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.
Exploring Tools for Promoting Teacher Efficacy with mLearning (mlearn 2014 Pr...Robert Power
Slides for my presentation with Dean Cristol and Belinda Gimbert of Ohio State University at mLearn 2014, November 4, 2014, at Kadir-Has University in Istanbul, Turkey.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
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.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
My poster presentation on Collaborative Situated Active Mobile Learning from the Mobile Learning: Gulf Perspectives symposium, April 25, 2013, at Zayed University in Abu Dhabi, UAE
Exploring Tools for Promoting Teacher Efficacy with mLearning (mlearn 2014 Pr...Robert Power
Slides for my presentation with Dean Cristol and Belinda Gimbert of Ohio State University at mLearn 2014, November 4, 2014, at Kadir-Has University in Istanbul, Turkey.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
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.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
My poster presentation on Collaborative Situated Active Mobile Learning from the Mobile Learning: Gulf Perspectives symposium, April 25, 2013, at Zayed University in Abu Dhabi, UAE
Individual Differences in Multimedia Learning: An Application in a Computer S...idescitation
This study looked at the effects that individual
differences in prior knowledge have on student understanding
in learning with multimedia in a computer science subject.
Students were identified as either low or high prior knowledge
from a series of questions asked in a survey conducted at the
Faculty of Computer and Mathematical Sciences at University
Technology MARA, Malaysia. The subject domain chosen for
this study is a topic taught to undergraduates in the field of
Computer Sciences, in the subject of Operating Systems, i.e.,
Memory Management Concepts. This study utilizes a
multimedia application which is shown to a total of 257
students. Early results from the recall and transfer tests
indicate that students’ individual differences play a vital role
in learning outcome. As expected, the low prior knowledge
group scored significantly well in the recall tests as compared
to the transfer test, and the high prior knowledge group
performed comparatively better in the transfer test. This
suggests that educational designers who see to foster learning
and understanding should adopt the incorporation of learners’
prior knowledge as a design principle.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
EFFECTS OF COMPUTER–ASSISTED INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACADEM...ijejournal
This study investigated the effects computer-assisted instruction in collaboration with conventional instruction method would have on secondary school students’ academic achievement in government as a subject. One null hypothesis was formulated and tested at 0.05 level of significance. The instrument for data collection was a-25 item teacher made Government Achievement Test which was validated and reliability index of 0.86 established. The post-test only experimental design was adopted. A purposive sample of 100 senior secondary students which was divided into two groups-the experimental group and control group with each group consisting of 50 students was investigated.
Each of the two groups was taught government for eight weeks using CAI programmed packages for the experimental group and conventional instruction method for the control group. At the end of the eighth week, post-test was administered on the students to determine difference in academic achievement if any,between the two groups. Using means and t-test in analyzing the data, the result showed that, students taught government using computer-assisted instruction significantly performed better than students taught government using conventional instruction method. The study recommended among others that,government should not hesitate to fully introduce and implement computer-assisted instruction in Nigerian secondary schools to enhance quality learning and teaching of government as a subject and all other
This study aims to determine the views of students majoring in mathematics education and natural science faculty of teacher training and education science at Universitas Jambi to use electronic’s module in physics practicum which is based on science process skills. The study involved 117 students majoring in mathematics education and science which consists of 59 students of physical education and 58 students of mathematics education. This research is descriptive quantitative research in order to obtain information mean (M), median (Me), mode (Mo), percentage, the range of the maximum value and the minimum value. Data was collected by using questionnaires and interviews. Based on the research results from students’ perceptions of physical education in good category at 64.4% while the student's perception of mathematics education in good category amounting to 55.2%.
Towards an intelligent tutoring system to down syndromeijcsit
With the rapid and the fast development of artificial intelligence technology, intelligent tutoring Systems
(ITSs) are becoming one of the most important area of research and development. Intelligent tutoring
Systems have very good impact for making computer-based instruction more adaptive and interactive.
Intelligent tutoring Systems are becoming important aspect of educational systems that makes use of
adaptive technologies to bring in aspects of a human-teacher delivering personalized and customized
tutoring to a student, into online computer-based learning environments.
