The Development of Digital Mass Communication Officer Professional Competence Indicators by using...

The Proceedings of International e-Learning Conference 2015

July 20-21, 2015BITEC Bangna, Bangkok, Thailand

Thailand Cyber University Project, Office of the Higher Education Commission

http://iec2015.thaicyberu.go.th

The Sixth TCU International e-Learning Conference 2015 Global Trends in Digital Learning

July 20-21, 2015 BITEC Bangna, Bangkok, Thailand http://iec2015.thaicyberu.go.th

#IEC2015Thailand

Meeting Room 216 Paper Presentations

Chairperson:

Theeravadee Changkabutra, Ph.D. Chulalongkorn University, Thailand

Session F1 13.30 – 13.50

Achieving accessibility in tertiary education websites: The case study of the ASEAN University Network (AUN) Rattanavalee Maisak Rajamangala University of Technology Phra Nakhon, Thailand

F1_1

Page 294

13.50 – 14.10

Elements of a Knowledge Management System in a Cloud Computing Environment for Professional Experience Teacher Training Anuchit Anupan Prachyanun Nilsook Panita Wannapiroon King Mongkut’s University of Technology North Bangkok, Thailand

F1_2

00

14.10 – 14.30

The Development of Digital Mass Communication Officer Professional Competence Indicators by using Delphi Techniques Chantana Papattha Rajamangala University of Technology Phra Nakhon, Thailand Prachyanun Nilsook Namon Jeerungsuwan King Mongkut’s University of Technology North Bangkok, Thailand

F1_3

Page 305

14.30 – 14.50

e-Learning Readiness of Students of Institute of Physical Education, Chumphon Campus Narumon Rodniam Institute of Physical Education, Chumphon Campus, Thailand

F1_4

Page 311

14.50 – 15.10

Application of Online Tools for Class Support and Management: A Case Study Araya Florence Atipong Suriya Suparerk Janjarasjitt Ubon Ratchathani University

F1_5

Page 316

Day 2: July 21, 2015

Samsung

Highlight

The Development of Digital Mass Communication Officer

Professional Competence Indicators by using Delphi Techniques

Chantana Papattha1, Prachyanun Nilsook

2, and Namon Jeerungsuwan

3

1 Department of Multimedia Technology, Faculty of Mass Communication Technology,

Rajamangala University of Technology Phra Nakhon, Bangkok Thailand

([email protected]) 2,3

Divisions of Information and Communication Technology for Education,

King Mongkut's University of Technology North Bangkok, Bangkok, Thailand

([email protected], [email protected])

ABSTRACT

The objective of the research was to

develop the professional competence

indicators of digital mass communication

officer by using Delphi Techniques. The

research methodology was qualitative

research by using Delphi technical

consisted of three steps of the research

study were: (1) to evaluate experts’

perspective about the professional

competency indicators of digital mass

communication based-on individual

competences, (2) to evaluate suitability the

competency indicators of digital mass

communication professional, and (3) to

evaluate confirm of digital mass

communication professional competency

indicators. The sampling group was 19

experts who were leader in the field of

media consisting of executive in mass

communication organizations and

administrator in universities. The research

results revealed that there were

professional competencies consisted of four

media including 10 digital publishing

competency indicators, 13 digital radio and

television competency indicators, 10 digital

film competency indicators, and 11 digital

media competency indicators.

Keywords:

Competence Indicators, Professional

Competence, Digital Mass Communication

Officer, Delphi Techniques

1) INTRODUCTION

At present, the globalization faced an urgent

problem on the increase of the population, the

demand factors of life, progress of science and

technology, and the change of the way of life. It is

essential for human to adapt themselves with the

technological change (Office of the Higher

Education Commission, 2009) Ministry of

Education (2011) presented the information

and communication technology (ICT) for

education. The ICT was tools in broadband

policy to develop ICT for social, ICT for

people, and ICT for government, and using

ICT for governance on management.

