Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
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The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
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The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
Â
The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
Â
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
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Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
Â
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
Development of an edutainment instructional model using learning object for e...Panita Wannapiroon Kmutnb
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Nuttakan Pakprod and Panita Wannapiroon, " Development of an Edutainment Instructional Model Using Learning Object for Electronic Book on Tablet Computer to Develop Emotional Quotient," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 131-134, 2013.
Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.
The Teacher Trainersâ Perceptions of the Challenges in Achieving Technologica...IJMCERJournal
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ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachersâ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
a presentation during an interview for recruitment as a mathematic teacher.this presentation define how to communicate passion about mathematics to some reluctant student or adult learners who have got difficulties to have a good grade in previous class
Learning to Innovate: A Case Study of Malawian Faculty Improving Food Systems...Premier Publishers
Â
This study follows the implementation of an 18-month series of capacity development workshops supported by the United States Agency for International Development (USAID) in Malawiâs Lilongwe University of Agriculture and Natural Resources (LUANAR). The primary goal of this study was to investigate ways in which Design Thinking could be learned and applied in the context of an international partnership focused on faculty development for food systems innovation. Participants (N = 7) were faculty from LUANAR who engaged in 6 workshops and 1 field experience. Through multiple qualitative and quantitative data collection approaches, it was possible to identify learning outcomes and behavior patterns indicating participantsâ conceptual understanding as well as their contextual application of Design Thinking.
The Development of a Blended Learning Management Model with Synectics Teachin...ijma
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The objectives of this research are: 1 ) to develop and determine the quality of a blended learning management model using synectics teaching and out-of-the-box thinking techniques; 2 ) to compare creativity thinking score after receiving the blended learning management by teaching synectics and outof-the-box thinking techniques to foster creativity and 3) to study the satisfaction of students learning with the blended learning management model. The sample group used in this research was the 1 st year Bachelor of Education students, Faculty of Education, Rajabhat Nakhon Si Thammarat University including 60 students enrolled in the course of innovation and information technology for communication and learning in semester 2, academic year 2020. They were divided into experimental groups and control groups. The research tools included web-based lessons, lesson plans and satisfaction assessments including mean, S.D. and hypothesis testing with independent t-test. The results showed that:1) the results of the development and quality assessment of the blended learning model by using synectic teaching and out-of-the-box thinking techniques to promote creativity were at a very good level; 2) comparison of creativity scores of the experimental group students after receiving the learning management with the developed instructional model were higher than the control group, indicating that the mean scores have statistically significantly different at . 05 and 3) the overall student satisfaction assessment in all aspects was high level. It was concluded that the research results were in accordance with the hypothesis testing.
Instructional Design Quality Evaluation of Eastern Mediterranean University O...Andrew Yoila
Â
Online learning is taking the place of class room teaching by creating the availability of open course materials for learners to access via different platforms. this research helps instructors in designing instructional learning material for learners.
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
Â
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
Â
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
Development of an edutainment instructional model using learning object for e...Panita Wannapiroon Kmutnb
Â
Nuttakan Pakprod and Panita Wannapiroon, " Development of an Edutainment Instructional Model Using Learning Object for Electronic Book on Tablet Computer to Develop Emotional Quotient," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 131-134, 2013.
Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.
The Teacher Trainersâ Perceptions of the Challenges in Achieving Technologica...IJMCERJournal
Â
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachersâ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
a presentation during an interview for recruitment as a mathematic teacher.this presentation define how to communicate passion about mathematics to some reluctant student or adult learners who have got difficulties to have a good grade in previous class
Learning to Innovate: A Case Study of Malawian Faculty Improving Food Systems...Premier Publishers
Â
This study follows the implementation of an 18-month series of capacity development workshops supported by the United States Agency for International Development (USAID) in Malawiâs Lilongwe University of Agriculture and Natural Resources (LUANAR). The primary goal of this study was to investigate ways in which Design Thinking could be learned and applied in the context of an international partnership focused on faculty development for food systems innovation. Participants (N = 7) were faculty from LUANAR who engaged in 6 workshops and 1 field experience. Through multiple qualitative and quantitative data collection approaches, it was possible to identify learning outcomes and behavior patterns indicating participantsâ conceptual understanding as well as their contextual application of Design Thinking.