Early Intervention Program (EIP) is very important to improve and enhance the overall development of
children with Tiresome 21 (Down syndrome). Up till now, there is no ITS for Early Intervention for Down
syndrome children. In order to help a child and parents in the implementation of Early Intervention
Program, a proposed ITS framework has been developed. This ITS can help his/her parents assess and
evaluate children's' skills in order to provide effective early intervention services to handicaps children
according to their mental age and to evaluate their progress and learn.
This paper explore the construction requirements to build ITS for Down syndrome children, and the points
that differ the ITS for Down syndrome from the traditional ITSs.
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
A Method of Designing Student Model in Ubiquitous Environment ijujournal
Context-aware ubiquitous learning combines context-awareness with wireless and mobile technologies to
observe the situation of students in the real world and provides personalized guidance accordingly.
Student Model creates student's history logs automatically and maintains history of subject content
requested. It also offers information on student's hardware capabilities, students preferences, knowledge
level and student status. This information can be utilized to respond to new student's request from previous
similar request. A Ubiquitous student model aims to identify student’s needs, characteristics and situations.
In this paper, we have proposed a method of designing student model, that provides personalized subject
content adaptation.
Individual Differences in Multimedia Learning: An Application in a Computer S...idescitation
This study looked at the effects that individual
differences in prior knowledge have on student understanding
in learning with multimedia in a computer science subject.
Students were identified as either low or high prior knowledge
from a series of questions asked in a survey conducted at the
Faculty of Computer and Mathematical Sciences at University
Technology MARA, Malaysia. The subject domain chosen for
this study is a topic taught to undergraduates in the field of
Computer Sciences, in the subject of Operating Systems, i.e.,
Memory Management Concepts. This study utilizes a
multimedia application which is shown to a total of 257
students. Early results from the recall and transfer tests
indicate that students’ individual differences play a vital role
in learning outcome. As expected, the low prior knowledge
group scored significantly well in the recall tests as compared
to the transfer test, and the high prior knowledge group
performed comparatively better in the transfer test. This
suggests that educational designers who see to foster learning
and understanding should adopt the incorporation of learners’
prior knowledge as a design principle.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
EFFECTS OF COMPUTER–ASSISTED INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACADEM...ijejournal
This study investigated the effects computer-assisted instruction in collaboration with conventional instruction method would have on secondary school students’ academic achievement in government as a subject. One null hypothesis was formulated and tested at 0.05 level of significance. The instrument for data collection was a-25 item teacher made Government Achievement Test which was validated and reliability index of 0.86 established. The post-test only experimental design was adopted. A purposive sample of 100 senior secondary students which was divided into two groups-the experimental group and control group with each group consisting of 50 students was investigated.
Each of the two groups was taught government for eight weeks using CAI programmed packages for the experimental group and conventional instruction method for the control group. At the end of the eighth week, post-test was administered on the students to determine difference in academic achievement if any,between the two groups. Using means and t-test in analyzing the data, the result showed that, students taught government using computer-assisted instruction significantly performed better than students taught government using conventional instruction method. The study recommended among others that,government should not hesitate to fully introduce and implement computer-assisted instruction in Nigerian secondary schools to enhance quality learning and teaching of government as a subject and all other
This study aims to determine the views of students majoring in mathematics education and natural science faculty of teacher training and education science at Universitas Jambi to use electronic’s module in physics practicum which is based on science process skills. The study involved 117 students majoring in mathematics education and science which consists of 59 students of physical education and 58 students of mathematics education. This research is descriptive quantitative research in order to obtain information mean (M), median (Me), mode (Mo), percentage, the range of the maximum value and the minimum value. Data was collected by using questionnaires and interviews. Based on the research results from students’ perceptions of physical education in good category at 64.4% while the student's perception of mathematics education in good category amounting to 55.2%.
Towards an intelligent tutoring system to down syndromeijcsit
With the rapid and the fast development of artificial intelligence technology, intelligent tutoring Systems
(ITSs) are becoming one of the most important area of research and development. Intelligent tutoring
Systems have very good impact for making computer-based instruction more adaptive and interactive.