Wangpipatwong (2010) presented role of the

information and communication technology

on daily life such as social network: Google,

Wikipedia, Twitter, and YouTube. The better

educational direction known as the 21st-

Century Skills that focused on individual

skillset of the students, the focus of

educational development should be on critical

thinking, communication, collaboration, and

creativity known as the 4Cs (Partnership for

21st Century Skills, 2011).

When it comes to the impact of

digitalization, the conversation had been

infused with as much anxiety as optimism. But

the reality of digitalization’s impact on the

labor market is one of flexibility and freedom,

especially in comparison to the antiquated

work model we started from (Swart, 2013).

Digital technology will have a profound

influence on the way businesses work and the

way relate to employees (Goodwin, 2015).

Work was constantly reinventing itself under

the guises of technological innovations (Boboc

& Taboy, 2013). The study was to develop

the professional competence of digital

305

mass communication office indicators in

digital age in experts’ perspective. How

digital technologies were changing the way

work in mass communication.

2) OBJECTIVE OF THE STUDY

The objective of the research was to

develop the competence indicators of digital

mass communication professional by using

Delphi Techniques.

3) RESEARCH METHODS

The methodology of the research was

Delphi Techniques by 19 experts who were

administrators and instructor in universities

and mass communication officers and had

experiences more over ten years. Research

tools wear questionnaire consisted of three

sections for three stage of Delphi Techniques.

Steps of the research consisted of two steps:

The first step were to develop draft the

competence indicators of digital mass media

officer professional based-on individual

competences including knowledge (K), skills

(S), and attributes (A) (McClelland, 1973;

Nordhaug, 1993; Wachayanon, 2013) and

evaluation of validity by three experts.

The second was to develop the

competence indicators of digital mass media

professional by using Delphi Techniques

three stage. The first section was questionnaire

to evaluate appropriateness of experts that

were close ended question and open ended

question for Delphi Techniques stage one.

The second section was questionnaire to

evaluate aspects of experts that use Likert

scale in close ended question and open ended

question for Delphi Techniques stage two.

The third section was questionnaire to

confirm evaluation aspects of experts for

Delphi Techniques stage three.

Data analysis employed frequency,

percentage, median (Mdn.), and interquartile

range (IQR.). Median of aspects’ experts

included five levels:

> 4.50 = Highest

3.50-4.49 = High

2.50-3.49 = Middle

1.50-2.49 = Low

<1.50 = Lower

Interquartile range (IQR): (Srisathitnarakoorn,

2007)

IQR < 1.5 = Experts agree

IQR > 1.5 = Experts disagree

4) RESULTS

Results of the research were four

components of digital mass communication

offices by using Delphi Techniques including

printed media, radio and television

broadcasting, film production, and digital

media presented in Table 1.

Table 1 : Appropriateness of professional competence indicators of digital mass

communication offices by using Delphi Techniques Digital Mass Communication

Professional Competence Indicators Mdn.

Suitability

levels IQR.

Commitment

of Experts

Competences of Printed Media

1. Knowledge of publishing printed media operated by digital

system and electronic publishing produced by computer

software (K)

5.00 Highest 0.00 Agree

2. Production skills for print media operated by digital system

and electronic publishing produced by computer software (S)


3. Demonstrating good skills of communication using texts,

colors, and images (A)


4. Demonstrating creative writing skills for print media (S) 5.00 Highest 0.00 Agree

5. Ability to create contents for print media (S) 4.00 High 1.00 Agree

6. English writing skills for print media (S) 4.00 High 1.00 Agree

7. Knowledge of digital publishing technology (K) 5.00 Highest 0.00 Agree

8. Knowledge of business management in publishing industry (K) 5.00 Highest 1.00 Agree

9. Solving problem skills for digital publishing (S) 5.00 Highest 0.00 Agree

10. Design skills for print media (S) 5.00 Highest 0.00 Agree

306

Digital Mass Communication


Suitability

levels IQR.

