The Proceedings of International e-Learning Conference 2014

August 5-6, 2014 Hotel Windsor Suites & Convention, Bangkok, Thailand

Office of the Thailand Cyber University Project, Office of the Higher Education Commission

http://iec2014.thaicyberu.go.th

Overview

Thailand Cyber University (TCU) Project, Office of the Higher Education Commission, Ministry of Education has an aim to promote e-Learning by cooperating with national and international educational institutes. The TCU, recognizing the importance of e-Learning knowledge management to create comprehensive knowledge for educational personnel, has organized the International e-Learning Conference 2014 (IEC2014): "Overcome the Uncertainty of Technology in Education" The conference objective is to assemble knowledge on every aspect of e-Learning from Thai and international experts. Conference topics will include: Trends and Directions of Technology in Education, MOOCs, Diversity of Technology in Education, M-Learning, Social Learning and Social Media, Emerging Technology for Online Education, Virtual Reality Applications, Educational Cloud "Develop Infrastructure", Learning Analytics, Game-Based Education and Quality Assurance in Distance Online Education Thailand Cyber University (TCU) Project will accumulate knowledge from the conference and produce the knowledge asset to be a reference for educators, researchers, faculty and students. Aims

1. To be a stage for exchanging knowledge, innovative practices and experiences on e-Learning among Thai and international educators, researchers, faculty, and students.

2. To assemble knowledge on every aspect of e-Learning from Thai and international educators, researchers, and faculty and to create the e-Learning knowledge asset.

3. To expand e-Learning knowledge to educators, researchers, faculty, and students via website, journal, publication, etc.

Conference Theme Overcome the Uncertainty of Technology in Education.

Conference Sub-Themes 1. Uncertainty of Technology in Education 2. Trends and Directions of Technology in Education 3. MOOCs 4. Diversity of Technology in Education 5. M-Learning 6. Social Learning and Social Media 7. Emerging Technology for Online Education 8. Virtual Reality Applications 9. Educational Cloud "Develop Infrastructure" 10. Learning Analytics 11. Game-Based Education 12. Quality Assurance in Distance Online Education

Events 1. Lectures from keynote and invited speakers. 2. Paper presentation.

International e-Learning Conference 2014August 5-6, 2014, Bangkok, Thailand

Conference Information

CONFERENCE PROGRAM

The Fifth TCU International E-learning Conference 2014 “Overcome the Uncertainty of Technology in Education”

August 5-6, 2014 Hotel Windsor Suites & Convention, Bangkok, Thailand http://iec2014.thaicyberu.go.th

Day 1: August 5, 2014 Session C1: Venue: Chairperson:

Paper Presentation Tubtim Room Associate Professor Dr. Maturos Chongchaikit Kasetsart University, Thailand

13.30 – 13.50 Instructional Design of a Flipped Classroom by Using

a Self-Directed Learning Model to Develop Lifelong Learning Skills for Higher Education Piyawadee Pongsawat Muban Chombueng Rajabhat University, Thailand Panita Wannapiroon King Mongkut's University of Technology North Bangkok, Thailand

C1_1 Page 134

13.50 – 14.10 A Development of Blended Learning Model on Information

Technology for Learning Course Narumon Rodniam Institute of Physical Education Chumphon Campus, Thailand

C1_2 Page 140

14.10 – 14.30 Experts’ Perspective on Education Management in Electronic

Media Age for development of Digital Mass Media Officer Chantana Papattha Prachyanun Nilsook Namon Jeerungsuwan King Mongkut's University of Technology North Bangkok, Thailand

C1_3 Page 146

14.30 – 14.50 Designing Information System for Intelligent Cooperative Education

Process Management on Cloud Computing Technology Suriya Pumchalerm Prachyanun Nilsook Namon Jeerungsuwan King Mongkut's University of Technology North Bangkok, Thailand

C1_4 Page 152

14.50 – 15.10 Refreshment break 15.10 – 15.30 Enhancing Pedagogy with Cyber Tools and Technologies

