Reflective Journal_3rd term_May

Reflective Journal

3^rd semester (May)

JiHoon Kwak 20150101

SadiMdes

The beginning of the 3rd semester, I made a plan about what I have to do in this semester. Among the scheme, the most important things are developing the definition of education, golf education and how to deal with these things regarding design. Here is what I have done last two weeks.

First of all, I approached definitions of golf education from Reggio Emilia approach which is an educationalist in Italy, Malcolom, D. and Tangen, J., who wrote about golf etiquette, and Findeli, who insist that rethink design education for the 21st Century.

Reggio Emilia insists that the definition of teaching like this: the image of the child, the expressive arts in the pre-school establishment, planning, community, and parent–school relationships, environment, and teachers as learners. Even though these factors are interrelated, each of these will be considered separately. In design education, Findeli consists that the design education has been changing. He believes that visual intelligence, ethical sensibility, and aesthetic intuition can be developed and strengthened through some basic design education. Also, he thinks that the epistemological and methodological shift suggested above has another important consequence on design responsibility. The reason why some moral education must include in the design curriculum, so that the moral consciousness of every student increase. Regarding golf education, teaching golf etiquette more important than other sports because a disciplined manner, demonstrating courtesy and sportsmanship are the spirit of the game of golf from Royal and Ancient Golf Club of St.Andrews in the United Kingdom. Also, Face-to-face interactions like golf, where groups often play together for four or more hours, create situations where carrying out impression management is imperative: dressing properly; keep emotions under control; being polite to fellow players. The origin definition of etiquette is “the set of rules or customs that control accepted behavior in particular social groups or social situations”. There are four main golf etiquette categories which are safety, courtesy, the pace of play, and care of the course. Those factors came from The Royal and Ancient Golf Club of St. Andrews.

I focused on relationships between children and their friends or family in Reggio Emilie Approach. Because the relationship is quite important in golf etiquette, and as I mentioned before, playing golf is face-to-face interactions sport. Also, the aspect of design education, to learn moral education, such as how to make products or services by considering eco-system, can support golf etiquette. The golf etiquette involved rules, self-control, consideration, respect, and enjoyable. Mainly, I think of those four factors, rules, and self-control link with moral education because those factors have an effect on people’s behavior change. For instance, there are strict rules in the military. Soldiers must follow those rules, and sometimes they have to patient even there is an unfair situation. Ultimately, their behavior changes by learning standards and how to deal with self-control. Golf, unlike many other sports, is typically played without the supervision of a referee or an umpire, both its rules and etiquette are heavily dependent on internalized self-control (Malcolm and Tangen, 2015) also, intense concentration required to play golf (Hay, 1992, p. 103). Emotional control in social contexts is an issue that has caught the interest of the main sociological theorists. Elias (2000) has argued that what he terms the civilizing process characterize by a shift in the balance between external and internal constraints on social behavior with proscriptive and often physically enforced norms increasingly being replaced by rationally guided and habitually embodied self-control. The individual’s conscious self-control is an automatic, blindly functioning, apparatus that Elias termed habitus. Shame and embarrassment become increasingly important regulators of social behavior. Golf, through the formalization of etiquette, combines elements of external and internal self-regulation (Malcolm and Tangen, 2015). Also, according to Stanford Persuasive Technology Lab, people’s behavior can change through design and the emerging opportunities in technology. I could narrow my aim down deeply by investigating persuasive and technical in Stanford Lab regarding golf etiquette education for junior, and how to apply those to technology to change their behavior.

Lastly, I reminded research process that had done last semester. I found that are four main keywords in the conclusion which is the environment, emotion, user, and education. Also, there are seven sub keywords for each primary keywords. There are overlapping keywords between golf etiquette and the sub-Keywords: Safety, Interaction, self-study, and relationship. I think those keywords are the connection with behavior. By supporting the Elisa theory, the four keywords can divide with an external and internal issue. Interaction and relationship are external issues, and safety and self-study are the internal issues. These external and internal issues involved in the social relationship. If there are something to change in external or internal issues, the behavior could change. Regarding my study, if there is a golf education service or product to teach etiquette, ultimately it makes their behavior change.