Commitment

of Experts

Competences of Radio and Television Broadcasting

1. Knowledge of business administration in broadcasting

industry and broadcasting studio operation (K)


2. Knowledge of video content and audio production

techniques with digital system (K)

4.00 High 1.00 Agree

3. Ability to produce video content and audio with techniques

using digital system (S)


4. Knowledge of how to operate the equipment for radio and

television broadcasts (K)


5. Ability to control various newsroom equipment for radio and

television broadcasts (S)


6. Knowledge of video shooting techniques, video and audio

editing, lighting, setting, and presenting image and audio

through radio and television broadcasts (K)


7. Having skills of video shooting techniques, video and audio

editing, lighting, setting, and presenting image and audio for

radio and television broadcasts (S)


8. Ability to communicate and express feelings and emotions

via image and audio (S)


9. Production skills for all types of radio and television

programs (Pre-Pro-Post) (S) 5.00 Highest 1.00 Agree

10. Creatively written skills for scripts used in radio and

television programs (S)


11. Ability to host live television and radio including recorded

programs (S) 5.00 Highest 1.00 Agree

12. Problem solving skills in case of live broadcasting (A) 5.00 Highest 1.00 Agree

13. Verbal skills, tone, speech, personality, and appearance

required for the newscasters (A)


Competences of Film Production

1. Familiarity with film production equipment and tools used

for, e.g., lighting, setting, and video and audio editing (K)


2. Knowledge of film production (Pre-Pro-Post) (K) 5.00 Highest 1.00 Agree

3. Knowledge of international law, film rating system, and

related ethics (K)


4. Knowledge of business management in motion

picture/video industry (K)


5. Ability to present stories, motion, and audio including

universal signs and symbols in cinema (S)


6. Production skills with techniques for motion and audio using

digital system (S)


7. Knowledge of filmmaking process (K) 5.00 Highest 1.00 Agree

8. English language skills for international communication in

film business (S)


9. Writing skills for screenplays and ability to bring creative

production (S)


10. Ability to deliver creative production to people without

negative influences on society (A)


Competences of Digital Media

1. Knowledge of how to interact with digital media and use them

as the communication tools (K)


2. Knowledge of business management in digital media(K) 4.00 High 2.00 Disagree

3. Computer knowledge; computer, a medium that connects to

other sources of information (K)


4. Production skills for multimedia including texts, image,

moving image, audio, and interactive multimedia (S)


5. Knowledge of virtual reality especially presentation in 3D (K) 5.00 Highest 1.00 Agree

6. Virtual reality skills in 3D presentation (S) 5.00 Highest 1.00 Agree

307

Digital Mass Communication


Suitability

levels IQR.

Commitment

of Experts

7. Having skills for multimedia convergence, communication

technologies, computer technology, and equipment for digital

presentation (S)


8. Knowledge of website building and creating web content for

the target groups (K)


9. Ability to build website and create web content for the

target groups (S)


10. Familiarity with publishing information and coverage on

the internet via website, social network, and social media

according to ethics and Computer Crime Act (S)


11. Ability to publish information and cover news on the

internet via website, social network, and social media

according to ethics and Computer Crime Act (S)


12. Ability to search, analyze, synthesize, and distribute

information and news as well as being able to select

information available on social network securely, legally,

and responsibly (A)


From table 1 showed results of the

development of professional competence


offices by using Delphi Techniques included

four element essentials for professional

competences and 44 competence indicators

and presented in Table 2.

1. Competences of printed media

consisted of 10 indicators including 6

indicators was in the highest level and 2

indicators were in high level. Over all

indicators were experts agree.

2. Competences of radio and television

broadcasting consisted of 13 indicators

including 7 indicators was in the highest

level and 6 indicators was in high level.

Over all indicators were experts agree.

3. Competences of film production



indicator was in high level. Over all

indicators were experts agree.

4. Competences of digital media



indicator was in high level. Over all

indicators were experts agree 11 indicators

and 1 indicator experts disagree.