Kuldeep Nagi Assumption University, Thailand

C1_5 Page 157

Day 1: August 5, 2014

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Experts’ Perspective on Education Management in Electronic Media Age for development of Digital Mass Media Officer

Chantana Papattha1, Prachyanun Nilsook2, and Namon Jeerungsuwan3

Ph.D. Program in Information and Communication Technology of Education, Faculty of Technical Education

King Mongkut's University of Technology North Bangkok, Bangkok, Thailand (chantana.p@rmutp.ac.th, prachyanun@hotmail.com, namon2015@gmail.com)

ABSTRACT The purposes of the research were to 1) experts’ perspective about of mass media officers’ characteristic in electronic media age 2) study experts’ perspective on education management in electronic media age to develop digital mass media officer. The Qualitative Research was to in-depth interview form the seven experts who were leadership in the field of media consisted of executive in mass communication organizations and administrator in universities. The first research result revealed that there were ten essential elements of digital mass media officers’ characteristic included interdisciplinary knowledge, keenness, creative thinking, analysis thinking critical thinking, media literacy, active learning and learning person, mass communication ethic, public consciousness and responsibility, and multi-skills. The second research result revealed that there were three factors essential on education management in electronic media age to develop digital mass media officer: curriculum, education management, and learning environment. The final research result showed that the element education management consisted of 3 components and 12 subcomponents. Keywords: Experts Perspective, Digital Mass Media Officer, Education Management, Electronic Media Age, mass media officers’ characteristic

1) INTRODUCTION At present, the globalization faced a problem instanced the increase of the population, increased the demand factors of life, progress of science and technology simple, and the way of life is changing. The man prepared to adapt for support technological change (Office of the Higher Education Commission, 2009). Quality education management was essential for the growth of every nation due to the reason that education provides foundation for the growth in social, economic, political and technology sectors (Ministry of education, 2011). Considering Thailand revolutionized the country’s educational system in 2011 and the better educational direction known as the 21st Century skill that focused on individual skillset of the students (Partnership for 21st Century skills, 2011) Quality of life has been improved through better access to various economic and social security measures and gains in poverty reduction. It is, however, essential to place emphasis on the development of human capital and security, promotion of good governance and fair competition, and a more equitable distribution of development benefits in order to reduce social inequality. (Office of the National Economic and Social Development Board, 2011). The education that was factors to develop knowledge, thinking, and moral was device to progress potentiality of the human (Werayut Chatakan, 2012). Quality graduates must be knowledge, capacity, attitude, and multi-skill to develop the latency and the self-sufficiency of the graduates (Werayut Chatakan, 2012). The study was prepared to find factors essential to manage education in

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electronic media age to develop digital mass media officer in experts’ perspective. 2) OBJECTIVE OF THE STUDY The objectives of the research were to 1) experts’ perspective about of mass media officers’ characteristic in electronic media age 2) study experts’ perspective on education management in electronic media age to develop digital mass media officer. 3) RESEARCH METHODS The qualitative research was to in-depth interview form the seven experts who were leadership in the field of media consisted of executive in mass communication organizations and administrator in universities in the field of communication

arts and mass communication. Researchers conduct the data research from in-depth interview by analysis and synthesis. Data presentation included the description of the essential element education management in electronic media age to develop digital mass media officer. 4) RESULTS Result of the research study presented the following results: Part 1 results: There were ten essential elements of digital mass media officers’ characteristic to manage education in electronic media age by seven experts presented in table 1.

Table 1: Synthesis experts’ perspective about of digital mass media officers’ characteristic in

electronic media age

Experts’ perspective Experts digital mass media

officers’ characteristic 1 2 3 4 5 6 7

1. Interdisciplinary knowledge

2. Keenness 3. Writing Skill 4. Creative Thinking 5. Analysis Thinking 6. Synthesis Thinking 7. Critical Thinking 8. Media Literacy 9. Flexibility 10. Active Learning and

learning person

11. Mass Communication Ethic

12. Public Consciousness and responsibility

13. Multi-Skills Table 1 shown synthesis experts’ perspective about of digital mass media officers’ characteristic in electronic media age consisted of ten essential elements included interdisciplinary knowledge,

keenness, creative thinking, analysis thinking critical thinking, media literacy, active learning and learning person, mass communication ethic, public consciousness and responsibility, and multi-skills.

