• Fashion & Textile Research Journal
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• v.10 no.6
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• pp.848-856
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• 2008

In today's world where a preference for prestigious brands prevails, it's essential to have creative design conceptions rather than try simple mimicking or following in order to be recognized for creative and objective design works. In that sense, the development of clothes design using construction lines offers a great approach towards the ideas of reinterpreting and creating new designs since it creates new forms by understanding lines as signs of conception and transforming them. That approach allows a designer to improve his or her imagination, creativity and expression in a freer and richer manner, think of many original ideas through diverse changing processes, and develop the skill to visualize the ideas by incorporating geometric forms of abstract lines into clothes. When approaching the conception of clothes design from the standpoint of construction lines, you need to adopt more specific and systematic design methods instead of vague imagination to introduce simple facts or theories to a new design process. That's one of the ways you can approach clothes design easily and enhance your conception skills. The process of clothes design according to the conception of construction lines is composed of the following stages; the preparation stage involves an understanding of the principles and the entire process of clothes design conception based on construction lines; the idea stage requires a designer to make free alterations of the given basic construction lines by moving and replacing the lines and sides in diverse ways; in the creation and expression stage, the designer uses the newly reconstructed construction lines to create clothes design; and in the evaluation stage, the designer makes a presentation of his or her subjective design works and has his or her works assessed and tested in an objective fashion. In today's modern society that demands new and original globalized design, the results of the study will help to invigorate the development of new fashion design in a more systematic and practical manner by suggesting a feasible and gradual educational program for the development of design based on the technique of construction lines.

• Journal of Korean Institute of Industrial Engineers
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• v.39 no.5
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• pp.374-382
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• 2013

Robust design method developed by Genichi Taguchi has been very popular since the 1980s and there have been many academic and applied research works on this topic. However, college students and engineers in companies have had difficulty in understanding the method. This paper presents a procedure to implement the robust design method by an easy-to-execute paper helicopter experiment. A crossed array was adopted, which consists of a resolution IV fractional factorial design with 6 control factors and a factorial design with 3 noise factors. Three performance measures were analyzed; signal-to-noise ratio, mean, and standard deviation of the falling time of the paper helicopter that is to be maximized. Control-noise interaction plots are also given to evaluate the degree of the sensitivity of each level of the control factors to the noise factors. The procedure presented in this paper can be helpful to those who want to have basic knowledge in the robust design method.

• The Journal of Industrial Distribution & Business
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• v.12 no.8
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• pp.21-32
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• 2021

Purpose: With the advent of the era of the 4th industrial revolution, called a new technological revolution, the necessity of fostering future talents equipped with AI utilization capabilities is emerging. However, there is a lack of research on AI education design and competency-based education curriculum as education for business major. The purpose of this study is to design AI education to cultivate competency-oriented AI literacy for business major in universities. Research design, data and methodology: For the design of AI basic education in business major, three expert Delphi surveys were conducted, and a demand analysis and specialization strategy were established, and the reliability of the derived design contents was verified by reflecting the results. Results: As a result, the main competencies for cultivating AI literacy were data literacy, AI understanding and utilization, and the main detailed areas derived from this were data structure understanding and processing, visualization, web scraping, web crawling, public data utilization, and concept of machine learning and application. Conclusions: The educational design content derived through this study is expected to help establish the direction of competency-centered AI education in the future and increase the necessity and value of AI education by utilizing it based on the major field.

• ETRI Journal
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• v.15 no.2
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• pp.75-84
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• 1993

This paper presents a modeling tool, so-called X-ADD (X-window application Analysis & Design Diagram), which is useful for the understanding of existing X-window application program and the development of new X-window application software. This X-ADD tool is available for the X-window applications maintenance activities such as program understanding, and program analysis by the concept of reverse engineering. In addition, it supports the analysis and design for the new X-window application system development. Therefore, by the use of this tool, the visibility of the existing X-window application programs can be enhanced and modeling for the design of new X-window application systems can be easily made.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.33-38
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• 2015

Engineering education accreditation, such as by ABEEK in Korea or ABET in USA, centers around outcomes-based education (OBE). Outcomes are the abilities or competencies which students are expected to achieve by the time of graduation. Engineering programs must design the curriculum, educate their students, and assess the performance of them in accordance with the program outcomes. Consequently, sound understanding of the program outcomes is crucial to the successful implementation of OBE. Most of the 12 outcomes of ABEEK KEC2005 criteria came from ABET criteria written in English. It means that, apart from sound understanding of the outcomes, we need to care about the correct translation of the ABET outcomes from English to Korean. The translation of them as in KEC2005, however, leaves something to be desired. This paper tries to present the correct translation of some program outcomes as well as sound understanding of a few outcomes difficult to define.

