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142 when they are ready to learn under the
great atmosphere of friendliness, when they support each other and are supported
with appropriate learning innovation. This created learning innovation process will
bring about a happy and sustainable living for the people in the community.
6. Summary of the findings
The local scholars rely on the knowledge and various learning processes
as the beginning of innovation, especially knowledge management in modern times
to be set on the basis of truth. This is knowledge that is gained in the application
of techniques, tools and methods that are consistent with scientific technology,
together with goodness, esthetics and truth in the human mind. The local scholars
have the ability to create innovative knowledge for use as power to drive the
development of community that contributes to sustainability. The created
knowledge and innovation provide different and thorough benefits to the
community with the concept of balanced and sufficiency economy.
7. References Vicharn Phanit. 2006. Knowledge
Management. Bangkok : Tathata. Utid Sungkarat. 2010. “The construction
process of the local wise people Songkhla Lagoon Basin in the
current of the community culture development.”, Philosophy of
Doctoral in Cultural Studies. Graduate School. Thaksin
University.
Nonaka, I. Takeuchi, H. 1995. The Knowledge-creating
Company : How Japanese Companies Create the Dynamics
of Innovation. New York : Oxford University Press.
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Development of 21th Century Skills for Future Food Engineers in Thailand via Work-integrated Learning
Approach of Food Engineering Practice School
Suvaluk Asavasanti, Montira Nopharatana, Papapit Hirunsirisawat, Chotika Viriyarattanasak
Due to globalization, rapid changes in the economies and technology advancement are posing new challenges in developing
well-trained food engineers who are vital for competitive advantage of Thai food industry. The 21st century skills become essential for
graduates to keep up with a challenging working environment. In 2001, Food Engineering Practice School FEPS was established by
a group of Food Engineering’s staffs at King Mongkut’s University of Technology Thonburi KMUTT. The FEPS program aims to
revolutionize Food Engineering education in Thailand by applying a concept of work-integrated learning – “Learning by doing”. Unlike
traditional master’s degree programs, FEPS join forces with our industrial partners to provide an opportunity for students to spend 4-
5 months during the 2nd year to acquaint themselves with Thai food industry. Under supervisions of a site director and factory advisors,
students take roles as research engineers to give insights into root- causes of the problem and provide practical and profitable solutions
to the host factory. To evaluate how practice site helps students develop 21th century skills, a rubric was developed for a site
director and factory advisors to probe performance of 6 students in 3 phases during August – December 2013. Feedback was periodically
provided to each student based on the evaluation results. Twenty- two competencies were evaluated and found that profound
improvement was observed in teamwork, information management and problem solving categories. Students showed continuous
improvement in planning and communication skills and developed a positive attitude toward their work, while maintained their work
ethic.
Corresponding author: suvaluk.asakmutt.ac.th
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Development of Essential Skills of KMUTT Undergraduates via WiL Program
Prapassorn Wongdee, Papapit Hirunsirisawat, Thanapa Kijpinyopong, Chotika Viriyarattanasak,
Montira Nopharatana
According to a massive demand of work-ready graduates from employers, work-integrated learning WiL programs have
been emerged in universities worldwide. At King Mongkut’s University of Technology Thonburi KMUTT, WiL program has
been developed and improved by implementing a concept of problem-based learning using companies’ real-life problems. The
students were fully facilitated by supervisors i.e. facilitator, academic- and industrial advisors at the workplace. The program
was initially implemented to 21 undergraduates in 2013. The students were not only monitored for the improvement of their
knowledge, but also their learning outcomes. The learning outcomes were assessed from 7 essential skills including data management,
problem solving, working attitude, working discipline, planning, communication, and teamwork. The aims of this research are to
assess essential skills of students trained under the KMUTT-WiL program and to study roles of supervisors in helping the students
develop these skills. The result revealed two interesting findings. The first finding concluded from the supervisors’ point of view
indicated that overall skills of students were very good and significantly improved after completing the program. The top three
improved skills were working attitude, teamwork, and planning, respectively. The second finding focused on roles of supervisors in
assisting essential skills development from the students’ point of view. The students indicated that a facilitator played a crucial role in
enhancing 4 essential skills, i.e. data management, working attitude, planning and communication. Working discipline and teamwork
skills were considered to be improved by the students themselves while an academic advisor contributed to an improvement of their
problem solving skills.
Corresponding author: prapassorn.wonkmutt.ac.th
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Development of Innovative Learning iLearning to Enhance Smart Teachers and Smart Students
Naiyana Kaewbandon
Faculty of Science and Technology, Hatyai University naiyanahu.ac.th
Jeena Umal
Hatyai Business School, Hatyai University jeenahu.ac.th
Abstract
Traditional Electronics Learning has limitations about the collaborating of teachers, students, and up-to-date
learning media issues. Innovative Learning iLearning is developed for enhancement of students,
teachers, and proposed instruction media. The approaches of Innovative Learning are 1 reform 2
modernizations 3 interactive 4 effective. The learning format is using the innovative technology
and innovative teaching techniques. By the teacher is teaching both inside and outside the classroom, and
students can learn and review the lessons at any time, including the interaction between the teachers and the
students. The parts of Innovative Learning development are 1 infrastructure 2 LMS
applications 3 smart teachers and smart students 4 research and development 5 courseware learning
materials .The outcomes of Innovative Learning are quality of students and effective of teachers as smart
teachers and smart students. Keywords: Innovative Learning, Smart Teachers,
Smart Students
1
. Introduction
According to National Competition about technological advancement and the adaptation of
connecting knowledge around the world, many teaching format and techniques are introduced to the
current educational management system in order to develop better human resources. By using Information
Technology and new communication techniques, we can manage new educational system that can be
divided into many forms, such as learning from computer, Internet, and learning in a distance. By
using Internet as media to connect between teachers and students, they can take class at anytime anywhere.
These forms of learning can also create an equal opportunity for all students. Students can quickly
exchange their knowledge and send messages or news to one another that electronically make a new learning
community online [1][3].
The previous teaching management system used Learning Management system LMS known as
“eClassroom” and found many problems: 1. The limitation of material files is uploaded.
2. Learning activities from the previous system was not interesting.
3. The limitation of the file formats for assignment submission makes the student bored and
lacking off ambition. 4. The students cannot instantly ask any
questions relating to the subject or topics that they are studying.
5. The students cannot check the record of their scores or grades from the previous eClassroom
system. According to important of teaching management
which make the students to become learning center, this idea was recorded in national education
registration in 1998 which is the same as the fundamental management and knowledge strategy [6].
This idea focus on the expectation of learners and faculties which is important to make any new
strategies for provinces, States, national, and international such as educational strategy plans of
Hatyai University, new edition 2010. With the advantages of using iLearning system, it promotes
many new learning activities, which effectively center the students. This technique allows them to utilize
ICT tools by themselves, and also helps both teachers and students gain more experiences and promote
teaching system respectively.
There is a new teaching style that integrates between the development of computer technology and
traditional teaching method in order to increase learning productivity and efficiency. This technique
called “Blended Learning” is an educational innovation that combines modules from many
teaching and learning style. No matter in-class learning or outdoor learning, both instructors and
students do not need to meet face-to-face, or they can use knowledge from multiple sources. An objective of
learning process and activities that occurred from many kinds of teaching strategies is mainly the
understanding of learners [2].
Teaching with blended learning technique, instructors can teach two or more ways. If they use
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the combination of blended learning technique and computer technology, this can be called “innovative
learning” iLearning. [5]
2. The objectives of this study
