The presentation focusing on the graduate skills required for the digital age workplace. The lack of talent skilled workforce can be seen globally. The skilled trade and IT professional are the most required.
The document discusses KKU's smart campus initiatives and digital roadmap from 2558-2563 (2015-2020). It provides an overview of KKU's current digital infrastructure including WiFi access points, data centers, labs and systems. It then outlines KKU's goals to enhance infrastructure, implement smart services and management, improve learning and research resources, expand content delivery and productions, and increase digital literacy over the next 5 years.
This document discusses different generations and their characteristics in the digital age. It identifies five generations: Traditionalists, Baby Boomers, Generation X, Generation Y/Millennials, and Generation Z. Generation Y is described as being tech savvy, continually connected through devices, influenced by peers, having a short attention span where they skim information quickly, and being achievement and team oriented. The document then discusses concepts of digital intelligence, including having an online identity and reputation, using devices and media with balance, managing online risks and security, communicating and collaborating digitally, and understanding digital rights and literacy.
The presentation focusing on the graduate skills required for the digital age workplace. The lack of talent skilled workforce can be seen globally. The skilled trade and IT professional are the most required.
The document discusses KKU's smart campus initiatives and digital roadmap from 2558-2563 (2015-2020). It provides an overview of KKU's current digital infrastructure including WiFi access points, data centers, labs and systems. It then outlines KKU's goals to enhance infrastructure, implement smart services and management, improve learning and research resources, expand content delivery and productions, and increase digital literacy over the next 5 years.
This document discusses different generations and their characteristics in the digital age. It identifies five generations: Traditionalists, Baby Boomers, Generation X, Generation Y/Millennials, and Generation Z. Generation Y is described as being tech savvy, continually connected through devices, influenced by peers, having a short attention span where they skim information quickly, and being achievement and team oriented. The document then discusses concepts of digital intelligence, including having an online identity and reputation, using devices and media with balance, managing online risks and security, communicating and collaborating digitally, and understanding digital rights and literacy.
The presentation on principal and learning paradigm in learning and teaching. The presentation covers the demographic of generation and complexity of current world. It also illustrate the digital intelligence.
This document discusses different generations and their characteristics in relation to technology use. It also covers concepts in educational technology including e-learning, mobile learning, ubiquitous learning, and the flipped classroom model. Key terms like instructional technology and educational technology are defined. Trends discussed include the move to cloud computing, teaching from home and learning at school, and the rise of massive open online courses (MOOCs).
This document discusses trends in education technology and learning styles of different generations. It notes that Generation Y (born 1982-2000) is tech savvy, socially connected, and has a short attention span. They are achievement oriented and value teamwork. It also discusses the move to cloud computing and how schools can "flip" from traditional lecture-based learning to models where basic material is learned outside class, allowing class time to be used for projects, collaboration and application of knowledge. Mobile devices, social media, and new forms of communication and learning are changing how the next generation learns.
This document discusses communication in modern organizations. It covers different generations in the workplace (Traditionalists, Baby Boomers, Gen X, Gen Y/Millennials, Gen Z) and characteristics of Gen Y. It also discusses types of communication (downward, upward, horizontal), improving communication, how email has altered communication, and choosing the best communication channel. Barriers to communication like perceptions, filtering, language, and information overload are also summarized.
The document discusses how libraries can utilize social media. It notes that within 5 years, the internet will be dominated by Chinese content and accessed seamlessly across apps by teenagers. Broadband speeds will exceed 100mbps, blurring distinctions between TV, radio, and the web. The document outlines how libraries should consider people (users, skills), programs (services, hours), places (physical space), and partners (retail, radio). Social media can be used as both a resource to collect and create digital materials, and as a tool to suggest, review, and rate resources while targeting audiences.
This document outlines the technology skills required to be a successful secretary at KKU University. It discusses 10 key secretarial skills including technology skills, writing skills, organizational skills, and attention to detail. Specific technology skills covered include proficiency with Word, Excel, PowerPoint, calendar applications, email, document management systems, basic networking and security. The document provides guidance on using a KKU email address versus personal email for work. It also reviews setting up and using Google Apps calendar features, the university document storage system, approved software, and contacts for technical support.