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Part 2 result: there were there were three factors essential on education

management in electronic media age to develop digital mass media officer by seven experts presented in table 2.

Table 2: Synthesis experts’ perspective about of education management in electronic media

age to develop digital mass media officer

Experts’ perspective

Experts Education Management in Electronic Media Age

1 2 3 4 5 6 7

Curriculum 1. Fundamental Knowledge 2. Professional Knowledge

and Skill

3. Interdisciplinary Knowledge

Learning Management 1. Cognitive Development 2. Authentic Learning 3. Social Learning 4. Flexibility Learning 5. Career and Learning Skills 6. Collaborative Learning 7. Mental Model Building Learning Environment 1. Inside the Classroom

2. Outside the Classroom

Table 2 shown synthesis experts’ perspective about of education management in electronic media age to develop digital mass media officer consisted of three factors include curriculum, education management, and learning environment. The first factor was curriculum that was flexibility and modernity comprised three elements included fundamental knowledge, professional knowledge and skill, and interdisciplinary knowledge. The second factor was learning management that was education model included design learning, process learning,

and activity learning composted of seven elements included cognitive development, authentic learning, social learning, flexibility learning, career and learning skills, collaborative learning, and mental model building The third factor was learning environment that was leaning context inside and outside the classroom. Factors essential of education management in electronic media age to develop digital mass media officer presented mind map relation factors in figure 1.

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Figure 1: Mind map of factors essential for education management in electronic media age to develop digital mass media officer Source: Designed by Chantana Papattha (2014) 5) DISCUSSIONS The results of the study were ten essential elements of digital mass media officers’ characteristic to manage education in electronic media age. Factors essential on education management in electronic media age to develop digital mass media officer consisted of three components and 12 subcomponents. The results of the study which were consisted to the framework of Partnership for 21st Century skills (2011) presented 21st century student skills. Core subjects and 21st century themes: Mastery of core subjects and 21st century themes was essential to student success. Core subjects included English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. In addition, schools must promote an understanding of academic content at much higher levels by weaving.

21st century interdisciplinary themes into core subjects: Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy, Environmental Literacy. Learning and Innovation Skills: Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Information, Media and Technology Skills. Nowadays, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as: Information

Education Management in

Electronic Media Age

Learning Environment

Inside the Classroom

Outside the Classroom

Fundamental Knowledge

Curriculum

Professional Knowledge and Skill

Interdisciplinary Knowledge

Learning Management

Cognitive Development

Authentic Learning

Social Learning

Flexibility Learning

Career and Learning Skills

Collaborative Learning

Mental Model Building

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Literacy, Media Literacy, ICT (Information, Communications and Technology) Literacy, and Life and Career Skills. Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as: Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, and Leadership and Responsibility. Finally, 21st century support systems: Developing a comprehensive framework for 21st century learning requires more than identifying specific skills, content knowledge, expertise and literacies. An innovative support system must be created to help students master the multi-dimensional abilities that will be required of them. The Partnership has identified comprised five critical support systems to ensure student mastery of 21st century skills included 21st Century Standards, Assessments of 21st Century Skills, 21st Century Curriculum and Instruction, 21st Century Professional Development, and 21st Century Learning Environments (Partnership for 21st Century skills, 2011; Vicharn Panit, 2012). 6) CONSLUSION The research result revealed in experts’ perspective were ten essential elements of digital mass media officers’ characteristic included interdisciplinary knowledge, keenness, creative thinking, analysis thinking critical thinking, media literacy, active learning and learning person, mass communication ethic, public consciousness and responsibility, and multi-skills. Factors essential on education management in electronic media age to develop digital mass media officer consisted of three components and 12 subcomponents. Curriculum had three elements: Fundamental knowledge, professional knowledge and skill, and interdisciplinary knowledge. Learning management had seven elements: cognitive

