리빙랩 기반 대학 교육 혁신 모델 : Y 대학교의 사례

Abstract

Living labs are open and inclusive innovation ecosystem and/or innovative process in which citizens find and address problems in their local areas. If we apply living labs in university education, it becomes a typical example of problem-solving learning (PBL) or community-based learning (CBL). However, unlike existing PBL, the instructor does not designate problems in living lab based learning. On the contrary, students have to find problems all by themselves. This article introduces living lab based university education model and illustrates the outcomes of students’ living lab activities. It also discusses three key conditions for effective living lab classes. First, students should concern about various problems found in their local neighborhood. They also should understand the glocal nature of the problem solving, meaning that global problems can be addressed in each local areas based on the local conditions. Second, the instructor should clearly show how living lab activities are connected to the original goals of the course, and should help students to find local problems. Third, the university should provide institutional conditions in which multidisciplinary education could be possible. Also, the university should encourage professors to go beyond their own disciplines and create a culture for multidisciplinary cooperation.