KKU implemented Google Apps for Education for its staff and students. It established single sign-on using SAML for authentication between its internal directories and Google Apps. For staff, it used the existing KKU account directory and set the domain to kku.ac.th, requiring manual mail forwarding to Google due to technical limitations. For students, it used a new domain kkumail.com and allowed students to choose their own usernames containing their name. It conducted focus groups, built necessary infrastructure including a sign-on server, and created a change management plan to rollout Google Apps across the university.
This document contains information about the length of time various YouTube videos were viewed online before reaching major milestones. It lists the upload date and view count details for a video of pandas at the San Diego Zoo that reached 1 billion views after nearly 8 years. Another video about meerkats is described as reaching 1 billion views within 6 months of being uploaded. The document also briefly mentions the top 10 strategic technologies for 2011 according to an unknown source and includes contact information for an individual.
This document discusses cloud computing and open educational resources as opportunities for education. It begins by covering top technologies like cloud computing, mobile applications, and social media. It then defines cloud computing and the different types of cloud services. The rest of the document discusses how educational institutions can move services like email and collaboration tools to the cloud. It also covers integrating open educational resources and digitizing textbooks to modernize libraries. The overall message is that cloud computing and open resources can help educational institutions improve technology offerings.
Khon Kaen University implemented Google Apps for Education to improve collaboration and learning. Over 1,000 students and staff attended the launch event and training sessions. Within one week, there were over 5,000 Google Apps users on campus. Staff provided ongoing training and support. Google Apps enhanced how the university community learns and works together using ubiquitous mobile tools.
The presentation for the Medical Education Conference under Collaborative Project for Increase Production of Rural Doctor, CPIRD 2012. Dusit Island Resort, Chaing Rai, Thailand, 21 September 2012
This presentation was presented at the National e-Learning Conference 2012 : Integrating ASEAN online learning -- policy and process, Challenger Hall, Impact, Bangkok August 15, 2012
The presentation on principal and learning paradigm in learning and teaching. The presentation covers the demographic of generation and complexity of current world. It also illustrate the digital intelligence.
This document discusses different generations and their characteristics in relation to technology use. It also covers concepts in educational technology including e-learning, mobile learning, ubiquitous learning, and the flipped classroom model. Key terms like instructional technology and educational technology are defined. Trends discussed include the move to cloud computing, teaching from home and learning at school, and the rise of massive open online courses (MOOCs).
This document discusses trends in education technology and learning styles of different generations. It notes that Generation Y (born 1982-2000) is tech savvy, socially connected, and has a short attention span. They are achievement oriented and value teamwork. It also discusses the move to cloud computing and how schools can "flip" from traditional lecture-based learning to models where basic material is learned outside class, allowing class time to be used for projects, collaboration and application of knowledge. Mobile devices, social media, and new forms of communication and learning are changing how the next generation learns.
This document discusses communication in modern organizations. It covers different generations in the workplace (Traditionalists, Baby Boomers, Gen X, Gen Y/Millennials, Gen Z) and characteristics of Gen Y. It also discusses types of communication (downward, upward, horizontal), improving communication, how email has altered communication, and choosing the best communication channel. Barriers to communication like perceptions, filtering, language, and information overload are also summarized.
The document discusses how libraries can utilize social media. It notes that within 5 years, the internet will be dominated by Chinese content and accessed seamlessly across apps by teenagers. Broadband speeds will exceed 100mbps, blurring distinctions between TV, radio, and the web. The document outlines how libraries should consider people (users, skills), programs (services, hours), places (physical space), and partners (retail, radio). Social media can be used as both a resource to collect and create digital materials, and as a tool to suggest, review, and rate resources while targeting audiences.
This document outlines the technology skills required to be a successful secretary at KKU University. It discusses 10 key secretarial skills including technology skills, writing skills, organizational skills, and attention to detail. Specific technology skills covered include proficiency with Word, Excel, PowerPoint, calendar applications, email, document management systems, basic networking and security. The document provides guidance on using a KKU email address versus personal email for work. It also reviews setting up and using Google Apps calendar features, the university document storage system, approved software, and contacts for technical support.