The Development of a Blended Learning Management Model with Synectics Teachin...ijma
Â
The objectives of this research are: 1 ) to develop and determine the quality of a blended learning management model using synectics teaching and out-of-the-box thinking techniques; 2 ) to compare creativity thinking score after receiving the blended learning management by teaching synectics and outof-the-box thinking techniques to foster creativity and 3) to study the satisfaction of students learning with the blended learning management model. The sample group used in this research was the 1 st year Bachelor of Education students, Faculty of Education, Rajabhat Nakhon Si Thammarat University including 60 students enrolled in the course of innovation and information technology for communication and learning in semester 2, academic year 2020. They were divided into experimental groups and control groups. The research tools included web-based lessons, lesson plans and satisfaction assessments including mean, S.D. and hypothesis testing with independent t-test. The results showed that:1) the results of the development and quality assessment of the blended learning model by using synectic teaching and out-of-the-box thinking techniques to promote creativity were at a very good level; 2) comparison of creativity scores of the experimental group students after receiving the learning management with the developed instructional model were higher than the control group, indicating that the mean scores have statistically significantly different at . 05 and 3) the overall student satisfaction assessment in all aspects was high level. It was concluded that the research results were in accordance with the hypothesis testing.
Instructional Design Quality Evaluation of Eastern Mediterranean University O...Andrew Yoila
Â
Online learning is taking the place of class room teaching by creating the availability of open course materials for learners to access via different platforms. this research helps instructors in designing instructional learning material for learners.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Applying language learning theories to the use of virtual classroom in teaching literature âa pilot study
John Dewey, Jean Piaget, and Audrey Gray are some of the proponents of Constructivism. Constructivism represents a paradigm shift from education based on behaviourism to education based on cognitive theory. Behaviourist model for instructional design develops a set of instructional sequences having predefined outputs which are used for subject development. Cognitive theory concentrates on the conceptualization of studentsâ learning processes and exploration of the way information is received, organized, retained and used by the brain (Thompson et al, 1996).
Gagnon and Collay (1999) state that in constructivist paradigm, knowledge is constructed by learners during (1) active learning, (2) making their own representation of action, (3) conveying meaning to others, and (4) explaining things they donât understand completely. At the minimum, a learning environment contains: the student and a setting or space wherein the student acts, uses tools and devices, collects and interprets information, interacts with others, etc. (Wilson, 1996)
According to constructivists, knowledge is not received from the outside or from someone else; it is the individual studentâs interpretation and processing of what is received through the senses that creates knowledge. Students should be allowed to construct knowledge rather than being given knowledge through instruction (Duffy & Cunningham, 1996).
The implementation of design thinking models on the entrepreneurship learning...Laurensia Claudia Pratomo
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PENERAPAN MODEL PEMBELAJARAN DESIGN THINKING PADA MATA PELAJARAN KEWIRAUSAHAAN DI SEKOLAH KEJURUAN
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Postgraduate of Economic Education Department Universitas Sebelas Maret, Indonesia.
Email: laurensiaclaudiap@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran design thinking pada mata pelajaran kewirausahaan terutama pada kompetensi media pemasaran. Metode eksperimen digunakan pada penelitian ini dengan 120 siswa sekolah kejuruan di Surakarta sebagai objek penelitian. Data diperoleh dengan membagikan kuesioner kepada para siswa. Data diolah menggunakan aplikasi SPSS Statistik 23. Hasil dari N-Gain memperlihatkan jika terjadi peningkatan kreativitas dan kesadaran berwirausaha siswa pada kelas eksperimen setelah menerima pembelajaran kewirausahaan dengan model design thinking Stanforf D School. Pada kategori kreativitas tinggi terjadi peningkatan sebanyak 7% sedangkan pada kategori kesadaran berwirausaha tinggi terjadi peningkatan sebanyak 10%.
