| abstract |
| Background The role of designers is becoming more diverse according to the demands of industry and society, and accordingly, in addition to design thinking and expression, collaboration and convergence with various industries, academics, and technologies have become important. In other words, it calls for convergent design thinking that encompasses the humanities and social sciences, art, science, and technology that go beyond visual expression, and this further represents the expansion of a new design paradigm after the 4th Industrial Revolution.
Methods This study presents ‘2C-PBL’ (Convergence & Cooperation - Project Based Learning), a design-centered education model for nurturing designer talent that can respond to such changes in the design paradigm. The three core axes for developing an educational model are project-based learning (PBL), convergence in a multidisciplinary structure, and joint cooperation through industry-academia linkage and collaboration.
Result Through theoretical consideration, this study identified the definition, changes, and types of each educational method, and examined the goal orientation of these methods in design-centered education and how they have been incorporated into education. In addition, a pluralistic evaluation plan and system for instructors, learners, and experts was established together.
Conclusion The above educational model integrates various adjacent disciplines through the process of recognizing, discovering, and solving problems, which can be seen as the essential meaning of design, and is based on thorough joint research and verification through industry-academia linkage. Through this model, the core value is to foster designers and creators with integrated design thinking skills. |
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| Key Words |
| 프로젝트 기반 학습, 통합적 디자인 사고, 디자인 중심 교육, Project-Based Learning, Integrated Design Thinking, Design-Centered Education |
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