In conclusion, I will try to do the analysis the video that I took last semester in Hwarang elementary school in golf class by using open code mythology, and make prototypes as faster as possible.

Reference

-      Findeli, A. (2001). Rethinking Design Education for the 21st Century: Theoretical, Methodological, and Ethical Discussion. Design Issues, 17(1), pp.5-17.

-      Goldman, J. and Pfluge, K. (2010). Playing Golf is Elementary. Strategies, 23(6), pp.24-27.

-      Hay, A. (1992). The handbook of Golf. London: Pelham.

-      Malcolm, D. and Tangen, J. (2015). Etiquette and the Cultural Diffusion of Golf: Globalization and Emotional Control in Social Relations. IJGS, 4(1), pp.33-49.

-      Royal & Ancient (2004). Rules of golf and the rules of amateur status 2004-2007 Fife: St Andrews.

-      Valentine, M. (1999). The Reggio Emilia approach to early years education. Edinburgh: Scottish CCC.

-      Vasil, J. (2006). The Four Keys to Teaching Golf in Elementary School. Strategies, 19(3), pp.7-9.

Organize definition of words that linked with my study.

Mdes_JihoonKwak from JiHoon Kwak

Abstract_practice

- 이 논문의 목적은 주니어들을 위한 골프 에티켓 교육 시스템 디자인 입니다.
- 조사방법은 사례조사 방법, 인터뷰 방법, 비디오 촬영으로 이루어져 있고, 연구 대상은 학부모 4명, 교육자 5명을 대상으로 골프와 에티켓 교육에 관련된 인터뷰를 했으며, 학생 10명 에게는 사전에 골프에 대한 전반적인 인식을 조사했고, 교육 현장을 비디오를 통해 촬영했으며, 디자인 결과물이 아이들의 협력, 존중, 배려에 어느정도 반영하는지 다시 비디오 방법을 통해 연구 했습니다. 결과는 부모님 4명, 교육자 5명 모두가 에티켓 교육이 중요시 되어야 한다고 응답했습니다. 그리고 학생들 10명 중 6명이 이 디자인을 사용함으로써 배려를 생각하는 횟수가 하루에 1번에서 3번으로 늘어났습니다.
- 골프는 다른 운동에 비해서 운동 시간이 4시간 30분으로 가장 많습니다. 이 시간 중 공을 치는 시간은 20~25분정도 됩니다. 나머지 시간은 동반자와 함께 커뮤니케이션 하는 시간입니다. 즉, 라운딩 중의 커뮤니케이션에는 배려, 존중, 협력등의 에티켓이 필요합니다. 하지만 한국 골프 교육에서 에티켓 교육이 미비합니다. 이 점을 보완하기 위해서 아이들에게 이러한 서비스 제품을 제공함으로써 참된 골프 에티켓을 가르치는데 목적을 두었습니다. 골프 에티켓을 아이들에게 교육하는 방법에 대해서 연구를 했지만, 최근 전인교육을 중요시 생각하는 사회적 현상을 보았을 때 골프 에티켓이 이 현상에 많은 도움을 줄 것이라고 예상 됩니다.

Keywords: Junior golf education, service design, etiquette, consideration, respect, cooperative.