Kata kunci: model pembelajaran; design thinking; pembelajaran kewirausahaan; sekolah kejuruan.
----
The Implementation of design thinking Models on the Entrepreneurship Learning in Vocational Schools
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Faculty of Teacher Training and Education of Sebelas Maret University, Indonesia
Email: laurensiaclaudiap@gmail.com
Abstract
This study aims to determine the implementation of the design thinking learning model in entrepreneurship education, especially in marketing media competencies. The experimental method was used in this study with 120 vocational school students in Surakarta as research objects. The data were obtained by distributing questionnaires to students. The data is processed using SPSS Statistics 23 application. The results of N-Gain shows that students' creativity and entrepreneurial alertness in the experimental class has increased after receiving entrepreneurship education with Stanford D School's design thinking model. In the category of high creativity has increased by 7% while in the category of high entrepreneurial alertness has increased by 10%.
Keywordsâ learning model, design thinking, entrepreneurship learning, vocational schools.
Higher Order Thinking Skills Through IT-Based Projects. Students nowadays manifest higher order thinking skills through the utilization of technologies. In this presentation, the 4 IT- based projects will be discussed. Enjoy!
Lagarto, J. (2012). User Generated Content - a path or a resource for learning?. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2019-2024). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/41024.
Presentation for 6th ISCAR summer university for PhD students.
The study explores a new teaching method applied to a university course on "Education and e-learning Psychology" and based on the Design Principles of the Trialogical Learning Approach (TLA).
Emerging Trends and Technologies in Education
: Ubiquitous learning environments, Mobile Apps and Applications
4 May 2015
TOURISM-HOTEL AND HOSPITALITY INCUBATION CNETER, Ubon Ratchathani
Assistant Professor Panita Wannapiroon, Ph.D
Director of Innovation and Technology Management Research Center
STRI, King Mongkut's University of Technology North Bangkok
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CTU 2/2013
Week 1:
Analyze the issue of information management in organization
- Review basic concepts of information management,
- ICT for Competitiveness
Christian University of Thailand
Ph.D. in Management : Seminar in advanced Knowledge, Information Technological Management
SEPTEMBER 14, 2013
Educational innovation for enhancing student in the 21st century to the asean...Panita Wannapiroon Kmutnb
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āļāļāļīāļāļē āļ§āļĢāļĢāļāļāļīāļĢāļļāļ āđāļĨāļ° āļāļĢāļąāļāļāļāļąāļāļāđ āļāļīāļĨāļŠāļļāļ. (2556). âāļāļ§āļąāļāļāļĢāļĢāļĄāļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļ·āđāļāļŠāđāļāđāļŠāļĢāļīāļĄāļĻāļąāļĒāļ āļēāļāļāļāļāļāļđāđāđāļĢāļĩāļĒāļāđāļāļĻāļāļ§āļĢāļĢāļāļāļĩāđ 21 āļŠāļđāđāļāļĢāļ°āļāļĄāļāļĄāļāļēāđāļāļĩāļĒāļ (Educational Innovation for enhancing student in the 21st century to the ASEAN Economic Community in 2015)â āļ§āļēāļĢāļŠāļēāļĢāļāļąāļāļāļīāļāļ§āļīāļāļĒāļēāļĨāļąāļĒ āļāļĩāļāļĩāđ 8 āļāļāļąāļāļāļĩāđ 1 (āļĄāļāļĢāļēāļāļĄ â āļĄāļīāļāļļāļāļēāļĒāļ) āļŦāļāđāļē 21-34.
Development of total quality management information system (tqmis) for model ...Panita Wannapiroon Kmutnb
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Sudarat Srima and Panita Wannapiroon, " Development of Total Quality Management Information System (TQMIS) for Model School on Best Practice," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 148-150, 2013.