Intelligent tutoring Systems are becoming important aspect of educational systems that makes use of
adaptive technologies to bring in aspects of a human-teacher delivering personalized and customized
tutoring to a student, into online computer-based learning environments.
Early Intervention Program (EIP) is very important to improve and enhance the overall development of
children with Tiresome 21 (Down syndrome). Up till now, there is no ITS for Early Intervention for Down
syndrome children. In order to help a child and parents in the implementation of Early Intervention
Program, a proposed ITS framework has been developed. This ITS can help his/her parents assess and
evaluate children's' skills in order to provide effective early intervention services to handicaps children
according to their mental age and to evaluate their progress and learn.
This paper explore the construction requirements to build ITS for Down syndrome children, and the points
that differ the ITS for Down syndrome from the traditional ITSs.
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
A Method of Designing Student Model in Ubiquitous Environment ijujournal
Context-aware ubiquitous learning combines context-awareness with wireless and mobile technologies to
observe the situation of students in the real world and provides personalized guidance accordingly.
Student Model creates student's history logs automatically and maintains history of subject content
requested. It also offers information on student's hardware capabilities, students preferences, knowledge
level and student status. This information can be utilized to respond to new student's request from previous
similar request. A Ubiquitous student model aims to identify student’s needs, characteristics and situations.
In this paper, we have proposed a method of designing student model, that provides personalized subject
content adaptation.
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
ตามโครงการความร่วมมือทางวิชาการระหว่าง
ศูนย์วิจัยการจัดการนวัตกรรมและเทคโนโลยี มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าพระนครเหนือ
กับ
ชมรมครูเทคโนโลยีการศึกษา สำนักงานคณะกรรมการการอาชีวศึกษา กระทรวงศึกษาธิการ
Similar to Development of a ubiquitous learning system with scaffolding and problem based learning model to enhance problem-solving skills and ict literacy
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
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.
UBIQUITOUS SCAFFOLD LEARNING ENVIRONMENT USING PROBLEM-BASED LEARNING TO ENHA...IJITE
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 collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
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.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Applying language learning theories to the use of virtual classroom in teaching literature –a 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 students’ 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 don‘t 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 student’s 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).
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
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.
Student View on Web-Based Intelligent Tutoring Systems about Success and Rete...ijmpict
Purpose of this research is to determine the students' point of view about web based intelligent tutoring system's (WBITS) availability, effects on the success and contribution to learning about work, energy and conservation of energy topics. The system will be evaluated on student's angle of view. Intelligence tutoring system that used on the research is used only online by 21 Elementary School Math Teacher candidate for 4 weeks on Physics I course. Public opinion poll that developed by the researchers have used as a data gathering tool. Data gathered in this research has analyzed by descriptive statistical method. Participant students have underlined that web based intelligent tutoring systems are effective on physics courses. Mathematics teacher candidates have expressed their opinion that it is helpful to use the WBITS because it is not depending on time and place, it has capability to serve lots of events and problem solving possibility and it is helping to increase the education performance.
Science, Technology & Society (STS) is an interdisciplinary field of study that seeks to explore and understand the many ways that modern science and technology shape modern culture, values, and institutions, and how modern values shape science and technology.
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CTU 2/2013
Week 1:
Analyze the issue of information management in organization
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Christian University of Thailand
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SEPTEMBER 14, 2013
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Development of total quality management information system (tqmis) for model ...Panita Wannapiroon Kmutnb
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Development of a ubiquitous learning system with scaffolding and problem based learning model to enhance problem-solving skills and ict literacy
1. Abstract—The purpose of this research is to 1) design of an
Ubiquitous Learning System with Scaffolding and
Problem-based Learning (USPBL) model to enhance
problem-solving skills and information and communications
technology literacy, and 2) evaluate the USPBL model. The
research procedures divide into two phases. The first phase is to
design of USPBL, and the second phase is to evaluate the
USPBL 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 USPBL model consist of
three components is 1) principles of ubiquitous learning
environment (ULE), problem-based learning with scaffolding in
ULE, problem solving skill and ICT literacy 2) objectives of the
model are to enhance problem solving skill and ICT literacy
and 3) learning process 2. The experts agree USPBL model is
highest level of appropriateness.
