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Development of the collaborative project-based and blended learning model based on APEC Edutainment Exchange Program to enhance communicative and collaborative skills of Thai and Korean students. Nammon Ruangrit Asst. Prof. Dr. Thapanee Thammetar Assoc Prof. Dr Ornjaree Na Taguatung
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Development of the collaborative project-based and blended learning model based on APEC Edutainment Exchange Program to enhance communicative and collaborative skills of Thai and Korean students. NammonRuangrit Asst. Prof. Dr. ThapaneeThammetar Assoc Prof. Dr Ornjaree Na Taguatung Prof. Dr. YoungHwanKim
BACKGROUND Edutainment Learning Method Blended Learning • Collaboration with on-line and off-line • Knowledge-based + Virtue-based • Community based activities • Meaningful Experiential Learning Project-based Learning Collaborative Learning YoungHwan Kim, 2007 Communicative and Collaborative Skills
BACKGROUND 21st Century Learning Skills (The Partnership for 21st Century Skills , 2004)
BACKGROUND 21st Century Learning Skills (The Partnership for 21st Century Skills , 2004) • Learning and Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration • Information, Media and Technology Skills • Information Literacy • Media Literacy • ICT Literacy Life and Career Skills
BACKGROUND The APEC Edutainment Exchange Program
BACKGROUND The 1stALCoB Edutainment Exchange Program August 15 – 21, 2008 at Busan, Korea.
PURPOSE & SCOPE OF THE STUDY Purpose: • To develop the collaborative project-based learning and blended learning model based on APEC Edutainment Exchange Program to enhance communicative and collaborative skills of Thai and Korean students.
PURPOSE & SCOPE OF THE STUDY Populations and Samples • The Experts in the field of edutainment, project-based learning, collaborative learning and blended learning. • Administrators, Lecturers andteacherswho participate in APEC Learning Community Builders (ALCoB). • 15 Thai and 15 Korean students who study in the school participate in ALCoB.
Formative Research Model for an Instructional Theory (Kim,1994b) Theorist/Researcher 1) Creates an instructional theory 5) Modifies the instructional theory Only when necessary Instructional Designer: 2) Design and develop instructional product using the theory 6) Modify the instructional product Only when necessary Learner and instructor: 3) Use the instructional product External/Internal Evaluator: 4) Get feedback from the learners/teachers and provide it to the designers
Discussion The Thai-Korean Edutainment Exchange Program • Preparative Activities (Online) • Preparative activities are activities that prepare student to do the project based on collaborative project-based learning. They start to work in group using online communication tools. • Experiential Learning Activities (Offline) • Experiential learning activities are activities that students carry out team project through collaborative learning. • Evaluative Activities (Online) • Evaluative activities are activities that assess their learning through presenting learned product using authentic assessment.
Discussion Communicative and collaborative skills Student who participated in this project had characteristics as following: • Created the project and shared ideas together within their team. • Empowered the others to speak and contribute, and to consider their contributions. • Took responsibility to share tasks and carry them out on time. • Worked effectively with diverse teams. • Used communication for a range of purposes. • Utilized varied communicative tools to interact with their teammates.
Conclusion • The Thai-Korean Edutainment Exchange Program could be implemented in an international student exchange program between Thailand and South Korea because it was constructed with a theory-based format: project based learning, collaborative learning, blended learning, research studies on edutainment, and The APEC Edutainment Exchange Program.
