• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.3
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• pp.61-72
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• 2018

This study pursued to obtain 3 consecutive purposes. First, a conceptual model for comparing 3 constructivist teaching and learning strategies( problem-based learning[$P_bBL$], case-based learning[CBL] and project-based learning[$P_jBL$]) was developed. Relationships of these constructivist strategies with the development of expertise for learners were discussed. Second, specific differences between $P_bBL$, CBL and $P_jBL$ as applied in architectural design courses were analyzed under each of the teaching and learning category. Some analytical indexes were developed by content analysis, which are applicable effectively to reveal the differences. Based on the previous findings, third, a set of strategic guidelines for use in class were made and suggested in order to develop and improve expertise in architectural design. These guidelines were largely targeted for university design courses as well as education or reeducation of practicing architects. Expecially, combined application of $P_bBL$, CBL and $P_jBL$ was hypothesized and suggested as class management guidelines. In sum, a variety of $P_bBL$ problems, CBL cases and $P_jBL$ projects should be developed for expecting audience based on design subjects and tasks. As working domains of practicing architects, exploring/analyzing, understanding/making applications, and criticizing/self-reflecting should be considered in the development process.

• The Journal of Korean Association of Computer Education
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• v.8 no.4
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• pp.57-69
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• 2005

In this study we try to design and develop a mixed model of project-based learning with internet. In order to support the developed model, we separately developed a web-based tool, called Project Learning BBS. The classroom teaching for advertisement-photo production with the model has been carried out during May-July in 2002 and March-July in 2003 respectively with 40 students each. The overall activities of group collaborative work done during the teaching periods have been formatively evaluated with classroom observation, interviews and students' portfolios that were related to the processes of photo planning, video shooting and editing. It has also investigated how the students involved the web-based group discussion activities. In short, data analysis indicated that the participants accepted the proposed project-based learning model for their learning events in a positive way in order to increase the utilization of CMC.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.47-52
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• 2011

Recently, in order to increase the effectiveness of engineering education, it is a trend to get out of teacher-centered, traditional pedagogical strategy which emphasizes knowledge delivery and to utilize diverse pedagogical strategies such as project-based learning, problem-based learning, and so on. Especially utilization of project-based learning(PBL) that is very effective to improve practical ability by doing projects which students can apply their knowledge learned in class has been increasing. By the way, although students work on one or more projects in your course, only the fact shouldn't say that you properly utilizes PBL. That is, many teachers make students perform projects in their courses, but only a few teachers properly utilize PBL. This paper presents PBL procedures, evaluation criteria on project subjects, an evaluation method of team project, an evaluation table of PBL accomplishment, etc. based on many years experience in PBL as a guideline for PBL in engineering education. Also, this paper proposes some complements for better PBL by analysing strength and weakness of PBL.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.467-474
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• 2019

Key areas of digital contents, the games and animation industries are increasingly expanding. Therefore, training of a specialized workforce is required in accordance with these enterprises' growing demand. Education in the field of games and animation lies in cultivating talents with creative thinking, collaboration, and problem-solving skills. Thus, this paper aims to propose a PBSL teaching model for creative convergent talent through game and animation projects. The study will focus on the characteristics of creative convergence talents, project teaching, and related job competencies for game and animation education. Based on literature research, a 'Project Based Self Learning' instructional model is presented, in which creative thinking and collaboration competencies are explained in a way they can be performed by the learner. As a case study, D University's class was applied with PBSL. A survey showed that the autonomy aspects were higher than the creativity and convergence attitudes, indicating that the students improved their autonomy and motivation. However, the team composition needs further supplementation.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.39-50
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• 2019

We designed and applied team project based learning for effective computer programming education and analyzed the effect on learning effect. Throughout simplified traditional theories and practices, teamed up with random lottery, divided role & responsibility, and conducted problem solving projects in a competitive way for a given task. When after completion of the course, we conducted questionnaires on learners in order to grasp the influence factors on the learning effect. As a result of the structural equation model analysis, it was shown that Team Project had a direct effect on the learning effect. The learning effect based on the relationships among the factors derived through exploratory factor analysis. Based on this analysis, we propose a more effective computer programming education way.

