Distributed Communicative Language Training Platform Using Automatic Speech Recognition Technology for Smart University

The purpose of this research is to achieve the following objectives: 1) Synthesize documents and international research on the characteristics of a smart university. 2) Synthesize the processes of distributed communicative language training (DCLT). 3) Design the system architecture of a DCLT platform that utilizes automatic speech recognition (ASR) technology for a smart university. 4) Evaluate the appropriateness of a DCLT platform that utilizes ASR technology for a smart university. Nine experts were selected for this research. They were required to have more than five years of relevant experience in the field, including expertise in system architecture, distributed enterprise, language teaching, and ASR. The research instruments included a suitable assessment form for evaluating the system architecture of a DCLT platform that utilizes ASR technology for a smart university. The results of this research indicate that the DCLT platform, which utilizes ASR technology, was considered suitable for a smart university

Effects of AL-MIAP-based Learning Management to Promote Digital Intelligence for Undergraduate Students

[EN] This paper has two main aims: the first is to study pre- and post- leaning achievement utilizing AL MIAP to promote copyright digital intelligence for Suan Suan Sunandha Rajabhat University undergraduate students; and the three is to investigate the appropriateness of leaning management adopting an AL MIAP leaning model to promote the students’ digital intelligence. An AL MIAP learning model was utilized in the processes to promote five digital intelligence skills, i.e. respecting copyright, prevention, checking before sharing, threat awareness and using safely. Fifty-eight Suan Sunandha Rajabhat University  undergraduate students in the three year enrolled in the introduction to digital economy course and were selected in a sample group. The tools were: Kahoot!, Google Forms, content network chart, pre- and post-test, digital media copyright test and the AL MIAP learning model. Percentage, mean, S.D, and T-test were applied in the research. The study revealed that the post-learning achievement was better that the pre-learning achievement with statistical significance at 0.01; the students gained total scores of 17.06, which was 7.16 points higher than the pre-learning scores, signifying that their digital intelligence skills were better. As for AL MIAP leaning model, it revealed that this model was appropriate at the highest level.  We would like to express our gratitude to the Office of General Education and Innovative Electronic Learning, Information Science program, Humanities and Social Science, SSRU and Vocational and Technical Education, Science and Technology Research Institute, King Mongkut's University of Technology North Bangkok to extent their support for this study.Phunaploy, S.; Nilsook, P.; Nookhong, J. (2021). Effects of AL-MIAP-based Learning Management to Promote Digital Intelligence for Undergraduate Students. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(1):13-29. https://doi.org/10.4995/muse.2021.14048OJS132981Alanazi, H. M. N. (2020). The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(1), 89. https://doi.org/10.4995/muse.2020.12622Aparicio, F., Morales-Botello, M. L., Rubio, M., Hernando, A., Muñoz, R., López-Fernández, H., … Buenaga, M. de. (2018). Perceptions of the use of intelligent information access systems in university level active learning activities among teachers of biomedical subjects. International Journal of Medical Informatics, 112(May 2017), 21-33. https://doi.org/10.1016/j.ijmedinf.2017.12.016Berlinski, S., & Busso, M. (2017). Challenges in educational reform: An experiment on active learning in mathematics. Economics Letters, 156, 172-175. https://doi.org/10.1016/j.econlet.2017.05.007Brian Chen, C. C., Kathy Huang, C. C., Gribbins, M., & Swan, K. (2018). Gamify online courses with tools built into your learning management system (Lms) to enhance self-determined and active learning. Online Learning Journal, 22(3), 41-54. https://doi.org/10.24059/olj.v22i3.1466Budoya, C. M., Kissake, M., & Mtebe, J. (2019). Instructional Design Enabled Agile Method Using ADDIE Model and Feature Driven Development Method. International Journal of Education and Development Using Information and Communication Technology, 15(1), 35.Chuangprakhon, S., Santaveesuk, P., & Nilsook, P. (2018). A Model of Distance Learning for Music Art of Higher Education in Thailand. Technical Education Journal King Mongkut's Universily of Technology North Bangkok., 19(3), 39-46.Costa, C. J., Aparicio, M., & Raposo, J. (2020). Determinants of the management learning performance in ERP context. Heliyon, 6(4), e03689. https://doi.org/10.1016/j.heliyon.2020.e03689Dostál, J., Wang, X., Steingartner, W., & Nuangchalerm, P. (2017). Digital