Creative Education Leading Business, a project to support the innovation in curriculums of colleges and universities of education, started last year with three goals. Firstly, under a vision of ‘Preparation of Creative Teachers for Happy Future Classrooms’, it will establish secondary teacher training systems that can actively respond to changes and problem situations in the field and lead creative education. The next goal is improving the curriculums that can lead creative education by linking in various fields of study and strengthening unity. The final objective is an expanding secondary teacher training systems and improved curriculums to foster teachers who lead creative education.
Here at Seowon University creative education methods are being used to meet these goals through the use of Flipped Learning. An example of Flipped Learning can be found at the computational laboratory on the 3rd basement floor of the Mi-rae Chang-jo Gwan(Future Creation Building), where students take the class Educational Evaluation. They are the center of their classroom, not the professor. Students choose their seats freely and discuss their opinions. Before coming to the classroom, it is important that they preview their lessons by watching online lectures on the Seowon E-campus website. These features are traits of the Flipped Learning.
However, many students don’t know about this project, so, in order to let students know more information about this program, The Seowon News interviewed the general manager of this program, Professor Park Hye-sook.
-The Seowon News: What are some activities in the creative education initiative that have been going on since last year? Please give a brief description of those activities to students.
-Park Hye-sook: As of this year, we are improving the operation of teaching subjects and courses in a total of 19 subjects in the fields of Teaching Profession, Subject Matter Education, and Curriculum Content through the convergence of intradisciplinary and interdisciplinary links, and enhancing on-site appropriateness through field links. In addition, we are sharing these results with local schools through a Sympathy and Accompany forum.
-SN: Do the above activities require the participation of students, professors, and staff? If there is a need for participation, what kind of participation is required?
-PHS: Since this project is based on improving classes, the participation of professors and students is fundamental. In class, there are flipped learning or project-based classes, and students should participate actively. Also, because we are trying to integrate with other subjects, the two classes are conducted in the form of co-teaching, so that students from different departments make groups that plan teaching convergence in secondary schools, and receive guidance from teachers working at the schools. Likewise, in the case of linking in intradisciplinary, classes are also linked between the subject matter education and curriculum content in the same subject, so classes are improved to help preliminary teachers enhance their competencies. Furthermore, for on-site connections and forums, we actively cooperate with school employees to ensure smooth progress.
-SN: What is the most popular activity in progress and why do you think it’s the most popular?
-PHS: As I mentioned, because of students’ active parts, there are many activities. Among them, there are some popular activities for students such as assignments and presentations of fusion lectures, going to middle and high school and teaching in person, and a mentoring program with students in secondary schools. Compared to other courses, students are having a hard time because of the heavy burden of classes. However, after one semester, they like these activities because students can experience a creative education that they have not experienced before and have the confidence and proud minds as prospective teachers.
-SN: Thank you for letting students know about this program. Can you tell us what the future plans of this business are?
-PHS: Actually, this program is being conducted within 18 courses, and it is divided into two parts such as learning underachiever guidance and going and teaching at schools which have cooperated with our school. Moreover, in the next year, we will consider the spread of class improvement to classes not included in the project, so the next forum will focus on it. In the last year of this work, we are also planning to improve more classes so that we can reduce the distance from the middle and high schools and enhance students’ abilities to proactively and creatively deal with problems in fields.
As the project aims to improve the academic-oriented classes into classes related to various working places, I ask that students of the education department as well as those of other departments participate in the next forums hosted by our organization. Then it will be a good chance for you to meet various teaching methods.