Index Terms—Problem-based learning, ubiquitous learning,
Scaffolding, problem-solving skills, information and
communications technology literacy.
I. INTRODUCTION
Development of problem-solving skills is essential and
considered an important goal of the present education
management because the skills are vital for lifelong learning.
The development also corresponds to the framework of the
Partnership for 21st
Century Skills declaring that it is
mandatory that learners develop problem-solving skills, a
component of the Learning and Innovation Skills [1]. As a
result of the expanding application of information and
communications technology (ICT) in the field of education, it
becomes inevitable for learners to improve their ICT literacy
in order to foster capability in making use of ICT as a
learning tool, effectively. Therefore, the learning
environment should be managed to facilitate an improvement
of the aforementioned skills [2].
The development of problem-solving skills can be
achieved by employing a problem-based learning model or
PBL. It is a form of learning that stimulates learners to obtain
new knowledge through a study of problems in real world.
The learners are the centre of this learning model. Instructors
are facilitators and use problems as learning stimuli. There
may be many solutions to a problem. The learners solve a
problem by acquiring new information and evaluating results
Manuscript received March 10, 2013 revised May 30, 2013.
The authors are with Department of Information and Communication
Technology for education, Faculty of Technical Education, King Mongkut‟s
University of Technology North Bangkok (e-mail: nop123@gmail.com,
panitaw@kmutnb.ac.th).
based on a real situation [3].
In the course of learning where the learners undertake the
problem-based learning, the instructors must possess skills to
stimulate, give guidance, and prepare sources of related
information in order to support the learners. The mentioned
assistance for the learners is called scaffolding. It means a
provision of assistance in form of supports for learners to
accomplish tasks, which cannot be achieved merely by them.
When they start to show competency to fulfill the tasks, the
assistance will be gradually lessened until they could assume
full responsibility for or complete the tasks independently
[4].
The term “u-learning” stands for ubiquitous learning. The
word „ubiquitous‟ means everywhere. The combination of
that with the word „learning‟ denotes a learning model that
allows learners to gain knowledge anywhere by using mobile
computer technology and wireless communication as tools.
The learning recognizes learner‟s context. The so-called
ubiquitous learning environment (ULE) [5] is a setting that
encourages pervasive study. Learning can happen anytime
with a mobile computer mediating an access to knowledge
sources. The right learning theory for ubiquitous learning
environment is constructivism. It complies with the current
learning model and contributes to ICT literacy improvement
as learners have the chance to practice various skills e.g.
utilization of mobile devices to access information sources as
well as information management, integration, evaluation,
creation and communication with others. Furthermore, the
scaffolding using the context-awareness attribute of the
ubiquitous learning environment and therefore provides
assistance based on learners‟ context, e.g. examination score,
duration, and status of an activity, etc [6].
Consequently, the researcher proposes an initiative to
develop a learning model based on the principles of
problem-based education with the scaffolding employing the
attribute of ubiquitous learning environment. It enables
learners to acquire knowledge anywhere and anytime with
the scaffolding provided in accordance to their individual
context in order that they could achieve the learning goals.
II. PURPOSE OF STUDY
1) To develop a Ubiquitous Learning System with
Scaffolding and Problem-based Learning (USPBL)
model to enhance problem-solving skills and
information and communications technology.
2) To evaluate the developed Ubiquitous Learning System
with Scaffolding and Problem-based Learning (USPBL)
model to enhance problem-solving skills and
Development of a Ubiquitous Learning System with
Scaffolding and Problem-Based Learning Model to
Enhance Problem-Solving Skills and ICT Literacy
Noppadon Phumeechanya and Panita Wannapiroon
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 3, June 2013
197DOI: 10.7763/IJEEEE.2013.V3.222
2. information and communications technology.
III. SCOPE OF STUDY
A. Population and Sampling Group
Population of study is experts in the field of instructional
design, problem-based learning, ubiquitous learning,
information and communication technology, problem
solving skills and ICT literacy.