Intelligence - New Concept in Context of Future of School Education. ICERI2017 Proceedings, 1(November), 3706-3712. https://doi.org/10.21125/iceri.2017.0997Duin, A. H., & Tham, J. (2020). The Current State of Analytics: Implications for Learning Management System (LMS) Use in Writing Pedagogy. Computers and Composition, 55, 102544. https://doi.org/10.1016/j.compcom.2020.102544Elfeky, A. I. M., Masadeh, T. S. Y., & Elbyaly, M. Y. H. (2020). Advance organizers in flipped classroom via e-learning management system and the promotion of integrated science process skills. Thinking Skills and Creativity, 35(November 2019), 100622. https://doi.org/10.1016/j.tsc.2019.100622Elia, G., Margherita, A., & Passiante, G. (2020). Digital entrepreneurship ecosystem: How digital technologies and collective intelligence are reshaping the entrepreneurial process. Technological Forecasting and Social Change, 150(September 2019), 119791. https://doi.org/10.1016/j.techfore.2019.119791Feldman, R., Ewing, T., & Jeruss, S. (2013). UCLA Journal of Law & Technology. UCLA Journal of Law & Technology, 21(1), 1-82.Frost, R. D., Matta, V., & MacIvor, E. (2015). Assessing the efficacy of incorporating game dynamics in a learning management system. Journal of Information Systems Education, 26(1), 59-70.Ge, S. S., Guerra, T. M., Lewis, F. L., Principe, J. C., & Colnarič, M. (2014). Computational Intelligence in Control António E Ruano 1. IFAC Proceedings Volumes, 47(3), 8867-8878. https://doi.org/10.3182/20140824-6-za-1003.01164Gómez-Ejerique, C., & López-Cantos, F. (2019). Application of innovative teaching-learning methodologies in the classroom. Coaching, flipped-classroom and gamification. A case study of success. Multidisciplinary Journal for Education, Social and Technological Sciences, 6(1), 46. https://doi.org/10.4995/muse.2019.9959Kaeophanuek, S., Na-songkhla, J., & Nilsook, P. (2019). A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling. IJET International Journal Emerging Technologies in Learning, 14(3), 22-37. https://doi.org/10.3991/ijet.v14i03.8326Khotmanee, W., Kaeotasaeng, W., & Akatimagool, S. (n.d.). Asia - Pacific Journal of Science and Technology model ; a case study of basic antenna design. 1-8.Leela, S, Chookkaew, S. & Nilsuk, P. (2019). Development of a model for managing micro-learning with live books that promote computational thinkin. National Academic Conference. Academic Information Science, 8.Lerdrungporn, P., Wattananarong, K., & Wiriyanon, T. (2017). The Development of Learning Management System for Tablets. Technical Education Journal King Mongkut's Universily of Technology North Bangkok., 3(1), 78-86.Llantos, O. E., & Estuar, M. R. J. E. (2019). Characterizing instructional leader interactions in a social learning management system using social network analysis. Procedia Computer Science, 160(2018), 149-156. https://doi.org/10.1016/j.procs.2019.09.455Media., O. of H. P. F. A. the C. and Y. M. P. F. I. of J. (2018). Digital intelligence. Retrieved from http://cclickthailand.com/contents/general/dq3.pdfMoreira, F., Ferreira, M. J., & Seruca, I. (2018). Enterprise 4.0 - The emerging digital transformed enterprise? Procedia Computer Science, 138, 525-532. https://doi.org/10.1016/j.procs.2018.10.072National Council for Higher Education, Science, R. and I. P. C. A. the O. of the S. P. B. R. and innovation. (2019). Policy and strategy for higher education, science, research and innovation 2020 - 2027 and science plans Research and Innovation. Retrieved from A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital StorytellingPerry, M. (2016). Global governance of intellectual property in the 21st century: Reflecting policy through change. In Global Governance of Intellectual Property in the 21st Century: Reflecting Policy Through Change. https://doi.org/10.1007/978-3-319-31177-7Phutthikun, S. (2015). Quality of Students Derived From Active Learning Process. Journal of Educational Services. Burapha University, 6(2), 1-13.Samuelson, P. (2017). Strategies for discerning the boundaries of copyright & patent protections. Notre Dame Law Review, 92(4), 1493-1538.Stiakakis, E., Liapis, Y., & Vlachopoulou, M. (2019). Developing an Understanding of Digital Intelligence As a Prerequisite of Digital Competence. The 13th Mediterranean Conference on Information Systems (MCIS), 1-14.Thanachawengsakul, N., & Jeerungsuwan, N. (2019). INSTRUCTIONAL MODEL OF MIAP ON CLOUD COMPUTING TECHNOLOGY OF THE UNDERGRADUATE STUDENTS IN ORDER TO PROMOTE 21st CENTURY LEARNING SKILLS. Journal of Education Naresuan University, 20(4), 58-69.Toda, A. M., Valle, P. H. D., & Isotani, S. 1007_97.-3-319-97934-2_9. bibij. (2018). Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions. HEFA 2017: Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions, Communicat(August), 143-156. https://doi.org/10.1007/978-3-319-97934-