development, authentic learning, social learning, flexibility learning, career and learning skills, collaborative learning, and mental model building. Learning environment had two contexts: inside and outside the classroom. 7) ACKNOWLEDGEMENT The authors are grateful for the financial support of the Faculty of Mass Communication Technology, Rajamangala University of Technology Phra Nakhon, Thailand. The authors also thanks for the supports of Vocational Education Technology Research Center and Innovation and Technology Research Center at Science and Technology Research Institute, and also Division of Information and Communication Technology for Education, Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok which supported this research. REFERENCES Ministry of education. (2011). Information

and Communication Technology for Education Model Scheme of Ministry of Education. Bangkok: Office of the Permanent Secretary, Ministry of Education.

Office of the Higher Education Commission. (2009). Thai Qualifications Framework for Higher Education 2009 and Regulation. Bangkok: The Higher Education Commission.

Office of the National Economic and Social Development Board. (2011). Summary, The Eleventh National Economic and Social Development Plan (2012-2016. ) Retrieved in December 11, 2012 from: http://www.nesdb.go.th/Portals/0/ news/plan/p11/SummaryPlan11_Eng.pdf

Partnership for 21st Century skills. (2011). Framework for 21st Century Learning. Last modified March, 2011 http:// www.p21.org/storage/ documents /1.__p21_framework_2-pager.pdf

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Vicharn Panit. (2012). 21st Century Skills: The way how students learn. Bangkok: Sodsri-Saridwongso Foundation.

Werayut Chatakan. (2012). Management Techniques for Profession Education Administrator. Bangkol: Chulalongkorn University Press.

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International e-Learning Conference 2014

International e-Learning Conference 2014

คาสงสานกงานคณะกรรมการการอดมศกษา

ท 132 /2557 เรอง แตงตงคณะกรรมการพจารณาคณภาพ

ประเมนและคดเลอกบทความ (Peer Reviewers) เพอนาเสนอผลงานวจย ในการจดการประชมวชาการนานาชาตดานอเลรนนงป 2557 The Fifth TCU International E-learning Conference 2014 “Overcome the Uncertainty of Technology in Education”

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สานกงานคณะกรรมการการอดมศกษา โดยสานกงานบรหารโครงการมหาวทยาลยไซเบอรไทย จดการประชมวชาการนานาชาตดานอเลรนนงป 2557 The Fifth TCU International E-learning Conference 2014 “Overcome the Uncertainty of Technology in Education” ในระหวางวนท 5-6 สงหาคม 2557 ณ อมแพค เมองทองธาน ซงเปนการจดประชมนานาชาตประจาปทดาเนนการมาอยางตอเนองทกป โดยมวตถประสงคเพอเปนเวทแลกเปลยนความร ระหวางนกวชาการ นกวจย คณาจารย และนสตนกศกษา เปนการประมวลความรดานอเลรนนง ในทกดานทสาคญจากนกวชาการดานการศกษาทงในประเทศ และตางประเทศ โดยกาหนดใหมการบรรยายพเศษจากวทยากรรบเชญทงใน และตางประเทศ และการนาเสนอผลงานวจยดานอเลรนนง

เพอใหการดาเนนการดงกลาว บรรลถงวตถประสงค จงกาหนดใหมกรรมการ โดยมองคประกอบ ดานการพจารณาคณภาพ และคดเลอกบทความ (Peer Reviewers) ประเมนเพอนาเสนอผลงานวจยดานอเลรนนง ดงน

1. ผศ.ดร.เชาวเลศ เลศชโลฬาร ทปรกษา 2. ผศ.สพรรณ สมบญธรรม ทปรกษากรรมการ 3. ผศ.ดร.ฐาปนย ธรรมเมธา ประธานกรรมการ

