• Fashion, Industry and Education
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• v.14 no.1
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• pp.59-68
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• 2016

This paper identified the source of inspiration to cooperatively design a fashion collection from US undergraduate clothing design students and addressed how to implement team-based learning strategy to conceptual clothing design in class. Data was collected from the total of 51 students in a senior clothing design course at a large 4-year university in the US. The assigned project for this class was to develop a group collection under a same theme. Each student worked with his/her team member(s) to create an outfit and the entire class worked as a group to create a cohesive collection. The study showed that the sources of inspiration for the themes/concepts came from 11categories: historic era/old Hollywood glamour, shape/line/structure/architectural, fairy tales movies, nature/abstract, circus/mysterious, occasion/place, object, designer/artist, futuristic, culture, and various movies. To implement cooperative learning strategies in the clothing design class, a total of five class presentation/discussion sessions were held for theme/concept decision, fabric decision, design decision, test garment evaluation and design modification, and final products. Throughout the design process, team-based learning strategy promoted students' engagement and participation and inspired their critical thinking skills for making decisions within a team.

• Journal of the Korea Society of Computer and Information
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• v.7 no.4
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• pp.59-65
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• 2002

In these days, educational environment has been changing as Slowing of internet. This is why we have to consider a Web-based cyber education. The LMS is functionally constituted with Class-part and Management-part. Class-part take part in planning of lecture, loading the presentation material and class service. In this system, UML is used to support a specification of Component-based LMS. Through this study, we will show the effectiveness of CBD(Component Based Development) in during LMS development.

• The Journal of Korean Association of Computer Education
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• v.16 no.2
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• pp.29-37
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• 2013

In the environment of emphasizing creativity, computer application instruction model is in demand which is developed for the group discussion, enlarging the range of thinking, and creativity. The purpose of this study is to develop a PBL-based computer application instruction model concerning creativity after researching problems during the use of computer education by group. The theoretical background of class model is PBL, and the efficiency and creativity of class is considered while using web-mind map as the tool for the discussion and data sharing. As a result of applying the suggested model to the students enrolled in the production of presentation instruction, it made probabilistic meaningful outcome where complaint with communication, data sharing, role sharing, difference of contribution, excessive run-time and etc. were reduced.

• The Research Journal of the Costume Culture
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• v.29 no.3
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• pp.346-360
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• 2021

Universities have recently introduced problem-based learning (PBL) to various subjects to enhance problem-solving skills (including self-directed learning and small-group learning) required in industry. The PBL module was applied to the personal production process in a draping class. A study was based on a questionnaire after conducting two PBL modules with a group of students. Each PBL module included 'design analysis', 'presentation of flat sketch and draping plan', 'discussion of the plan', 'evaluation of the draping result and correcting the problem', and 'final evaluation of the completed project'. Results showed that satisfaction with the PBL method and its activities was higher than satisfaction with existing teaching methods. In particular, among the various components, the 'design analysis' and 'the presentation step of flat sketch and draping plan' stages were more helpful to students compared to small-group discussion. Moreover, the effects of PBL were observed through student reflection essays, in which students suggested that PBL was very effective in enhancing problem-solving through self-directed and small-group learning. Despite the overall satisfaction with PBL, students expressed some minor difficulties associated with awkwardness with a novel learning method, lack of diverse perspectives among each group, and poor communication skills. Therefore, the study shows that PBL is highly likely to be useful to students when they are solving pattern drafting problems and making samples through self-directed learning and small-group learning.

