전문대학 프로덕트디자인 트랙의 직무역량 중심 환경디자인 교과목 개발

Abstract

(Background and Purpose) The primary goal of establishing of junior colleges is to provide vocational education, emphasizing the enhancement of learners' job competencies. At University I, a track-based curriculum has been developed based on essential competencies and job requirements. This study pertains to the development of two subjects, namely Environmental Product Design (1) and (2), within environmental design. These subjects emerged as a result of the competency-based curriculum created for the Product Design track by the Department of Digital Industrial Design in December 2020. The objectives of this study encompass the development of an instructional model, subject outline, educational goals, educational content, evaluation plan, and weekly syllabus for the environmental design subject, all grounded in job competency. (Method) The instructional model was developed based on previous studies and job competency. In order to determine educational contents aligned with learners' needs and industry demands, a survey was conducted. The survey involved 50 learners and 18 industry experts. The learners’ questionnaire encompassed five questions relating to educational content, teaching methodologies, class activities, and job competency. In addition, the survey of industry experts consisted of two basic surveys and four questions for the development of educational contents. The outcomes of the survey were analyzed to develop educational contents. (Results) Firstly, an instructional model was established based on previous studies and job competency, encompassing the learning stage, as well as the roles of both learners and instructors. Secondly, areas of high demands from learners and industries were identified, including comprehension of street furniture in theory, form and detail, structure and material during the design development process, and 3D modeling in the presentation phase. Thirdly, Environmental Product Design (1) was designed as a basic course centered on designing small-scale street furniture, while Environmental Product Design (2) was designed as an advanced course focusing on shelter design. Subsequently, educational content, teaching methods, and class activities were devised. Fourthly, the evaluation plan was developed based on job competency and constituent elements. Midterm evaluation encompasses the assessment of concept diagrams and idea sketches/three-dimensional drawings, while the final evaluation assesses modeling, mapping, drawing, panel/proposal, etc. Lastly, a weekly lecture plan was crafted, in the stages of theory, research and planning, execution, and presentation based on the subject syllabus. The important educational contents encompass the basic theory of street furniture, design development by examining formative form and detail, structure and materials, and practical training simulating developed designs.(Conclusions) This research into the environmental design curriculum anticipates a reinforcement of learners' job and employment competencies, thereby expanding their prospects within the realm of employment.