(수정)
골프를 직접 쳐 보았고, 관심이 많았습니다. 최근에 골프가 대중화되면서 30대와 그들의 자녀들이 골프를 치기 시작했습니다. 하지만 아이들 골프 교실을 관찰한 결과 아이들에게 어른들과 동일한 방법으로 골프 교육을 하고 있었습니다. 오로지 공을 치는 방법만 가르쳐 주는 것이었습니다. 아이들에게 골프 에티켓을 가르치는 것이 중요하다고 생각합니다. 골프는 다른 운동에 비해서 운동 시간이 4시간 30분으로 가장 많습니다. 이 시간 중 공을 치는 시간은 20~25분정도 됩니다. 나머지 시간은 동반자와 함께 커뮤니케이션 하는 시간입니다. 즉, 라운딩 중의 커뮤니케이션에는 배려, 존중, 협력등의 에티켓이 필요합니다. 예를 들어 팔찌가 있는데, 그 팔찌에는 -2, -1, +1, +2 의 네가지 버튼이 있습니다. 골프이서 사용하는 이글, 버디, 보기, 더블보기 입니다. 일상생활 중 자신이 친구나, 만나는 사람에게 배려나, 존중, 협력심이 느껴지면 -1, 이를 행동으로 옮기면 -2, 상대에게 내 행동에 대해서 미안하게 생각하면 +1, 무례하게 굴었다면 +2 버튼을 누릅니다. 그래서 아이들에게 항상 에티켓을 생각하도록 하는 것입니다.

Define the golf education

Making mind-map about education and connected with golf education. There are four keywords in education definition which is functional, normative, operational, and criteria. Also, self-study, teaching study are important aspect of education. The efficacy of video feedback for learning the golf swing is new trend in terms of golf education.

It is important for junior to teach mental education such as etiquette. Because they can learn how to respect and consideration by learning etiquette. It could fundamental on build basic society. Golf provides physical educators a means of teaching character education, etiquette, and interdisciplinary concepts such as math, in addition to physical education objectives such as motor skills, coordination, and flexibility. Golf is a sport that can give children an outlet to pursue a lifetime of physical activity and can facilitate the development of valuable life lessons such as honesty, sportsmanship and etiquette. Also, golf came from bourgeois. This is because golf is manner game as well as much more handle with etiquette than other sports. That is why learning golf is important for junior. There are three elements of etiquette which is consideration, cooperation, and respect. Here is my study question:
-How to make etiquette education in golf? 

-What design could be deal with this education?

3rd term plan

Service Design for Business_Chapter 1_Presentation

Service Design for Business from JiHoon Kwak

Reflective Journal

Reflective Journal

JiHoon Kwak 20150101

SadiMdes

Introduction

In the second semester in Sadi, there were a lot of opportunities to learn about my study both in university life and outdoor life. Even though the life was totally different between Sadi and Cardiff Metropolitan University, I could learn how to approach the study deeply in Sadi. In addition, I got many insights and keywords during field research. The field research in Seoul was much easier than in Cardiff because of language. When I stayed in Cardiff I have been to many places to better understand a culture of the U.K, but in Korea, I had tried to visit golf shops and golf exhibitions as many as possible to get an insight of my study. In this reflective journal, I am going to talk about not only what was learning in the second semester but also how to apply insight of field trip to my study.

University life

To be honest, I wanted to study about golf industry in the U.K. However, it was impossible to research due to difficult to find interviewees as well as bad weather to play golf in golf courses. When I came back in Sadi, I changed the aim of the study from the kitchen to golf education for the junior. I have played golf for about 15 years as well as keen on playing golf. As I became an adult, I am trying to think about golf with design thinking. This is because I chose this topic. In addition, I want to study focus on golf industry in Korea, not other countries because Korea golf industry has been increasing. For example, the other countries in golf industry already have great infrastructure. In terms of golf education for junior, there is snag golf which teaches golf easily for the junior as well as the beginner in the States. However, there is an insufficiency of golf education system for the junior in Korea. Even there is the golf education system for the junior in Korea, almost system modify adult's its. That is why I decided to focus on study golf education for the junior in Korea.

