• Journal of Digital Convergence
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• v.17 no.11
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• pp.483-492
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• 2019

The culture and education are very active with the active policy and support to form the government's Maker Movement. The purpose of this study is to grasp the current status of the education sector of the domestic maker movement, which is increasing recently, and to propose a plan for activating maker education for the development of a positive direction. To this end, first, the current status and problems of domestic maker training are derived through in-depth interviews with existing maker training operators and participants. Second, based on the contents of the interview script, keyword analysis and its characteristics through the qualitative survey analysis program (NVIVO) are identified. Third, based on the analysis results, we propose a plan and development direction for domestic maker education. Based on the educators who performed maker training and the students involved, professional maker teachers were required for the professionalism of education, and the expansion of maker channels and professional networking of participating students was required. In addition, there was a need for specialized programs and appropriate policy support that reflected the characteristics of maker training. This study aims at contributing to the activation of maker education, which is a major field of maker movement, by helping to improve concrete support methods, training related educators, and educational environment for maker education.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.117-137
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• 2019

The purpose of this study is to guide the design and operation of maker education programs in school library and to spread them by sharing the maker education program case. For this purpose, we explained the case of maker education of Daegu S high school library and analyzed its significance in terms of users in quantitative and qualitative way. In order to analyze the user's perception of the image and self-efficacy of capacity building of school library maker education, we compared it with the perception of existing school library education programs. In addition, we analyzed whether there is a statistically significant difference in the perception of the maker education according to the grade of the student and the experience of the maker education. The perception of school library maker education was not more positive than the existing school library education program. However, it is noteworthy that students who experienced school library maker education showed a positive image and high level of perception of the self-efficacy of capacity building in both existing school library education and manufacturing education compared to those who did not. These results suggest that school library maker education can improve the overall image of school library education and raise perception of the self-efficacy of capacity building. We hope that this study will contribute to activate school library maker education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.309-313
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• 2018

Maker Activity based Design-Thinking 5 Step is a better experience for providing the public with a better approach to design by sympathizing with human needs and exploring the public's potential desires. This paper studied the teaching method by applying the value of the Maker Training that emphasizes the importance of sharing and opening results with others after creating them based on the ideas of the learners using different tools, the basic mind of Design-Thinking with the observation and empathy about human beings and the derivation of user-centric results to the SW coding curriculum. For this purpose, we studied teaching methods by Design-thinking based on sections that require coding in the information classes of the secondary school curriculum. We demonstrated the class to a group of education experts by applying the syllabus of instruction. Then we collected evaluations and opinions of the experts and we modified the syllabus to reflect the collected assessment. Under the Design-thinking 5 step foundation, classes were demonstrated with a group of education experts, opinions collected, and suggestions collected were reflected on the assessment outcome. I think that It is an effective training opportunity to practice a widespread idea that enables infinite thinking and a convergence of thinking that brings out the best decision from a widespread idea.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.67-83
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• 2022

This study was designed to develop a sustainable clothing life education program for middle school students and to analyze the effects of the developed program on the "Change-maker" characteristics of adolescents. This study proceeded following the ADDIE teaching design model. The learning activities in the middle school Technology and Home Economics textbooks were analyzed according to the steps of the Change-maker education program. Based on the analyzed results, the sustainable clothing life education program entitled 'Clothes for us, actions for the earth' which includes ten teaching and learning process plans, 17 individual learning activity sheets, and seven group learning activity sheets was developed. The developed program was implemented on 285 first-year students in K middle School in Ulsan. After the class, the level of Change-maker characteristics of the students increased from 3.87(SD=.54) to 4.59(SD=.64). From the interviews of the students, it was also found that the developed program influenced the values and behaviors of the students. Therefore it was confirmed that the Education for Sustainable Development(ESD) program on clothing life in middle school Home Economics developed based on the Change-maker education program stage was effective in cultivating the Change-maker characteristics of adolescents.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.221-232
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• 2021

