1. Development of Web-based Learning Environmental Model
for Home School
Preeyada Suksawang
Doctoral Student
Doctor of Philosophy Program in Educational Technology
Faculty of Education, Khon Kaen University
Assoc. Prof. Dr.Sumalee Chaijaroen.
Faculty of Education, Khon Kaen University
Asst. Prof. Dr. Kanit Chukanhom
Faculty of Veterinary Medicine, Khon Kaen University
Research financially supported by Graduate School, Khon Kaen University

3. Introduction Home school growing
The global educational context changing
Information technology advancement
Home school of Thailand still facing various problems
Web-based learning environment linking
Discovering/constructing knowledge
Philosophy/Theory
Development of Web-based Learning Environmental Model for Home School

4. Research Question Objectives
What components and characteristics concern
the web-based learning environmental model
for home school?
Objectives
to design and develop the web-based learning
environmental model for home school

5. Conceptual Framework Model Designing Philosophy and Developing Process
Development of Web-based Learning Environmental Model for Home School
Philosophy
Home School Methodology
MULTIPLE INTELLIGENCES
Learning Theory
Educational Technology
Media Theory
Brain-Based Learning
Home School Context
Model Designing
and Developing Process

6. Integrating various research methodologies
Research Design
Design
Development
Evaluation
Design and Development Research
Production
Integrating various research methodologies
New knowledge
Model
(Richey and Klein, 2007

7. The Study Expert Review Home School Context Survey Designing Framework
Document Analysis: Analyzed as
Theoretical Framework
Home School Context
Survey
Designing Framework
Design and Develop Components
of The Model
Instructional Design
Home school
Content
Measurement & Evaluation
Expert Review
Model Designing and Developing Process Record

8. Findings Philosophy Home School Methodology Home School Context
WEB-BASED LEARNING ENVIRONMENTAL MODEL
for HOME SCHOOL
THEORETICAL FRAMEWORK
Educational
Technology
Media Theory
Multiple Intelligences
Learning Theory
Brain-Based Learning

9. WEB-BASED LEARNING ENVIRONMENTAL MODEL for HOME SCHOOL
Findings
Contextual
Problem-Based
Station
Challenges
Complex
Knowledge Bank
Collaboration
Conversational
context Home school
Multiple Intelligences
Waldorf Education
Observant
Meaning Making
Brain Garden
Scaffolding
Manipulative
WEB-BASED LEARNING ENVIRONMENTAL MODEL for HOME SCHOOL
DESIGNING FRAMEWORK
Conceptual Model Scaffolds
Meta Cognition Scaffolds
Cooperative
Symbol system
Procedural Scaffolds
Strategic Scaffolds
Articulative
Coaching
Brain Challenge
Game
Information Processing
SOI Model
Reflective
Multiple
Intelligences
Park
Intelligences Idol
Media symbol system
Web Board
Home School
Community
Zone of Proximal
Development
Social Constructivist
Chat Room
Coaching

10. Conclusions Model Designing and Developing Process
Theoretical framework
Context
The Theory Foundations
Psychological
and Learning Theory
Designing Framework
Instructional and
Teaching-Learning Theory
Communication
and Message Design
Theory
Philosophy/Theory
Principle
Characteristic
of Component
Design and Development
Theory
Learners

11. Problem-Based Station
Complex
Cognitive Constructivist
Disequilibrium
Problem-Based
Station
Authentic
Piaget,1985
Challenge
Brain-Based Learning
Relaxation
Caine & Caine, 1994
Cognitive Constructivism: when the learners were stimulated by disequilibrium,
they had to try to adjust to their cognitive structure
Brain-Based Learning: brain worked in a complex style/ emotions are critical to patterning

12. Knowledge Bank Knowledge Bank Concept Map Message Design Sound - Image
Cognitive Constructivist
- Accommodation
Message Design
Knowledge
Bank
Sound - Image
Piaget,1985
Video
SOI Model
Animation
Mayer, 1999
Web Link/Search Engine
Cognitive constructivist: The accommodation is an association of their prior knowledge with new information technique
until they could be able to adjust their cognitive structure into balanced situation and construct new knowledge
SOI Model : how to prime cognitive processes in learners that are needed for sense making, such as selecting,
organizing, and integrating

13. Social Constructivist
Scaffolding
OLEs
(Hannafin, 1999)
Social Constructivist
Scaffolding
Conceptual Scaffolding
Metacognitive Scaffolding
Procedural Scaffolding
Vygotsky, 1978
Strategic Scaffolding
Social Constructivism : the critical importance of culture and the importance of the social context
for cognitive development
Zone of Proximal Development : learners can, with help from adults or children who are more advanced,
master concepts and ideas that they cannot understand on their own

14. Social Constructivist
Collaboration
Social Media
Social Constructivist
Collaboration
Chat room
Social Brain
Web board
Chat room
Social Brain: Learners have the capacity to comprehend more effectively
when their needs for social interactions and relationship are engaged and honored.