The sample groups are five experts in the field of
instructional design, problem-based learning, ubiquitous
learning, information and communication technology,
problem solving skills and ICT literacy, selected by
purposive sampling method.
B. Research Variables
Independent variable is Ubiquitous Learning System with
Scaffolding and Problem-based Learning (USPBL) model to
enhance problem-solving skills and information and
communications technology.
Dependent variable is evaluation of the model.
IV. METHODOLOGY
A. The First Phase
The development of Ubiquitous Learning System with
Scaffolding and Problem-based Learning (USPBL) model .
1) Analyze and synthesize former researches relevant to the
elements of problem-based learning, ubiquitous learning
environment, scaffolding, problem-solving skills and
ICT literacy
2) Study about learning process by interviewing the
instructors in order to synthesize the data of learning
activity; and by interviewing the students about their
ability to use ICT tools for learning, their learning and
cognitive style
3) Design the Ubiquitous Learning System with
Scaffolding and Problem-based Learning (USPBL)
model to enhance problem-solving skills and
information and communications technology.
4) Present the model to the advisors for consideration and
revision.
5) Present the model to the experts for consideration by
in-depth interview.
6) Create the evaluation tools for evaluate the model‟s
suitability.
B. The Second Phase
This phase was to evaluating the Ubiquitous Learning
System with Scaffolding and Problem-based Learning
(USPBL) model.
1) Present the designed model to the 5 experts in the field of
instructional design, problem-based learning, ubiquitous
learning, information and communication technology,
problem solving skills and ICT literacy for review and
evaluate the suitability.
2) The model is modified according to the experts‟
suggestions.
3) After modification, presenting the 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 ) consisting of 5
criteria for evaluation according to the idea of Likert
scale.
V. RESULT
A. Ubiquitous Learning System with Scaffolding and
Problem-Based Learning (USPBL) Model to Enhance
Problem-Solving Skills and Information and
Communications Technology
The learning model consists of three key elements, namely
1) components and principles of learning; 2) objectives of the
learning model; and 3) learning process, steps, and activities,
the details thereof are shown in Fig. 1.
1) Components and principles of learning are composed
of
a) Ubiquitous learning environment (ULE)
The ubiquitous learning means a form of study
encouraging pervasive education using mobile computer
technology and wireless communication as a tool. The
learning recognizes learners‟ context. A management of
environment for u-Learning is commonly known as
ubiquitous learning environment (ULE). It is an adaptation of
learning situation to stimulate pervasive study. Learning can
happen anytime with a mobile computer mediating an access
to learning sources. The right learning theory for ubiquitous
learning environment is constructivism as it conforms to the
problem-based learning model. The ubiquitous learning
environment in this research is referred to as an adaptation of
a setting that encourages the problem-based study. It
incorporates four components: 1) mobile device; 2) wireless
communication; 3) ubiquitous learning management system
(u-LMS); and 4) context-aware system. The learning in this
environment will permit learners to develop their ICT
literacy through practical use of devices with facilitation
from instructors.
b) Problem-based learning with scaffolding in the
ubiquitous learning environment
Problem-based learning with scaffolding in the ubiquitous
learning environment is actually an internal process within
ULE. Learners will receive and solve a problem situation as
assigned by the system. They could work on it anywhere and
anytime. The problem-based learning comprises seven steps
as follows [3], [7]:
1) present a problem; 2) clarify concept and definition of
the problem; 3) develop hypotheses and their sequence; 4)
formulate learning objectives; 5) collect additional
information; 6) synthesize and test newly acquired
information; and 7) reflect and evaluate. Through all these
steps, the scaffolding is automatically adjusted and provided
in accordance with learners‟ context by referring to the
context awareness attribute of Ubiquitous Learning
Environment so that learners could solve the problem.
Assistance will be given considering individual learner‟s
context that is 1) Identity e.g. knowledge, background,
attitude, academic score; 2) Activity e.g. events taking place
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 3, June 2013
198
3. during the course of learning; and 3) Time e.g. start time or
duration of attendance. The context is detected by Learner‟
Context-Aware Module so that a decision could be made on
giving appropriate assistance. The assistance can come in any
of these forms: 1) Coaching; 2) Eliciting articulation; and 3)
Task Support.