There are three things that I learned in the second semester. It helped me to support my study. First of all, I could approach how to study in the master course by reading How to write the better thesis. This book is handled not only Ph.D. but also the master course in terms of several perspective. Also, I could know what is different between undergraduate and postgraduate. For example, the aspect of undergraduate, if I want to design a golf club for junior, I just design beautiful and useful. On the contrast, in terms of postgraduate, I have to prove it what is a problem, why I am designing junior golf clubs and so on. The most important thing is that define problem in the master course. I wandered to define the problem of my study. On the second place, JoungHo Lee who is a professor in Sadi taught me to how to build aim of the study. I thought aim of the study was just what I am interested in, yet it was not. It has to logical as well as persuasive. Also, someone who read my study should judge my thesis. For example, Finding current golf education for junior and solve this problem by focusing golf lesson is not the aim of the study. Because we cannot judge this aim of the study whether it is right or not. I should think about the standard of the aim to make someone judge its. Lastly, learning the process of research mythologies was very helpful in my study. Especially, SungHun Yu who is a professor in Korea University lecture was not only meaningful but also quite useful to apply in my research. For instance, 101 design methods which introduce research methods of one hundred one written by KUMAR was one of the best references in my research. I used a Card sorting method in the analysis process. Whenever did research, I had tried to write insights or keywords down in that situation. During the research, I got one hundred keywords and did grouping. There were top four keywords of each group which is emotion, user, education and environment. I learned processes how to build aim of the study as well as how to apply design methods to my research in Sadi. Even I could not use methods that I learned in Cardiff, I will try to use it next semester.

In 26th April 2016, Peter who is head a professor in CardiffMet in design course came in Sadi and did comment on my study. There are two things that I have to revise in my study. First of all, I have to define what golf education for junior is. There are various kinds of education definitions. Among those definitions, the golf education for junior could explain in terms of physical and mental education. The aspect of physical, playing golf could help children to prevent adult diseases. Because playing golf spend a lot of calorie during walking in golf courses as well as the golf swing. Indeed, this sport is connected with many sports that are concerned about balance and body turn, such as dance, tennis and baseball. In terms of mental education, playing golf could help junior to improve concentration and patient. That kind of factors has an effect on studying effect. In addition, this sport is required etiquette. It is very important for children to learn consideration in the growth phase. This is because I could define the playing golf education for junior as physical and mental education.

Secondly, I should write insights down in my PDP every moment. In fact, there were not many insights in my PDP. But mostly there were only fact of situations. For example, when I visited in Korea Golf Fair in Kintex, I just wrote facts that "I could not find any golf products or services" on my PDP. I should write the reason of problems and how to solve the problem. 

I could learn how to narrow the aim down and how to approach the problem in specific. In my research, there are many problems and the aim was too broad. For making it clearly, I have to define what the golf education is. Next, among these education definitions, I will pick one definition which is appropriate for golf education for the junior. I will do ideation with this education definition.

Outdoor life

It was much easier to visit many places that I want to than Cardiff. For example, I visited a Hawrang elementary school to go field research, yet if I want to visit elementary schools in Cardiff, it might be not easy to visit there. In Korea, I could visit a lot of places which links with my research, such as a Korea golf fair in Kintex, a Korea elementary school golf association, a Volvik company which manufactures golf balls and various kinds of golf shops. 

Sometimes I met friends and played a play go. It was good to refresh my mind. Because this game is required a lot of concentration and patient. Besides, similarly playing golf is also required the same as play go. I have been to golf courses to play golf with friends. I felt that golf courses have been changing by improving technology. For instance, I could see an electronic score card in a cart. I have never seen those like devices before. Only a few years ago, mostly golfers had to write scores down on the paper. I expect that golf industry has been developing as well as the promising industry in the future. It was fantastic experiences.

Conclusion

In conclusion, most of the time, I was focused on my study. I could learn how to build aim of the study. In addition, the aim has an effect on the process of the study. Because if there is an unclear aim, the process of research can be unclear. Also, the refresh time is necessary to relax my brain in order to process next step as well as to get new ideas. Even though the curriculum was a little bit different between CardiffMet and Sadi, I need to combine with those two good things. Next semester, I will try to focus on study logically in order to make my study clearly by asking self-question.