Development of creative economy thinking with idea marathon system via cloud ...Panita Wannapiroon Kmutnb
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Chalit Kangvaravoot and Panita Wannapiroon, " Development of Creative Economy Thinking with Idea Marathon System via Cloud Computing Technology," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 3, pp. 267-270, 2013.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
Â
It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Development of a collaborative learning with creative problem solving process model in ubiquitous learning environmen
1. ï
AbstractâThe purposes of this research study were 1) to
development a U-CCPS Model 2) to evaluate a U-CCPS Model.
The research procedures were divided into two phases. The first
phase was to develop a U-CCPS Model, and the second phase
was to evaluate a U-CCPS Model. The sample group in this
study consisted of 5 experts in instructional design, information
technology, u-Learning, creative thinking and collaboration
skills using purposive sampling. Data were analyzed by
arithmetic mean and standard deviation. The research findings
were as follows: 1.The U-CCPS Model consisted of four
components as followed: 1) principles, 2) objectives, 3)
instructional process and 4) evaluation. The objective of the
model is to develop a creative thinking and collaboration skills.
The instructional process consisted of two stages. The first stage
is the preparing stage and the second stage is learning stage.
The evaluation of learning is to measure a creative thinking,
collaboration skills and authentic assessment. 2. The experts
agree that a U-CCPS Model was appropriateness in a high level.
Index TermsâCollaborative learning, creative problem
solving process, u-learning, creative thinking.
I. INTRODUCTION
Partnership for 21st
Century Skills has developed some
visions for the success of learners in economic systems of the
new world, and for the practitioners to integrate skills with
the teaching of academic contents. Accordingly, the 21st
Century Student Outcomes and Support Systems were
established by the combination of knowledge, specialized
skills, expertise, and omniscience, all of which contribute to
the success in both career and life [1].
According to the Partnership for 21st
Century Skills, it is
found that creative thinking of the learners is very necessary
because the world in the 21st
century is dynamic and
changeable. Those who are able to live practically in the new
society should practice their creative and innovative thinking.
Actually, these skills already exist in everybody but good
learning and training will make him or her more intelligent,
more active and more patient. Those who have more creative
thinking skills will have better jobs, more progress and more
contribution to the world. In addition to creative thinking, the
important skill for the 21st
century learners is collaboration
skill, i.e. the ability to work efficiently in group with flexible
roles and willingness to help others so as to achieve mutual
Manuscript received February 28, 2013; revised April 29, 2013.
The authors are with Department of Information and Communication
Technology for education, Faculty of Technical Education, King Mongkutâs
University of Technology North Bangkok, Thailand (e-mail:
sitthichai124@gmail.com, chu1226@hotmail.com, panitaw@kmutnb.ac.th).
goal. Thereby, the learners must be responsible for the
teamwork and appreciate the outcomes of each member.
Creative thinking is such an indispensable skill for the
learners that there have been a number of studies to find out
methods and ways of learning management, which can
develop the said skill to the learners. One of the most
interesting and popular techniques is Creative
problem-solving process [2].
Collaborative Learning is a method in which the learners
dedicate themselves to working in group. In this way, they
can study anything of the same interest by setting a project
and then presenting the knowledge derived from their
cooperation. The learners in each group study and create
knowledge together by linking their existing expertise, and
synthesizing it to generate the new brand knowledge [3-4].
Therefore, Collaborative Learning is a means that
encourages the learners to have collaboration skills.
Ubiquitous Learning refers to a learning model in which
information technology and media are used in the
management of study. Since it is based on Ubiquitous
technology, the learning will be created in different situations
and different contexts of the learners [5], and the said
u-Learning can be applied in the theory of Constructivism
[6].
It is therefore necessary to develop a teaching model with
the application of information technology in order that the
learners could have both creative thinking skill and
collaboration skill. Thus, the researcher is interested in the
study of collaborative learning via electronic media based on
Creative problem-solving process in Ubiquitous learning
environment so that the learners could develop creative
thinking skill and collaboration skill.
