데이터미학과 인공지능: 초중고등학교 및 문화예술 교강사를 위한 기술융합 문화예술교육과정 개발 연구 - 시범교육프로그램 개발과정을 중심으로

Abstract

This study is about the process and results of research on and the development of technology-converged culture-art education to cultivate convergence literacy in the areas of culture-art and technology in elementary, middle and high school teachers and culture-art instructors. In this paper, we attempt to contribute to similar lines of research in the future by intensively describing the research process. Our research team selected 'data aesthetics and artificial intelligence' as the educational subjects of the times, judging that participant-centered intensive training was appropriate to improve culture-technological literacy. We proposed the 'Data Aesthetics and AI Curriculum' based on coding practices related to culture-art as a pilot curriculum, a minimum viable program. This course consists of two sections. Section 1 is ‘Data Aesthetics’, in which education participants come to understand the necessity and interrelationships of data and coding from the perspective of culture-art, and where they learn based on this understanding and create expressions using this knowledge. Section 2, based on the learning experience of Section 1, focuses on an understanding of algorithm concepts and representations by AI. As a research methodology related to this, a mixed research methodology that combines the waterfall methodology and the lean UX methodology was experimentally applied. Our methodology enabled us to thoroughly carry out participant-centered design and education. From the start of the study to the implementation of a pilot education program, and in every stage after the implementation of the education, a detailed participant survey was given. By examining and reflecting on the participants' circumstances and requirements, we discovered and developed realistic participants in our technology-converged culture-art curriculum. Through this, a revised and supplemented final curriculum was proposed based on the research results. In our study, it is judged that this curriculum has achieved its intended purpose to some extent given the high overall satisfaction level expressed through the participant survey after the education. In particular, the detailed participant-centered design, its implementation and its process-oriented development are the strengths of this study, whereas the overall high level of educational difficulty and the large amount of educational content are disadvantages of this study.