15. Change role of teaching to role of coaching
Situated Cognition
Situated Learning
Coaching Online
Coaching
Parent Coaching
Change role of teaching to role of coaching

16. Multiple Intelligences Park
Linguistic Intelligence
Logical–Mathematical Intelligence
Spatial Intelligence
Bodily–Kinesthetic Intelligence
Musical Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalist Intelligence
Multiple Intelligences
8 Animation
to foster 8 Intelligences
MI Park
Gardner, 1999a
Intelligence as A biopsychological potential to process information that can be activated
in a cultural setting to solve problems or create products that are of value in a culture

17. Brain Garden Brain Garden Brain-Based Learning: All learning engages
Classical Education
Bright Brain
Brain gym
Brain-Based Learning: All learning engages
the physiology
Classical Education: Focuses on fostering learners’
how to learn and conceptual framework of knowledge
Brain Gym
Brain gym
Mind Map
as my brain

18. Intelligences Idol Idol Waldorf Education Intelligences Idol
Waldorf Education: focuses on learning processes
with Inspiration, Imitation, and Imagination

19. The Multiple Intelligences
Brain Challenge Game
Multiple Intelligences
Brain-Based Learning
Encouraging
The Multiple Intelligences
Brain Challenge
Game
Relating to content
Fun and Relaxation
Brain-Based Learning: Emotions are critical to patterning. Emotions are involved
in every thought, decision, and response. Powerful learning is enhanced by rich emotional experiences, guided and moderated by higher order functions.

20. Information Technology
Home School Community
Information Technology
Advancement
Experts
Home School
Context
Home School Community
Parents
Learners
Social Brain
Social Brain: All humans have the capacity to comprehend more effectively
when their needs for social interactions and relationship are engaged and honored.

21. what counts as genuine knowledge
Ontology
what sorts of things really exist
Ethics
what is the best way to live
Metaphysics
what are their true natures
Philosophy
Logic
Epistemology
what are the correct principles of reasoning
what counts as genuine knowledge
Constructivist
. Nature of knowledge
. How we come to know

22. Understanding others’ felling Receiving feedback Graphic organizers
Reading
Writing
Poetry
Telling jokes
storytelling
Silent reflection
Thinking strategies
Feeling awareness
Self-esteem practice
Concentration skills
Giving feedback
Understanding others’ felling
Receiving feedback
Graphic organizers
Numbers
Problem solving
Pattern games
making music
humming
making sound
playing music
singing
growing thing
collecting natural stuff
raising animals
classifying nature
using thing from nature
Painting
Drawing
Finding pictures
Picture
Image picture
dancing
role-playing
body language
physical exercise

23. Learning Theory Behavior stimulus Cognitive message design
processing information
Constructivist
environment

24. Cognitive Constructivism
กระตุ้น
Cognitive Structure
Disequilibrium
Problem-Based
ผู้เรียนปรับความสมดุลทางปัญญา
Assimilation
Accommodation
New Information
Construct New Knowledge
Develop Intelligences
Multiple Intelligences

25. Construct New Knowledge Develop Intelligences
Social constructivism
Cognitive Structure
Social
Interaction
Construct New Knowledge
Develop Intelligences
Culture

26. Brain-Based Learning The Caines’ Brain/Mind learning principles
The Three essential elements
Relaxed Alertness
Immersion of learners in complex experience
Active Processing of experience:

27. SOI Model Verbal Model Word Ears Sound Prior Knowledge Pictorial Model
Multimedia
presentation
Sensory
memory
Working memory
Long-term
memory
Organizing
word
Verbal
Model
Word
Ears
Sound
integrating
Prior
Knowledge
Organizing
images
Pictorial
Model
Picture
Eyes
Images
Mayer, 1999

28. Information processing
Sensory
Memory
Short Term
Memory
Retrieve
External Stimulus
Encode
Long Term
Memory
chunk
organization
elaborate
rehearsal
integrate
Attention

29. 2 2 3 2 Educational Technology 1 1 1 real world real life
- Web based learning environment
expert
coaching
Parent
parent
collaboration
collaboration
coaching
parent
learner
real world
real life
multiple perspective
multiple intelligences 1
learner 2 2 3 1 1 2
my intelligences
Partner’s intelligences

30. Media theory

31. Thank you