II. PURPOSE OF THE RESEARCH
1) to design a Collaborative Learning with Creative
Problem-Solving Process Model in Ubiquitous Learning
Environment
2) to evaluate a Collaborative Learning with Creative
Problem-Solving Process Model in Ubiquitous Learning
Environment
III. SCOPE OF THE RESEARCH
A. Population
Population of study is experts instructional design,
information technology, u-Learning, creative thinking and
collaboration skills.
Development of a Collaborative Learning with Creative
Problem-Solving Process Model in Ubiquitous Learning
Environment
Sitthichai Laisema and Panita Wannapiroon
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
102DOI: 10.7763/IJEEEE.2013.V3.201
2. B. Sample Groups
Sample Groups of study is 5 experts through instructional
design, information technology, u-Learning, creative thinking
and collaboration skills.
Independent variable is Collaborative Learning with
Creative Problem-Solving Process Learning Model in
Ubiquitous Learning Environment and dependent variable is
evaluation of proposed model.
IV. METHODOLOGY
A. The First Phase
The first phase was to develop Collaborative Learning
with Creative Problem-Solving Process Learning Model in
Ubiquitous Learning Environment (U-CCPS Model).
1) Study, analyze and synthesize documents and former
researches relevant to the elements of U-learning,
Collaborative learning and Creative Problem-Solving
Process. Then, the results thereof are used to set up a
conceptual framework in order to develop a model of
Collaborative learning..
2) Study information about learning management by
interviewing the instructors in order to synthesize the
data of learning model; and by interviewing the students
about their ability to use information technology and
communication for learning, their learning style, and
their cognitive style.
3) The development of model of U-CCPS Model
4) Present the U-CCPS Model to the advisors for
consideration and revision.
5) Present the c U-CCPS Model to the experts for
consideration by means of in-depth interview.
6) Create the tools for evaluating the suitability of the
U-CCPS Model.
B. The Second Phase
The second phase was to evaluation of U-CCPS Model.
1) Present the developed model to the 5 experts from the
fields of instructional design, information technology,
u-Learning, creative thinking and collaboration skills,
for suitability evaluation.
2) Improve the U-CCPS Model as to the suggestions of the
experts.
3) Presenting the U-CCPS Model in the form of diagram
with report.
4) Analyze the results of evaluation of the model by mean
( x ) and standard deviation (S.D.).
V. RESULT
A. Collaborative Learning with Creative Problem Solving
Process Model in Ubiquitous Learning Environment to
Develop Creative Thinking Skills and Collaboration Skills
(U-CCPS Model)
The U-CCPS Model consisted of three components as
followed: 1) principles, 2) objectives, 3) instructional process
and 4) evaluation.
a) Principles of the learning model
1) Collaborative Learning is a learning method in which the
learners dedicate themselves to working in group so that
they can study anything of the same interest by setting a
project or a job and then presenting the new knowledge
derived from their cooperation. The learners in each
group study and create knowledge together.
2) Creative Problem-Solving Process is a method to
combine creative thinking with experiences and
information research in order to find out the solutions.
There are 4 main steps in solving the problems:
ï Understanding the problem - In creative
problem-solving process, once we completely
understand the problem or really know its context, it is
easy to find out the solution thereof.
ï Generating ideas - To generate any ideas to find out the
solution or answer to the questions of the previous step,
the extraordinarily new and different ideas are needed.
ï Planning for action - In this step, there are solution
finding and acceptance finding. The first one is about
analysis, definition, and adaptation of the ideas to be
more concrete based on elaborate consideration and
examination. The other is about the finding of support
and objection in order to bring about the solution.
ï Appraising tasks - Creative problem solving process is
effective and flexible, and it can be adjusted to suit any
individuals, problems or situations.
3) Ubiquitous Learning is a kind of learning in a form of
digital media, in which the learners can study anything
anytime and anywhere without a computer. As a result,
there is flexibility in learning and fast access to the
information; whereby the learning will be in accordance
with different environments and contexts of the learners.
The characteristics of u-Learning include:
ï Permanency - The information will exist until the
learners delete it. All works derived from learning
process are recorded all the time.
ï Accessibility - The learners will receive the desired
information immediately, and they can access the
information whenever they need.