KKU implemented Google Apps for Education for its staff and students. It established single sign-on using SAML for authentication between its internal directories and Google Apps. For staff, it used the existing KKU account directory and set the domain to kku.ac.th, requiring manual mail forwarding to Google due to technical limitations. For students, it used a new domain kkumail.com and allowed students to choose their own usernames containing their name. It conducted focus groups, built necessary infrastructure including a sign-on server, and created a change management plan to rollout Google Apps across the university.
This document contains information about the length of time various YouTube videos were viewed online before reaching major milestones. It lists the upload date and view count details for a video of pandas at the San Diego Zoo that reached 1 billion views after nearly 8 years. Another video about meerkats is described as reaching 1 billion views within 6 months of being uploaded. The document also briefly mentions the top 10 strategic technologies for 2011 according to an unknown source and includes contact information for an individual.
This document discusses cloud computing and open educational resources as opportunities for education. It begins by covering top technologies like cloud computing, mobile applications, and social media. It then defines cloud computing and the different types of cloud services. The rest of the document discusses how educational institutions can move services like email and collaboration tools to the cloud. It also covers integrating open educational resources and digitizing textbooks to modernize libraries. The overall message is that cloud computing and open resources can help educational institutions improve technology offerings.
Khon Kaen University implemented Google Apps for Education to improve collaboration and learning. Over 1,000 students and staff attended the launch event and training sessions. Within one week, there were over 5,000 Google Apps users on campus. Staff provided ongoing training and support. Google Apps enhanced how the university community learns and works together using ubiquitous mobile tools.
The presentation for the Medical Education Conference under Collaborative Project for Increase Production of Rural Doctor, CPIRD 2012. Dusit Island Resort, Chaing Rai, Thailand, 21 September 2012
This presentation was presented at the National e-Learning Conference 2012 : Integrating ASEAN online learning -- policy and process, Challenger Hall, Impact, Bangkok August 15, 2012
5. KPIs for Research and International University
• International programs
• International students (Full-time;
undergraduate/postgraduate)
• International faculty staff/International
visiting scholars
• International exchanged students and
staff (inbound & outbound)
5
6. KPIs for Research and International University
• Research papers presented at the
international conferences
• Research papers published in the
international peer review journals
• Research citing items founded in the
international standard citation indexes
• Research products which are innovative,
problem solutions and commercialization
6
7. KPIs for Research and International University
• Faculty staff with high qualifications, both
educational backgrounds and academic
performances
• Faculty staff with high potential in both teaching
and research
• Faculty staff with the courage of self appearance
in the international academic arena
• Faculty staff who are known at national-->
international level in his/her field of expertise
7
8. KPIs for Research and International University
• Graduates who are well equipped with the
knowledge and skills for new workplaces’
environments
• Graduates who are well prepared for the
adaptation to globalization (global citizens)