ผอานวยการสานกงานบรหารโครงการมหาวทยาลยไซเบอรไทย 4. รศ.ดร.วสาข จตวตร กรรมการ คณบดคณะศกษาศาสตร มหาวทยาลยศลปากร 5. รศ.ดร.ถนอมพร เลาหจรสแสง กรรมการ

ผอานวยการสานกบรการเทคโนโลยสารสนเทศ มหาวทยาลยเชยงใหม 6. รศ.ดร.มธรส จงชยกจ กรรมการ

คณะศกษาศาสตร มหาวทยาลยเกษตรศาสตร 7. รศ.ดร.จนตวร คลายสงข กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 8. ผศ.ดร.อนชย ธระเรองไชยศร กรรมการ

รองผอานวยการสานกงานบรหารโครงการมหาวทยาลยไซเบอรไทย

/9.นอ.ผศ.ธงชย…

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9. น.อ.ผศ.ดร.ธงชย อยญาตวงศ กรรมการ รองอธการบด มหาวทยาลยแมฟาหลวง 10. ผศ.ดร.เดนพงษ สดภกด กรรมการ

รองอธการบดฝายวชาการ และเทคโนโลยสารสนเทศ มหาวทยาลยขอนแกน 11. ผศ.ดร.กอบกล สรรพกจจานง กรรมการ

คณะศกษาศาสตร มหาวทยาลยเกษตรศาสตร 12. ผศ.ดร.ศรรตน เพชรแสงศร กรรมการ

คณะครศาสตรอตสาหกรรม สถาบนเทคโนโลยพระจอมเกลาเจาคณทหารลาดกระบง 13. ผศ.ดร.ประชต อนทะกนก กรรมการ

คณะครศาสตร มหาวทยาลยราชภฏสรนทร 14. ผศ.ดร.ปราวณยา สวรรณณฐโชต กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 15. ผศ.ดร.เอกนฤน บางทาไม กรรมการ

คณะศกษาศาสตร มหาวทยาลยศลปากร 16. ผศ.ดร.นามนต เรองฤทธ กรรมการ

คณะศกษาศาสตร มหาวทยาลยศลปากร 17. อาจารย ดร. จารวรรณ กฤตยประชา กรรมการ

มหาวทยาลยสงขลานครนทร วทยาเขตสงขลา 18. อาจารย ดร.ธรวด ถงคบตร กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 19. อาจารย ดร.พรสข ตนตระรงโรจน กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 20. อาจารย ดร.อนรทธ สตมน กรรมการ

คณะศกษาศาสตร มหาวทยาลยศลปากร 21. อาจารยวรสรวง ดวงจนดา กรรมการ

ผอานวยการสานกการจดการศกษาออนไลน มหาวทยาลยศรปทม 22. Prof. Dr. Yoshida Masami กรรมการ

Professor of Chiba University, JAPAN 23. Prof. Dr. Insook Lee กรรมการ

Professor of Sejong University, Korea (South) 24. Prof.Dr.Howard Combs กรรมการ

San Jose State University, United States 25. Prof. Dr. Mei-Yan Lu กรรมการ

San Jose State University, United States

/26.Assoc.Dr.Daniel…

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26. Assoc.Dr. Daniel Tiong Hok Tan กรรมการ

Taylor's Education Group, Malaysia 27. Prof. Dr. Daniel Churchill กรรมการ University of Hong Kong, Hong Kong Special Administrative Region of the People's

Republic of China 28. Prof. Yoshimi Fukuhara กรรมการ Meiji University, Japan

อานาจหนาท และความรบผดชอบ

1. พจารณาคณภาพ ประเมน และคดเลอกบทความ (Peer Reviewers) เพอนาเสนอผลงานวจยดานอเลรนนง

2. ประสานงานกบหนวยงานทเกยวของใหสามารถดาเนนงานไดตามวตถประสงค

ทงน ตงแตบดนเปนตนไป

สง ณ วนท 2 เมษายน พ.ศ. 2557