ï Immediacy - When the learners retrieve any information,
they will get it at once so that they could solve the
problems during the learning process.
ï Interactivity - The learners can interact with each other,
with instructors or experts, and with teaching media.
ï Context awareness - Learning environment and learning
activity must comply with the context of learners.
4) Ubiquitous Learning is a kind of learning in a form of
digital media, in which the learners can study anything
anytime and anywhere without a computer. As a result,
there are flexibility in learning and fast access to the
information; whereby the learning will be in accordance
with different environments and contexts of the learners.
The characteristics of u-Learning include:
ï Computer tablets with processing unit and memory are
equipped with a system that can check the status of
learners before sending them the contents through the
said tablets.
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
103
C. Variables of the Research
3. Fig. 1. Collaborative learning with creative problem-solving process learning model in Ubiquitous learning environment (U-CCPS Model).
ï Wireless Communication, e.g. Bluetooth or Wifi, is
suitable for the fast data transfer. This research employs
Wifi network, in which the learners can study anything
wherever there is Wifi available.
ï Ubiquitous Learning Management System (U-LMS)
has a host computer for the management of learning,
and storage of education resources, media, and
education units. The host computer can also provide the
learners with understanding and assistance by analyzing
and answering the learners' questions through their
tablets.
ï Context Awareness will detect the movement and
environment according to the learners' context so as to
recognize their status.
5) Creative Thinking refers to advanced cognitive process
based on different thinking processes to create new
things or solve the existing problems. Creative thinking
consists of fluency, flexibility, originality and
elaboration.
6) Collaboration skills consists of:
ï Demonstrate ability to work effectively and respectfully
with diverse teams.
ï Exercise flexibility and willingness to be helpful in
making necessary compromises to accomplish a
common goal.
ï Assume shared responsibility for collaborative work,
and value the individual contributions made by each
team member.
b) The objectives of the model are
1) To develop creative thinking according to the 3
principles of creative thinking evaluation by Torrance: 1)
Evaluation of fluency 2) Evaluation of flexibility, and 3)
Evaluation of originality.
2) To develop collaboration skills.
c) Instructional process includes 2 stages as below
1) Preparation before learning
ï Orientation - This activity was held to provide
knowledge and understanding of learning activities,
evaluation, tests, and collaborative learning by means of
creative problem-solving process.
ï Register through Ubiquitous Learning Management
System - All learners had to register in U-LMS to
participate in learning activity of the system.
ï Groups of learners - The learners were divided into
groups based on their interests, and they could use any
tools to communicate, to work together, and to analyze
any problems.
ï Test of creative thinking and collaboration skills to
measurement of the scores before taking part in the
developed learning model.
2) Collaborative learning with creative problem solving
Process - In this research, the researcher inserted creative
problem-solving process in the stage of collaborative
learning; and the steps of learning management through
Ubiquitous Learning Management System are as follow:
ï Create a topic and study the problems - The learners set
up a topic of research in order to create a project/task
together. The learners had to understand the
task/problem issues, realize the problem limits, and
search for the problem conditions in order to raise a
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
104
4. group problem issue. Thereby, the U-LMS would
automatically present a case study to the learners, and
provide suggestions on the posting of questions and
answers on the web board and in chat room. Once the
members posted any comments, the other members of
the group were notified automatically. Then, the
learners had to prioritize the significance of each
problem and identify them so that they could pick up the
most important one.
ï Set up collaborative working plans and find out
solutions - There was a brainstorming to lay out a
project, for instance, by setting the scope of contents,
planning to present what to be studied, and assigning
the tasks to members. All of the learners had to present,
discuss and share their ideas so that they could establish
the most interesting topic. This would generate ideas
and find out solutions or answer the questions from the
previous stage. Whereby, the learners might discuss the
issues to review their action, and consider both
supporting factors and obstacles in the plans. After that,
the plans were adjusted before taking any action until
they were appropriate in certain extent. In this step,
U-LMS was employed for the group members to
discuss, brainstorm, and use their knowledge to present
new brand solutions, which were various and possible.