Fig. 1. The ubiquitous learning system with Scaffolding and problem-based learning (USPBL) model.
c) Problem solving skill
Problem Solving Skill. Means the ability to reflect, collect,
analyzes and assesses information for making a decision to
suggest a method by which obstacles or undesired situation
are eliminated or diminished. According to Weir [8], it
comprises four sub skills: 1) problem identifying skill; 2)
cause-problem analyzing skill; 3) solution suggesting skill;
and 4) result assessing skill.
d) Information and communications technology literacy
(ICT literacy)
ICT literacy signifies competency in the use of digital
technology, and communication devices or network to access,
manage, integrate, evaluate, create information, and
communicate with others [2]. It is an essential skill and
needed to be enhanced among learners at present time.
2) The objective of the learning model is to enhance
problem-solving skill and information and
communications technology literacy
3) Learning process, steps, and activities can be divided
in three stages
a) Preparation stage
1) Orientation. Instructors explain details and provide
guidance about the ubiquitous learning.
2) Registration and workshop. Instructors distribute tablet
computers to all learners for basic use workshop.
Learners register, test the system access, and practice
using the learning management system for each subjects,
discussion board, and assignment submission.
3) Learner grouping. Groups of five members are formed
on voluntary basis and each member‟s role is identified.
The information about each group is then posted via
u-LMS interface.
4) Evaluation of Problem-solving skill and ICT literacy. It
is executed before learners commence the learning.
b) Learning stage
Learners will study online at any place with WiFi internet
connection such as home, university, as well as public areas
offering WiFi internet connection service, and do not need to
attend traditional classrooms. The problem-based learning is
employed as a key model and has a system to provide
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 3, June 2013
199
4. scaffolding at every step of problem solving. The system will
define learners‟ context taking into account the weekly scores
and time spent at each learning steps. In the first week of
study, learners are provided with scaffolding in order to be
able to achieve a learning goal of individual step. In the
subsequent weeks, the assistance will be given based on the
scores obtained at every step in prior weeks. If the scores are
below a set standard, the system will continue to assist duly.
However, if the scores meet the standard, no assistance will
be given. In case where learners spend too much time than a
standard time allotted for each step, it demonstrates that they
encounter difficulty and the system will consider providing
aid to them automatically. Details of each learning steps are
described as follows:
1) Presentation of problems. When a study time comes,
learners receive a reminder message from the system
sent to their tablet computer so they get ready for the
forthcoming learning. The system then sends a problem
situation to learners automatically.
2) Problem understanding and identification. Learners
study and understand the problem situation received
from the system through discussion and brainstorming
among their group members via u-LMS interface on the
tablet computer. Then learners submit the result of
problem identification to the system. Group work
enhances interpersonal communication skills.
3) Development of hypotheses and their sequence. Group
members undertake discussion and brainstorming to
analyze causes of the problem and develop hypotheses.
Members can express their views freely. Learners
sequence the hypotheses, write them down and submit
to the system.
4) Formulation of learning objectives. Group discussion
and brainstorming are undertaken to formulate learning
objectives that give direction for the search of additional
information to prove the selected hypotheses. Learners
summarize the result of learning objective formulation
and submit it to the system.
5) Collection of additional information. Members divide
tasks of additional data research from knowledge
sources. The sought data shall correspond with the
formulated learning objectives and be looked up on the
tablet computer. In this step, learners can exercise the
use of ICT, particularly to get to information. After that,
learners summarize the acquired information and input
in the system.
6) Synthesis and test of the newly acquired information.
Members jointly produce a summary of the research and
separate the hypothesis-supporting information from
that non-hypothesis-supporting. Together they make a
conclusion of the supporting information and test if it is
sufficient to prove the hypothesis. Learners submit the
result of the information synthesis and test. In this step,
they practice skills to integrate and evaluate the
information.