• Graduates who will be well accepted to
work and study in the international
workplaces/education
8
9. THEs-QS University Rankings 2009- Thai Universities
World Rankings
N o. University 2008 2009
1 Chulalo ngko rn 166 138
2 Mahido l 251 220
3 Chiang Mai 410 400+
4 Thammasat 480 400+
5 Kasetsart 400 400+
6 Khon Kaen 528 501- 600
7 Prince of So ngkhla 578 501-
600
9
10. THEs-QS University Rankings 2009- Thai Universities
University Arts & Life Natural Social IT &
No. University Humanities Sciences & Science Science Engineering
Biomedicine s s
1 Chulalongkorn 35 10 12 30 10 24
2 Mahidol 30 45 20 54 56 72
3 Chiang Mai 81 54 72 61 62 68
4 Thammasat 85 28 86 - 33 75
5 Kasetsart 108 100 60 65 82 78
6 Prince of Songkhla 109 91 77 93 73 90
7 Khon Kaen (118) 93 78 83 94 -
-113
8 Burapa 151 - - - - -
10
21. กรอบคุณลักษณะบัณฑิต มหาวิทยาลัยขอนแก่น
K
Knowledge
(Academic skills)
knowledge and practical
experiences in the Professional
professional field skillful
• Research & analytical S
Ready
Generic
• Communication/ English Lifelong
to
Skills
language Global
learning
• Computer & IT Work Citizen
• Management
• Personal : self-discipline,
A Adaptation to
Life Skills
(Attitude)
honesty, responsibility
changes
• Interpersonal : Human relations,
Team working, leadership
• Social : conscience for being good
citizen, love and pride towards the
institution and the nation
21
31. Undergraduate Curriculum – L&T
Curriculum
Learning and Teaching Approach
General Education Professional Elective
Courses Courses Courses
Academic/ Work Skills
Professional Life Skills
(Practical
Skills (Attitude) Skills)
(Knowledge)
31
32. Graduate Curriculum – L&T
Curriculum
Learning and Teaching Approach
Required Courses Elective Courses Thesis/Dissertation
Academic/ Life(moral)/ Research
Professional
Skills Work Skill Skill
32
34. กรอบแนวคิดการพัฒนาคุณลักษณะบัณฑิตจากวิชาศึกษาทั่วไป
1. การสื่อสารและการเรียนรู้ 2. การคิดเชิงวิเคราะห์และ
ด้วยตนเอง (Communication & เชิงวิพากษ์ (Analytical and
Self-learning) Critical Thinking)
- Foreign (English) languages - Managing literacy
- Communication - Research/math/scientific literacy
- IT & Computer literacy - Information literacy
3. คุณธรรม จริยธรรม คุณค่า
ของชีวิตในสังคม (Morals, 4. วัฒนธรรมและภูมิปัญญา
Ethics, Values of Life in society) (Cultures and Intellects)
- Social responsibility/law
- Civic education/human rights - Cultures/Multi-cultures
- Philosophy/religion/logic - History/local wisdom
- Aesthetics/Arts/Music - Sufficient economy
5. ความรอบรู้และการปรับตัวในยุคโลกาภิวัตน์
(Well-rounded and Adaptation to Globalization)
- Knowledge and adaptation to global issues
that have impacts to human lives: social,
cultural, economic, scientific, technological,
environmental, and health issues.
34
50. การพัฒนาอาจารย์และส่งเสริมความเป็นนานาชาติ
o ทุนศึกษาต่อ ป.เอก และทุนวิจัย ป.เอก
o ทุนเสนอผลงานต่างประเทศ
o ทุนฝึ กอบรมทักษะภาษาอังกฤษ
o ทุน visiting scholar : inbound - outbound
o ทุนจัดประชุมนานาชาติ
o ทุนพัฒนาหลักสูตรนานาชาติ
o ทุนแลกเปลี่ยนนักศึกษา
o ทุนการศึกษาสาหรับนักศึกษาจากประเทศเพื่อน
บ้าน
o ทุนตารา สื่อการสอน การวิจัยชั้นเรียน
o ทุนวิจัยวิทยานิพนธ์ เสนอผลงาน (บัณฑิต
วิทยาลัย)
50
57. ระบบประเมินการสอนออนไลน์
o จัดทาเป็ นแบบประเมินกลาง (คณะเพิ่มเติมคาถามได้)
o นักศึกษาประเมินตนเอง ๒ ข้อ
o นักศึกษาประเมินการสอน ๑๐ ข้อ (ใช้ตอบตัวชี้วัด
ได้ ๖ ประเด็น)
o ประเมินจากกิจกรรมการเรียนรู้ที่อาจารย์จัดใน
วิชา
o ประเมินได้ทั้งแบบรายวิชาและแบบรายบุคคล
o ค่าเฉลี่ยแต่ละประเด็นเกิน ๓.๕๐ ถือว่าอาจารย์
ปฏิบัติประเด็นนั้นๆได้
o สามารถนาเกณฑ์เดียวกันสรุปในระดับหลักสูตร
หรือคณะได้
57
61. การสารวจการจัดการเรียนการสอน
o จัดทาเป็ นแบบสารวจกลาง
o สารวจอาจารย์เป็ นรายบุคคล
o สารวจปี การศึกษาละครั้ง
o ประเมินทั้งหมด ๗ ประเด็น จานวน ๑๗ ข้อ
o เป็ นคาถามลักษณะ มี/ไม่มี หรือ ได้ปฏิบัติ/ไม่ได้
ปฏิบัติ
o ใช้ประกอบกับผลการประเมินการสอนของ
อาจารย์โดยนักศึกษา
61