ï Create tasks - The members should help each other to
create a project/task so that they could have interaction
in the group as much as possible. Each of the members
was responsible for the assigned learning and tasks;
thereby the group itself would control the learning.
During this process, the learners would generate more
ideas and plan for more action in addition to those
figured out in the earlier working plans. Besides, while
creating the tasks, the learners shared their ideas and
reported the progress via the system.
ï Present the job - The project was presented to other
groups so that the others could criticize it and share their
opinions. In this step, the members of each group
prepared the contents and presented what they had
learnt as to the established action plans. The learners
would employ the planning for actions to design their
presentation and make it more interesting and more
outstanding. Then, the presentation could be done
clearly via the chat room and the web board. Once the
members posted any comments, the other members of
the group were notified automatically.
ï Evaluation - The project was evaluated by the group
itself, by other groups, and by the experts. All the
learners would evaluate how the project was, whether
the thinking process could solve the problems, and
whether it was suitable to the situations. After
evaluating the projects of the other groups, the learners
would generate their own ideas for the next projects.
d) Measurement and evaluation
Measurement and Evaluation in each unit were conducted
at authentic assessment. After the end of collaborative
learning activities based on creative problem-solving process
in Ubiquitous environment, the measurement of learning
results was conducted in terms of creative thinking as to
Torrance, and collaboration skills of the learners.
B. The evaluation results of the U-CCPS Model
The evaluation is carried out by submitting the developed
model to the five experts for a certification on the suitability
of its components, instructional process, and for a test. The
evaluation result by the expert has shows that the components
have high suitability ( x = 4.45, S.D. = 0.71), the
instructional process have the highest suitability ( x = 4.60,
S.D. = 0.52), and the overall appropriateness for a test have
the high suitability ( x = 4.40, S.D. =0.50).
TABLE I: THE EVALUATION RESULTS OF U-CCPS COMPONENTS
Evaluation Lists
Results Level of
suitabilityx S.D.
1. principles 4.60 0.55 Highest
2. objectives 4.60 0.89 Highest
3. instructional process 4.20 0.84 High
4. evaluation 4.40 0.55 High
Summary 4.45 0.71 High
The Table I shows that the experts agree that a U-CCPS
components was high suitability. ( x = 4.45, S.D. = 0.71)
TABLE II: THE EVALUATION RESULTS OF U-CCPS PROCESS
Evaluation Lists
Results Level of
suitabilityx S.D.
1. preparation 4.80 0.45 Highest
2. collaborative learning
with creative problem
solving process
4.40 0.55 High
3. evaluation 4.60 0.55 High
Summary 4.60 0.52 Highest
The Table II shows that the experts agree that a U-CCPS
Process was highest suitability. ( x = 4.60, S.D. = 0.52)
TABLE III: THE EVALUATION RESULTS OF U-CCPS MODEL FOR A TEST
Evaluation Lists
Results Level of
suitabilityx S.D.
1. U-CCPS Model is appropriate
to develop creative thinking
4.60 0.55 Highest
2. U-CCPS Model is appropriate
to develop collaboration skills
4.20 0.84
High
3. U-CCPS Model is possible
for test
4.20 0.84 High
Summary 4.34 0.74 High
The Table III shows that the experts agree that a U-CCPS
Model was appropriateness for test in the highest ( x = 4.40,
S.D. = 0.50).
VI. CONCLUSION
The findings from this study appear to provide strong
support for the premise that a collaborative learning and
teaching approach delivered using ubiquitous learning
environment could provide strong supports for develop
undergraduate studentsâ creative thinking and collaboration
skills because student can share knowledge and interactive
with their friend. The U-CCPS Model is appropriate for using
and can help undergraduate student to develop knowledge
and skills in information and communication technology.
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
105
5. VII. DISCUSSION
According to the evaluation by experts, it is found that the
elements, the stages, and the activities of the model have
suitability in high level. This is in compliant with the research
of Treffinger, Isaksen and Dorval [7], who found that the
management of learning based on creative problem-solving
process must have 4 steps provided in the said process. For
u-Learning, Moushir [8] presented the collaborative learning
in order to support the learning in u-Learning environment.