• Journal of the Ergonomics Society of Korea
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• v.35 no.1
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• pp.29-38
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• 2016

Objective: The purpose of this research is to extract factors affecting office lighting and their relations, and then develop a framework that helps designers research and design smart lighting systems. Background: Due to the highly specialized usages of offices, the lighting system within offices also varies according to space, work, user, etc. A framework which considers these various factors and their relations is necessary for understanding and developing smart lighting systems. Method: First we extract factors affecting office lighting conditions, and select factors that can be controlled. We then analyze and develop a structure which reflects the relations among these factors from procedural perspective. Results: We divide factors affecting office lighting into physical and social factors, and then conceptualize their relations using a circular model. We then develop our framework from procedural perspective by dividing these factors into three levels, namely Subject, Action and Object. Conclusion: The developed framework organizes various factors affecting office lighting and their relations, and helps understand the procedural and structural aspects of lighting system. Application: Our framework helps designing and refining smart lighting system for complicated office spaces by helping people understanding the overall structure of office lighting.

• Korean Architects
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• s.506
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• pp.77-83
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• 2011

• Korean Architects
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• s.505
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• pp.88-93
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• 2011

• Human Ecology Research
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• v.62 no.1
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• pp.81-100
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• 2024

This paper presents a case study in which a lesson was designed and applied to enhance preservice home economics teachers' instructional design competence using the metaverse. For 15 weeks from March 6 to June 14, 14 students enrolled on the course 'Multimedia Home Economics Education' for preservice home economics teachers used the metaverse to engage in problem-based learning to solve instructional design problems in home economics classes. In accordance with the ADDIE design model, in the analysis stage, we assessed preservice home economics teachers' level of knowledge of lessons using the metaverse, and their perceptions of the possibility, necessity, and usefulness of using the metaverse in home economics lessons. In the design and development stage, lesson plans, questions for problem-based learning, assessment tools, and teaching and learning materials were developed. The implementation was conducted in parallel with training on understanding multimedia and the metaverse, and instructional design competence was evaluated through pre- and post-testing and reflection journals. The results revealed that the preservice home economics teachers acquired a good understanding of lessons using the metaverse, learned how to design lessons for self-directed learning by applying the metaverse to their home and classroom, and gained confidence in applying it to their teaching practice or in-service work. It is expected that the results of this study will be used as support materials for prospective and current home economics teachers to design home economics lessons using the metaverse, thereby expanding the horizons of home economics education.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.68-75
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• 2021

ABEEK recommends convergent engineering projects to nurture creative problem-solving ability for 1st year engineering students through 'Creative Engineering Design' course. However, 1st year engineering students, who have not yet studied core subjects in engineering, have difficulties understanding and coping with the challenges posed by the engineering-related projects. For this reason, the educational objectives of this course are usually frustrating to achieve by the instructor. In this paper, by using the problem-solving process and skills of critico(-creative) thinking, we prepare guidelines for creative engineering design education that allow 1st-year students to effectively participate in engineering projects without a complete understanding of the design process which is to be studied. Also, we present a case study that applies the guidelines to an on-going creative engineering design course and discusses the outcomes by showing student-generated works. The results showed that the intuitive content and everyday expression of critico(-creative) thinking education enabled the instructor to effectively guide their students through the requirements of engineering projects without relying on advanced engineering design methods, and that the application of these guidelines also helped improve students' communication skills, including presentation. We show that the guidelines for creative engineering design education utilizing the problem-solving process and skills of critico(-creative) thinking is not only contributing to achieving the educational objectives of the creative engineering design course but can also be an educational paradigm that incorporates critico(-creative) thinking education into engineering education.