7) Learning conclusion. Group members discuss and
brainstorm via chat room and produce a conclusion on
the learning, principles, and ideas obtained through the
problem-based study. Learners input the result
reflecting their own view in the system. In this step, they
practice skills to create and manage the information by
writing a learning conclusion.
c) Evaluation stage
1) Evaluation of problem-solving skill. After finishing the
study, learners‟ problem-solving skill is evaluated by
using closed form questionnaire about the
problem-solving skill. Four aspects of the skill are
evaluated: 1) problem identification; 2) cause-problem
analysis; 3) problem solution; and 4) result evaluation.
2) Evaluation of ICT literacy. This study used the authentic
assessment to evaluate the ICT literacy. Actual
performance is assessed so learning records and
achievements are taken into consideration to evaluate
the learners‟ skill. The skills being evaluated are
information accessibility, management, integration,
evaluation, creation, and communication with others.
B. Evaluation Result of the Ubiquitous Learning System
with Scaffolding and Problem-Based Learning (USPBL)
Model
Evaluation Lists
Results
Appropriateness
x . .S D
1. Components and
principles of the model.
5.00 0.00 Highest
2. Objectives of the learning
model.
4.20 1.10 High
3. Learning process. 4.80 0.45 Highest
Summary 4.67 0.51 Highest
From Table I, shows that the experts agree that a USPBL
learning model was appropriateness in highest level.
( x = 4.67, . .S D = 0.51)
TABLE II: THE EVALUATION RESULTS OF LEARNING PROCESS
Evaluation Lists
Results
Appropriateness
x . .S D
1. Preparation stage. 4.65 0.52 Highest
2. Learning stage 4.71 0.57 Highest
3. Evaluation stage 4.63 0.54 Highest
Summary 4.66 0.54 Highest
TABLE III: THE EVALUATION RESULTS OF USPBL MODEL FOR USING
Evaluation Lists
Results
Appropriateness
x . .S D
1. USPBL model is
appropriate to enhance
problem-solving skill.
4.40 0.55 High
2. USPBL model is
appropriate to enhance ICT
literacy.
4.60 0.55 Highest
3. USPBL model is possible
for using.
4.60 0.55 Highest
Summary 4.53 0.55 Highest
From Table II shows that the experts agree that the
learning process was appropriateness in highest level. ( x =
4.66, . .S D = 0.54)
From Table III shows that the experts agree that the
USPBL for using was appropriateness in highest level.( x =
4.53, . .S D = 0.55)
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 3, June 2013
200
TABLE I: THE EVALUATION RESULTS OF THE USPBL MODEL
5. VI. DISCUSSION
According to the assessment by experts, it was found that
the USPBL model were in highest level of appropriateness.
The results were in accordance with the research of Jones and
Jo [5] who found that u-Learning helped facilitate the
learners to study everywhere and anytime, and it complied
with the theories of Constructivism. Moreover, the results
were in compliance with Hung [9], who found out that the
integration of problem-based learning activities and the
scaffolding increased the problem-solving skills because the
activities encouraged the learners to confront with the
problems and think strategically in order to solve the said
problems.
Also, the results conformed to Ku and Chang [7], who
found that the problem-based learning with mobile device in
Ubiquitous Learning Environment would facilitate the
learners in solving the problems and communicating with the
team members. This also enhanced the efficiency of the
learners because there was no limitation of time and place.
To set up the USPBL, any education institutes that desire
to apply this learning model should be well prepared in terms
of infrastructure, instructors, and learners.
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Students Learn (Leading Edge), Bloomington: Solution Tree Press,
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[4] D. Wood, J. Bruner, and G. Ross, “The Role of Tutoring in Problem
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[5] V. Jones ans J. H. Jo, “Ubiquitous Learning Environment: An Adaptive
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Noppadon Phumeechanya is a Ph.D. candidate,
Department of Information and Communication
Technology for education, Faculty of Technical
Education, King Mongkut‟s University of Technology
North Bangkok (KMUTNB) and He is lecturer at
Department of Computer and Information Technology,
Faculty of Science and Technology, Nakhon Pathom
Rajabhat University, Thailand.
He has experience in Information and Communication Technology for
Education research.
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. 3, June 2013
201
Digital Literacy Portal. (February 2013). ICT Digital Literacy Skills
Assessment. [Online]. Available: http://www.ictliteracy.info/
ICT-Assessment.htm
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