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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The trend of digitalization is apparently having influences upon the general education front, as interdisciplinary studies are preferred to independent studies, personnels with multiple abilities are preferred to others who do not have such merits, and practical studies open to industrial applications are clearly preferred to purely academical and theoretical studies.
Governmental policies to support enterprises involving Cultural Contents development, and to encourage those projects to rise not only to the Asian standard but also to the global ones, are currently being established. Before 2005, over 40 thousand personnels, dedicated to developing Cultural Contents which would by itself involve total of 10 specialty areas, would have been educated and trained through programs staged by numerous research facilities including colleges, universities and other types of academical centers. And right now, actually around the year 2000 to be more specific, several postgraduate courses also began to be established.
Currently there are already total of 13 postgraduate schools equipped with training courses regarding Cultural Contents development established inside 11 universities of Korea. But among those universities there are no National or Public universities so far, and those 13 post-graduate courses are only comprised of one general postgraduate course, one specialty postgraduate course, and 11 other types of Special courses. The numbers show that academical basis for this kind of development is not yet fully established, while the connections with the industrial front seem surprisingly strong.
The curriculum or subject-structure of postgraduate schools equipped with training courses regarding Cultural Contents development usually show subjects combining aspects of information technology and other areas such as designing, music or film-making. Other courses happen to deal with management and project development expertise meant for certain industries serving in cultural and artistic areas. Several examples of linking local cultural properties to information technology are also not hard to come by. But surprisingly, there are no courses specifically designed to establish a link between Cultural Contents development and other cultural areas which would probably be much more promising than any other ones. Such areas would include computer games, (cell or computer-based) animation or media devoted to musical properties, areas where shortage of available personnels are very much apparent. This lack of necessary training programs or education courses concerning areas like these seems at least to be partially due to the nature of specialties of the professors who bear the responsibility to develop necessary areas of training yet still feel perfectly comfortable in maintaining their functions and actions inside the boundary of traditional themes and traditional preferences. And this also leads to another problem that the curriculums of each course significantly varies in terms of number of subjects or the nature of central themes.
What we should remember in developing Cultural Contents is that the primary goal is to effectively deliver the cultural essence in forms of developed contents. Digitalization of such essence is only a matter of method, and is therefore not the ultimate goal we should set. So the most idealistic approach in establishing appropriate postgraduate courses is to first and foremost establish and support appropriately sophisticated, and richly staged education efforts of Human studies. Only doing so would enable the trainees to develop original thinking of their own, and let them develop the abilities to properly understand the very nature of Cultural Concepts and at the same time to cross-reference and compare various properties with other properties. These are all crucial abilities to the overall development efforts of such contents.
So subjects dealing with Human studies should be prominently included in postgraduate training courses regarding Cultural Contents development, and what are also required are inspirational sparks from the industrial fronts and the active interdisciplinary efforts on the working professors' part as well. In other words, an enhanced new model, a new educational environment, and a new system of delivery, are currently very much in need, to better the circumstances in which the Contents will be developed.
Governmental policies to support enterprises involving Cultural Contents development, and to encourage those projects to rise not only to the Asian standard but also to the global ones, are currently being established. Before 2005, over 40 thousand personnels, dedicated to developing Cultural Contents which would by itself involve total of 10 specialty areas, would have been educated and trained through programs staged by numerous research facilities including colleges, universities and other types of academical centers. And right now, actually around the year 2000 to be more specific, several postgraduate courses also began to be established.
Currently there are already total of 13 postgraduate schools equipped with training courses regarding Cultural Contents development established inside 11 universities of Korea. But among those universities there are no National or Public universities so far, and those 13 post-graduate courses are only comprised of one general postgraduate course, one specialty postgraduate course, and 11 other types of Special courses. The numbers show that academical basis for this kind of development is not yet fully established, while the connections with the industrial front seem surprisingly strong.
The curriculum or subject-structure of postgraduate schools equipped with training courses regarding Cultural Contents development usually show subjects combining aspects of information technology and other areas such as designing, music or film-making. Other courses happen to deal with management and project development expertise meant for certain industries serving in cultural and artistic areas. Several examples of linking local cultural properties to information technology are also not hard to come by. But surprisingly, there are no courses specifically designed to establish a link between Cultural Contents development and other cultural areas which would probably be much more promising than any other ones. Such areas would include computer games, (cell or computer-based) animation or media devoted to musical properties, areas where shortage of available personnels are very much apparent. This lack of necessary training programs or education courses concerning areas like these seems at least to be partially due to the nature of specialties of the professors who bear the responsibility to develop necessary areas of training yet still feel perfectly comfortable in maintaining their functions and actions inside the boundary of traditional themes and traditional preferences. And this also leads to another problem that the curriculums of each course significantly varies in terms of number of subjects or the nature of central themes.
What we should remember in developing Cultural Contents is that the primary goal is to effectively deliver the cultural essence in forms of developed contents. Digitalization of such essence is only a matter of method, and is therefore not the ultimate goal we should set. So the most idealistic approach in establishing appropriate postgraduate courses is to first and foremost establish and support appropriately sophisticated, and richly staged education efforts of Human studies. Only doing so would enable the trainees to develop original thinking of their own, and let them develop the abilities to properly understand the very nature of Cultural Concepts and at the same time to cross-reference and compare various properties with other properties. These are all crucial abilities to the overall development efforts of such contents.
So subjects dealing with Human studies should be prominently included in postgraduate training courses regarding Cultural Contents development, and what are also required are inspirational sparks from the industrial fronts and the active interdisciplinary efforts on the working professors' part as well. In other words, an enhanced new model, a new educational environment, and a new system of delivery, are currently very much in need, to better the circumstances in which the Contents will be developed.
목차
1. 들어가는 말
2. 콘텐츠 관련 대학원 개설 현황
3. 콘텐츠관련 대학원 교과과정 분석
4. 보다 나은 대학원 교육을 위하여
Abstract
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