• Journal of the Korea Society of Computer and Information
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• v.29 no.1
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• pp.287-293
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• 2024

This research studied the cognitive impact of classes using artificial intelligence on aviation technical school students. First, we developed a class consisting of a class based on traditional presentation materials and a class composed of speech-to-text (STT)-based artificial intelligence materials. A 133 students from an aviation education institution participated in two types of classes. We measured students' cognitive load and Mind Wandering test results before and after class, and conducted an achievement evaluation. As a result of the test analysis, we confirmed that extraneous cognitive load was reduced, content concentration increased, and achievement improved. In the future, we hope that AI-based STT classes will be widely used in schools that teach technology.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.59-67
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• 2021

Purpose: The purpose of this study is to examine the effectiveness of Problem-based Learning (PBL) in an interdisciplinary college class. This class was run under the theme of 'Nurse Social Content Creators' (NSCC) in the Korean Nurses Association (KNA)'s industry-university collaborative project designed to promote a positive image of nurses among the public. Methods: Study 1 examined changes in perception about nurses among the PBL participants before and after the program. A one-group pre-post test experimental design was applied, and the data were analyzed using a Wilcoxon signed-rank test. Study 2 identified differences of perceptions of nurses between people who had observed the PBL final presentation and people who had not. A post-test-only with nonequivalent group experimental design was used, and the data were analyzed using a Mann-Whitney U test. Results: Study 1 revealed a significant increase of positive perceptions towards nurses. Study 2 revealed a significant difference between the PBL presentation audience group and the control group. Students who had observed the PBL program showed more positive perceptions of nurses than students who had not. Conclusion: This research is an important study with high practicality in the area of media studies as well as in nursing. The PBL teaching method was proven to be effective in enhancing perceptions of nurses.

• Journal of the Korea Computer Industry Society
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• v.8 no.4
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• pp.207-220
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• 2007

Recording to development of info-communication, recent educational paradigm asks not for a passive transmitter but an active constructor who can solve the various complicated problems in real situations. Such a change asks for the educational setting which includes sharing ideas and information rather than possessing them by themselves. Learning through presentation has many problems which are few chances of presentation as well as reusing of presentation data. etc. This study suggested the strategy which are promoting interactions through presentation class and using practically. For this, role of the presentation data provider and learner was suggested, also strategies to implement of the presentation learning support system step by step. Through the strategy of this paper could maintain the active communicating relationship between the learners. Without the limitation of the time and space, the real time communication is made while looking at the presentation data of the other party, the teaming effect by the presentation teaming strategy is expected to be high.

• Journal of the Korea Society of Computer and Information
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• v.23 no.2
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• pp.117-123
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• 2018

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• Journal of the Korea Society of Computer and Information
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• v.22 no.6
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• pp.33-40
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• 2017

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• Journal of the Korea Furniture Society
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• v.20 no.5
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• pp.467-479
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• 2009

The high-tech computer technology developments have greatly affected the area of design education. Starting from the mid 80s, innovations in visual presentation methods have heightened with 2D computer graphic programs, CAD & 3D modeling, and Rapid Prototype that allows dimensional generation. The specialty and quality in design studio education have advanced due to the development in presentation methods such as Power Point and Keynote. But there are many problems with the current method of presenting the visual outcome in a data format using beam projectors, which is a vertical presenting method compared to the old studio study method of conducting discussions and reviews based on the substantial outcome. The essence of studio study that allows for comparisons and analysis by horizontally opening up the various work outcomes is being offset. Also the requirement for manual idea sketching work that plays an important role in the initial design phase continuing to decrease due to the digital working process dependence and cumbersome procedures in the presentation. In order to resolve this problem, the CALM system (Class Applied LCD Modular System) has been developed that replaces the method of attaching the sketches or renderings on the wall with a digital multi-display system. In a nutshell, individuals will upload the outcomes online and display them on the CALM system studio that is composed of 32 LCD (Columns: 4 $\times$ Rows: 8) monitors that are 19 inches in size so that various personnel can openly study the design outcomes. Also the central 42 inch PDP monitor that offers touch pad capability allows each design outcome to be described and examined by expanding. The concept phase of this development process has elevated to the production of an operating prototype that is being reviewed of its practicality. It is considered that the development of this system will decrease the extreme tendency of depending on digital operation but achieve revitalization of a more realistic and opened studio study environment compared to the individual consulting method of the old study approach.