Table 2 : Results development of components of digital mass communication officers Professional Competence of

Digital Mass Communication officers Indicators

Suitability levels Commitment of Experts

Highest High Agree Disagree

1. Competences of Printed Media 10 8 2 10 -

2. Competences of Radio and Television

Broadcasting

13 7 6 13 -

3. Competences of Film Production 10 9 1 10 -

4. Competences of Digital Media 12 11 1 11 1

Total 45 35 10 44 1

Percentage 100.00 77.78 22.22 97.78 2.22

5) DISCUSSIONS

The result of the research study consisted

of four components of digital mass

communication offices by using Delphi

Techniques consisted of 44 indicators

including printed media, radio and television

broadcasting, film production, and digital

media. Over all competence indicator had

element essential based-on individual

competences including knowledge (K), skills

(S), and attributes (A). The results of the study

were consisted to the individual competences

of McClelland (1973), Nordhaug (1993),

and Wachayanon, 2013). The competences

of digital mass communication offices

308

consisted of 35 indicators was in the highest

level and 10 indicators was in high level. The

results of the study 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. 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.

The syntheses characteristic toward

individual competences of digital mass media

officers consisted of three elements included

knowledge, skills, and attributes. The

knowledge elements composted of three

essential included interdisciplinary

knowledge, media literacy, and mass

communication ethics. The skill elements

consisted of eight essential included

communication skills, system thinking,

creative thinking, analysis thinking, critical

thinking, active learning and self-learning,

and multi-skilling. The attribute elements

comprise of four essential included keenness,

flexibility in working, public consciousness

and responsibility, and integration and

application to work (Papattha, Nilsook, and

Jeerungsuwan, (2014). Effective citizens and

workers must be able to exhibit a range of

functional and critical thinking skills, such as:

Information Literacy, Media Literacy, ICT

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. (Partnership for 21st

Century skills, 2011; Panit, 2012).

6) CONSLUSION

The professional competence


offices consisted of four element essentials

for professional competences and 44

competence indicators including 10

indicators of printed media competences,

13 indicators of radio and television

broadcasting competences, 10 indicators of

film competences, and 11 indicators of

digital media competences.

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 Division of Information and

Communication Technology for Education,

Faculty of Technical Education, King

Mongkut’s University of Technology North

Bangkok which supported this research.

309

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“Global Trends in Digital Learning” ------------------------------------------

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คณะครศาสตร จฬาลงกรณมหาวทยาลย 20. อาจารยพรสข ตนตระรงโรจน กรรมการ

คณะครศาสตร จฬาลงกรณมหาวทยาลย 21. อาจารยวรสรวง ดวงจนดา กรรมการ

ผอานวยการสานกการจดการศกษาออนไลน มหาวทยาลยศรปทม 22. อาจารยวตสาตร ดถยนต กรรมการ คณะศกษาศาสตร มหาวทยาลยเกษตรศาสตร 23. Prof. Yoshida Masami กรรมการ

Professor of Chiba University, JAPAN 24. Prof. Insook Lee กรรมการ

Professor of Sejong University, Korea (South) 25. Prof.Howard Combs กรรมการ

San Jose State University, United States 26. Prof. Mei-Yan Lu กรรมการ

San Jose State University, United States

/26.Assoc.Dr.Daniel…

-3-

27. Assoc.Daniel Tiong Hok Tan กรรมการ

Taylor's Education Group, Malaysia 28. Prof. Daniel Churchill กรรมการ University of Hong Kong, Hong Kong Special Administrative Region of the People's

Republic of China 29. Prof. Yoshimi Fukuhara กรรมการ Meiji University, Japan

อานาจหนาท และความรบผดชอบ

1. พจารณาคณภาพ ประเมน และคดเลอกบทความ (Peer Reviewers) เพอนาเสนอผลงานวจยดานอเลรนนง

2. ประสานงานกบหนวยงานทเกยวของใหสามารถดาเนนงานไดตามวตถประสงค

ทงน ตงแตบดนเปนตนไป

สง ณ วนท พฤษภาคม พ.ศ. 2558

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