The purpose of this study is to explore the design direction of artificial intelligence convergence liberal arts subjects based on flip learning and maker education through analysis of learner needs in a non-face-to-face classroom environment caused by COVID-19. To this end, we analyzed the priorities of subject content elements by using the Borich needs assessment and The Locus for Focus model along with students' perceptions of flip learning for students who took and did not take maker education-based liberal arts courses. Based on this, it was used as basic data for designing the curriculum. The study results are as follows. First, the content elements of the artificial intelligence liberal arts curriculum based on maker education consisted of a total of 9 areas and were designed as a class using flip learning. Second, the areas with the highest demand for education are 'Artificial Intelligence Theory', 'Artificial Intelligence Programming Practice', 'Physical Computing Theory', 'Physical Computing Practice', followed by 'Convergence Project', '3D Printing Theory', '3D Printing practice' was decided. Third, most of the questionnaires regarding the application of flip learning in maker education-based artificial intelligence liberal arts subjects showed positive responses regardless of whether they took the course, and the satisfaction of the students was very high. Based on this, an artificial intelligence-based convergence liberal arts curriculum using flip learning and maker education was designed. This is meaningful in that it provides an opportunity to cultivate artificial intelligence literacy for college students by preparing the foundation for artificial intelligence convergence education in liberal arts education by reflecting the needs of students.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.117-129
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• 2019

This research aims to explore the direction to promote maker-centered education and draw implications on the design and practice of teacher's professional development program by studying a case. To achieve the research objective, the research context was set on a teacher's training program provided by the S district office of education in Seoul, and the quantitative and qualitative studies were conducted to deduce the teacher's requirements for establishing and promoting maker-centered education after participating in the program as well as analyzing the effectiveness of the 5-days training program. From the results, this study contributes to suggesting implications on activating maker-centered education and providing the curriculum and instructional designs of teacher's professional development through the case participated by teachers who play a crucial role in performing and practicing innovative teaching methods and educational policy in real educational contexts.

• The Research Journal of the Costume Culture
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• v.29 no.1
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• pp.134-151
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• 2021

The aim of this research is to develop a clothing and textiles studio course for preservice home economics teachers applying principles of Project-Based Learning (PBL) and maker education to equip future teachers with the ability to nurture creativity among adolescents. The studio course was developed in the following stages: analysis, design, development, implementation, and evaluation. We concluded that the resulting course met the following objectives extracted from the 2015 revised curriculum of home economics subjects: to promote creative and environmentally-friendly fashion design and styling abilities, gain the ability to use makerspace tools, understand flat pattern making and sewing processes, and develop creative thinking, aesthetic sense, and communication skills. Furthermore, the educational effects of PBL and maker education were confirmed through student comments on the course. Students mentioned the practicality of the material in their actual lives along with their enhanced integration of the subject material, self-directedness, aesthetic sense, ability to learn through trial and error, collaboration and communication, and sharing. Based on results from the implementation and evaluation stages, a clothing and textiles studio course should include the following modules: introduction of terms and tools, submission and sharing of clothing reformation and upcycling techniques, introduction to hand sewing, pouch making, heat-transfer printing, 3D printing, mask making, hat making, vest making, and the final team project on fashion styling. It is important for instructors to provide detailed guidelines on selecting personas for styling, looking for available materials, and selecting materials online.

• Journal of the Korea Convergence Society
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• v.9 no.7
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• pp.163-175
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• 2018

The age of the $4^{th}$ Industrial revolution characterized with artificial intelligence leads to increased interest in emotional aspects representing humanity as counterpart competence to the digital literacy, As the educational model to foster emotional intelligence, noticed is 'maker education based on design thinking process,' since it cultivates the spirits of empathy, intuitive thinking, collaboration, communication, sharing, and openness. In this context, this study aimed to examine relationship between the educational model and emotional intelligence. For this purpose, a case study has been conducted with 37 undergraduate students in an University general education class, and the results of data collection and analysis confirmed positive influences of the program in enhancing most components of the emotional intelligence.

• Journal of Christian Education in Korea
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• v.73
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• pp.117-137
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• 2023

This is a case study of an extra-curricular program that designed and implemented maker education based on design thinking to foster a Christian worldview. The program was designed at K university in the course of 10 sessions as following stages; tinkering, providing a special lecture for motivation, finding issues, empathizing, making, sharing and reflecting. A total of 15 students in 5 teams participated in the program, progressed through each stage in the process of solving the problems they found around them so that their neighbors and the creative world could become better. As a result of operating this program, the participants became concerned about their neighbors and community and reflected on the change of perspective of the world from a Christian worldview. As a suggestion for follow-up research and projects, to develop a model of maker education based on design thinking for cultivating a Christian view of the world is proposed in order to support to easy design and management of the program even if there is a lack of professional related knowledge and experience. In addition, it is needed to develop a manual and guide book including a facilitator's role and an assessment tool like a rubric that can give feedback on the performance of the program and make improvement.