• Journal of Internet of Things and Convergence
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• v.8 no.5
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• pp.93-98
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• 2022

With the development of new digital technologies, research on various learning tools is being actively conducted. These learning tools are also being developed so that they can be applied to various environments by applying the technology of artificial intelligence or using smart functions to which big data technology is applied. These smart learning tools are contributing a lot to increasing educational effectiveness and learning efficiency. Recently, various learning tools have been applied in universities, and solutions for smart learning from smart attendance are introduced to improve student learning efficiency. This study intends to propose a design for a smart learning tool that can increase the efficiency of project progress and increase the scalability of the results when conducting a company's customized project through such a university's smart learning tool. The proposed smart learning tool is expected to have the advantage of being able to easily adapt to the practical business project as the company-customized projects that can improve practical skills are smoothly used as a learning tool. The proposed project-based smart learning tool model is later built as a related LMS and applied to actual project progress to check its utility, and to revise and supplement the proposed smart learning tool model to provide a project-based smart learning function want to strengthen.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.291-304
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• 2013

Considering the change of educational environments and strategies for the future, this research attempted to develop project learning that uses various smart technologies, and integrates formal education within a school with informal learning experiences outside of the school. For effective learning, the processes of the project learning, instructional activities for each process and supporting materials were specified and developed as a learning package. The project learning program and the instructional package were applied to 18 fifth graders in an elementary school located in Seoul. The results of the pilot test were collected with observations, interviews, and assessment of learning processes and products. And then the results were analyzed in regard of 'the whole processes of project activities', 'learning materials and tools', and 'informal learning experiences'. Based on the results, some suggestions were provided for implementing the smart project learning for integrative learning experiences.

• Journal of Engineering Education Research
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• v.26 no.4
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• pp.36-46
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• 2023

This paper presents a case study and online-offline (hybrid) course structure for project-oriented community-based service learning in order to solve real-world problems for society. It examines social issues and conduct student projects to develop solutions that can generate sustainable value. This course helps students to use their major knowledge to assess and solve the problems faced by the local community. The outcomes of this course conducted via online lectures and offline project activities are discussed. The operation of this blended type of social problem-solving course is also stated.

• Smart Media Journal
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• v.12 no.5
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• pp.88-101
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• 2023

As the definition and role of design changes over time with the times and society, design education needs to update teaching methods to match it. The course design in this study began with an optimisation of the learning model based on previous research and analysis, followed by in-depth interviews, the application of the interview results to the final curriculum design, and finally a questionnaire to verify the positive effects of this teaching model. This teaching model has been applied to teach a pilot class in a university of applied sciences in China. The main characteristics of the course design are Project-Based Learning (PJBL) oriented, team cooperation centric, and an educational model developed based on peer assessment. In every stage of the UI design course, realistic project simulations are adopted, enhancing students' abilities through practical experience, teamwork, and peer assessment. The innovation lies in validating the effectiveness and advantages of this model at every stage of the UI design course, innovating existing teaching methods, optimizing learning models, and combining practice with evaluation. This research found that a project-oriented team course design based on PJBL has a high degree of effectiveness and relevance in each stage of the UI design course, significantly improving students' overall competence. It is expected that the results of this study can be applied in various ways to the course design of the courses that similar to design majors.

• Proceedings of the Korean Statistical Society Conference
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• 2004.11a
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• pp.307-312
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• 2004

In our fast-moving information and knowledge society, skills and know-how rapidly become outdated. Virtual learning environments play a key role in meeting today's growing demand for customized educational and vocational training and lift-long teaming. The scope of multimedia-based and web-supported education is illustrated by means of an interdisciplinary multimedia project 'New Statistics' funded by the German government. The project output contains more than 70 learning modules covering the complete curriculum of an introductory statistics course. All modules are based on a statistical laboratory and on a multitude of Java applets, animations and case studies. The paper focuses on presenting the statistical laboratory and the applets. These components present the main project pillars and are particularly suitable for international use, independently from the original project framework. This article also demonstrates the application of Java applets and other multimedia developments from the educational world to official statistics for interactive presentation of statistical information.