The learners are able to share their knowledge, interact,
collaborate in learning, and exchange their experiences.
As to the evaluation by experts, it is found that the learning
model is suitable for the development of creative thinking
and collaboration skills in high level. This is in accordance to
the research of Maraviglia and Kvashny [9], who applied the
teaching model based on creative problem-solving process.
They found that the creative problem-solving process had the
highest effect on creative thinking. Moreover, the research of
Ogata and Yano [10] found that collaborative learning is the
process that provides the learners with collaboration skills.
REFERENCES
[6] V. Jones and J. H. Jo, âUbiquitous Learning Environment: An
Adaptive Teaching System Using Ubiquitous Technology,â in Proc.
the 21st ASCILITE Conference, 2004, pp. 468-474.
[7] D. J. Treffinger, S. G. Isaksen, and K. B. Dorval, âCreative problem
solving (CPSVersion 6.1),â A contemporary framework for managing
change, 2003.
[8] M. E. Bishouty, H. Ogata, and Y. Yano, âA Model of Personalized
Collaborative Computer Support Ubiquitous Learning Environment,â
in Proc. The Eighth IEEE International Conference on Advanced
Learning Technologies(ICALT), 2008, pp. 811-814.
[9] R. L. Maraviglia and A. Kvashny, Managing Virtual Changes-A Guide
to Creative Problem-solving in the Design Professions, Bloomington,
Indiana: Author House, 2006.
[10] H. Ogata and Y. Yano, âContext-Aware Support for
Computer-Supported Ubiquitous Learning,â in Proc. the 2nd IEEE
International Workshop on Wireless and Mobile Technologies in
Education, 2004, pp.27-34.
Panita Wannapiroon is an
Division of Information and Communication Technology
for Education, Faculty of Technical Education, King
Mongkut's University of Technology North Bangkok
(KMUTNB),Thailand.
She has experience in many positions such as the
Director at Innovation and Technology Management
Research Center, Assistant Director of Online Learning
Research Center, Assistant Director of Vocational Education Technology
Research Center, and Assistant Director of Information and Communication
Technology in Education Research Center. She received Burapha University
Thesis Award 2002. She is a Membership of Professional Societies in
ALCoB (APEC LEARNING COMMUNITY BUILDERS) THAILAND,
and Association for Educational Technology of Thailand (AETT).
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
106
[1] P21 Framework Definitions. (February 2013). [Online]. Available:
http://www.p21.org/storage/documents/P21_Framework_Definitions.
pdf
[2] S. G. Isaksan, K. B D. J. Treffinger. Creative Approaches
to Problem Solving, Dubuque, IA: Kendall-Hunt, 1994.
[3] M. Garlach. Is this Collaboration.Collaboration Learning: Underlying
Process and Effective Techniques, Jossey-Bass Publishers, 1994, pp.
5-13.
[4] Koschman. (February 2013). [Online]. CSCL & Model of Instruction
collaborative learning. [Online]. Available:
http://www.uib.no/People/sinia/ CSCL/ web_struktur-975.html
[5] K. Liyytinen and Y. Yoo, âIssues and Challenges in Ubiquitous
Computing.â Communications of the ACM, 2002, vol. 45, no. 12, pp.
62 â 65.
assistant professor at
Sitthichai Laisema was born in Bangkok, Thailand in
1983. He received a bachelor of education (Hons) from
Silpakorn University in 2006; master of Sciene in
Industrial Education in the field of Computer and
Information Technology from KMUTT, Thailand in
2008. Currently, he is a Ph.D. candidate in Information
and Communication Technology for Education at
Division of Information and Communication
Technology for Education, Faculty of Technical Education, King Mongkut's
University of Technology North Bangkok (KMUTNB) and lecturer at
Department of Educational Technology, Faculty of Education, Silpakorn
University, Thailand. He has research experience in information and
communication technology for education.
. Dorval, and