เทคโนโลยีความเป็นจริงเสริมในหนังสือวิทยาศาสตร์ระดับมัธยมศึกษาตอนต้นตามรูปแบบการเรียนรู้จินตวิศวกรรมทางวิทยาศาสตร์เพื่อการรู้สะเต็ม

งานวิจัยเรื่องนี้มีวัตถุประสงค์ เพื่อพัฒนาเทคโนโลยีความเป็นจริงเสริมในหนังสือวิทยาศาสตร์ระดับมัธยมศึกษาตอนต้น ตามรูปแบบการเรียนรู้จินตวิศวกรรมทางวิทยาศาสตร์เพื่อการรู้     สะเต็ม และประเมินความเหมาะสมของคุณภาพเทคโนโลยีความเป็นจริงเสริมตามรูปแบบการเรียนรู้จินตวิศวกรรมทางวิทยาศาสตร์เพื่อการรู้สะเต็ม โดยการออกแบบและพัฒนาเทคโนโลยีความเป็นจริงเสริมในหนังสือเรียนวิชาวิทยาศาสตร์ เรื่องพลังงานไฟฟ้า ด้วยโปรแกรม PixLive Maker และประเมินความเหมาะสมของเทคโนโลยีความเป็นจริงเสริมสำหรับรูปแบบการเรียนรู้จินตวิศวกรรมทางวิทยาศาสตร์เพื่อพัฒนาการรู้สะเต็ม พบว่า เทคโนโลยีความเป็นจริงเสริมที่พัฒนาขึ้นมีลักษณะเป็น ข้อความ วีดิทัศน์ ภาพเคลื่อนไหวสามมิติ และผลการประเมินความเหมาะสมกับการเรียนรู้จินตวิศวกรรมทางวิทยาศาสตร์เพื่อพัฒนาการรู้สะเต็มในระดับมากที่สุ

A Fabricator Competency for Engineering Students in Tertiary Education

This article presents the development of fabricator competency for engineering students in tertiary education during the seamless era. This study explored the approach to synthesizing, designing, and developing fabricator competency. The study identified six key components of fabricator competency: 1) Knowledge of materials, 2) Problem-solving and design, 3) Using design software, 4) Using hardware and machines, 5) Safety knowledge and awareness, and 6) Communication and publication. This study emphasizes the importance of human potential development, specifically in the case of engineering students in tertiary education. A competency framework for a fabricator in the seamless era has been developed by synthesizing, designing, and developing fabricator competencies based on published research on fabricator competency

การพัฒนาวารสารวิชาการอิเล็กทรอนิกส์ทางด้านอาชีวะและเทคนิคศึกษา

The purpose of this research was to develop the academic e-journal in technical and vocational education. The research comprises three parts; part 1 is the development of the academic e-journal in technical and vocational education, part 2 is the quality evaluation of the academic e-Journal in technical and vocational education, and part 3 is the evaluation of users' satisfaction on the academic e-journal in technical and vocational education. The sample group included 386 teachers in vocational institutes under the Office of Vocational Education Commission through simple random sampling technique. The research tools for data collection included open journal system, evaluation forms to validate the quality of the e-journal and the satisfaction evaluation for the editors, users, and readers on the e-journal. The research statistics employed in this study included percentage, arithmetic mean, and standard deviation. The results showed that, on the real trial, the academic e-journal in technical and vocational education which was uploaded and installed on the web site was practical, friendly user, and could provide enough information. The specialists in the field of web site design reported high satisfaction on the web site development and the editorial group reported the average high satisfaction at 4.26.the users rated their satisfaction at the average of 3.97 which can be concluded that the academic e-journal in technical and vocational education reaches high quality and can be used in the real situation with high satisfaction

Critical success factors for smart-professional disruptor in university

Current and emerging technologies have changed a lot. Consequently, every year, Gartner Technology has made many new changes in accordance with global developments. For example, in terms of artificial intelligence (AI), mixed reality (MR), extended reality (XR), collaboration platforms, online learning, distributed cloud, internet of behaviors (IoB), and cybersecurity. Due to changes in technology, disruptors have to constantly learn new technology in order to be up to date in the transfer of knowledge to learners. Therefore, in this research, critical success factors (CSFs) have been studied, which help them become highly skilled professionals by developing their own skills with technology to be a successful disruptor at university. The study found the CSFs, which were derived from the synthesis of international research papers. Disruptors' success consists of 12 internal and 10 external success factors. Smart-professional disruptors in universities were assessed using a focus group method with eight experts. Focus group results found that there were seven important internal factors for smart-professional disruptors in universities and seven minor internal factors. Including all internal factors, smart-professional disruptors have 14 factors; external factors are the most important ones for smart-professional disruptors in universities. In total, smart-professional disruptors have a total of 11 external factors