested that action research is necessary to examine the external validation of DT ISD model.

• Journal of Information Technology Services
• /
• v.21 no.3
• /
• pp.89-103
• /
• 2022

The purpose of this study is to explore professors' perception of blended learning. For this purpose, the reflective journals written by 56 university professors was analyzed using the keyword network analysis method. The results of this study are as follows: First, as a result of keyword frequency analysis for the blended learning, the keywords showed the highest frequency in the order of (1) 'instructional design', 'student', 'instructional method', 'learning objective' in the area of learning, (2) 'importance', 'instruction', 'feeling', 'student' in the area of feeling, and (3) 'semester', 'plan', 'weekly', and 'instruction' in the area of action plan. Second, the results of analyzing the degree, closeness centrality, and betweenness centrality of network connection are as follows. (1) The keywords 'instruction', 'instructional method', 'instructional design', and 'learning objective' in the area of learning, (2) the keywords 'instruction', 'importance', and 'necessity' in the area of feeling, and (3) 'instruction', 'plan', and 'semester' in the area of action plan showed high values in degree, closeness centrality, and betweenness centrality. Based on the research results, implications for blended learning and professors' perception were discussed.

• Journal of Korea Multimedia Society
• /
• v.23 no.12
• /
• pp.1576-1585
• /
• 2020

The purpose of this study is to design and apply YouTube ecosystem using digital curation to improve the interaction of untact class. The untact digital instructional model for building the YouTube ecosystem is composed of four modules: domain, tutor, student, and interface, and the role of each module is described. As an application example, the team project "Development and Operation of Instructional Assistant YouTube" is performed in the Introduction to Media Software class. The learning experience is described in terms of professor, peer tutors, and learners, and learning outcomes are presented through surveys.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.24 no.4
• /
• pp.265-276
• /
• 2017

Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.

• Journal of Elementary Mathematics Education in Korea
• /
• v.4 no.1
• /
• pp.1-19
• /
• 2000

This paper aims to enhance students' interest in the use of calculators in mathematics education and promote their use of calculators in real-life situations. Towards these ends, problem types and instructional models developed for the efficient utilization of calculators. The instructional models focus on teaching mathematics relying on the path through which expert teachers have gone through to gain relevant knowledge. By developing problem types and instructional models suitable for calculator use, We can contribute to a better attainment of instructional goals in mathematics education. The instructional models and problem types will aid teachers in making decisions about instructional development plan and basic features of instructional activities. The use of a new medium will also lead to increased interest and confidence in learning, thus contributing to the enhancement of students' ego.

• Journal of The Korean Association For Science Education
• /
• v.32 no.9
• /
• pp.1427-1442
• /
• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• Educational Technology International
• /
• v.15 no.1
• /
• pp.1-26
• /
• 2014

The purpose of this study was to develop design principles of both animated pedagogical agents as 'credible' persuasive message source and persuasive fear arousing instructional messages in order to help enhance attitude changes toward a certain issue. Based on the previous pedagogical agent research, this study drew the design principles providing ways to manipulate agent credibility level and fear arousing level of message. Consequently, it specified how to make pedagogical agents perceived less or more credible by learners by manipulating a variety of agent features. For fear arousing message, this study showed how fear arousing messages would be structured into one of three levels: non-threatening, moderately threatening, and strongly threatening. Two different agent conditions and three message conditions were actually developed and experimentally tested with the participants of 40 undergraduate students. The results showed that the agent design principles specified from the previous research worked well enough to make a distinction between the more credible agent and the less credible agent. The overall results of this study may indicate that the design strategies for fear arousing message are retained on the premise of some future refinements.

• Journal of Convergence for Information Technology
• /
• v.8 no.1
• /
• pp.153-160
• /
• 2018

This study suggests the development and the application of cognitive apprenticeship to instructional design for the 'computer and presentation skill' among the liberal arts computer courses in H university. The purpose of this paper is to show effects of instructional design on learning of the liberal arts computer courses employing cognitive apprenticeship, and examine earner's satisfaction of instructional planning, lecture contents, and teaching methods, which are evaluation elements of the content evaluation area. As a result of the study, cognitive apprenticeship theory has improved the satisfaction of the lesson plan, lecture contents and teaching method. Therefore, this study has significance in that it recognizes that cognitive apprentice theory is effective for general computer class. It is expected that it will be applied to effective teaching methods of liberal arts computer related subjects in the future.