1. Developing an Effective Web-Based Learning Resource that Support Lifelong Learning of Thai Learners Within K-12 ASEAN Environment Presented by Dr. Watsatree Diteeyont

2. Lifelong Learning  It refers to the continuous building of skills and knowledge throughout the life (Courter, Anderson, McGlamery, Kelly, and Nicometo (n.d.).

3. Successful Lifelong Learning  Adam (2007) stated that lifelong learning occurs when when that learning fulfills personal needs, active citizenship, flexibility of employability and social inclusion.

4. SDL is learning style that plays important role for lifelong learners. Lifelong Learning = Self-Directed Learning (SDL )

5. SDL Model  Garrison (1997) developed a comprehensive model that represents three factors that determine the success of SDL which are; Self-management, Self-monitoring Motivation.

6. Self-Management  It refers to behavioral implementation of learning intention.  A good management of activity, learning resources, and system supports directly impact toward self- management.

7. Self-Monitoring  Self-monitoring refers to responsibility and construction of a meaning in learning. Reflection is the best strategy for increasing self- monitoring for learners.

8. Motivation  Motivation is the most important dimension of SDL and also lifelong learning.  It refers to learners engagement or maintenance of learners’ efforts in achieving learning goals that meets with their needs.

9. Web-Based Learning Resource  It provides teachers and learners with a wide range of new and exciting experiences that are not possible in a traditional classroom.  It provides update information and it id convenient for learners to gather information in anytime and anywhere.

10. Keys for Successful WBLR  Flexibility, system functionality, and system response of website (Simmon, 2006).  Perceptions of usefulness of learners ( Liu, Liao, & Pratt, 2009) and also ease-of-use in which it has positive effects toward on users’ intentions of continued use of the e-learning website.

11. ASEAN  ASEAN or Association of Southeast Asian Nations was established in 1967.  Education is the key in building strong ASEAN community because it connects ASEAN citizen together (“ASEAN sourcebook”, 2009).

12. Learning ASEAN in Thailand  ASEAN sourcebook curriculum  Ministry of Education supports Thai teachers to teach to students in K-12 education in order to prepares them to live and work in ASEAN environment successfully.

13. 5 Themes of ASEAN Knowledge 1. Knowing ASEAN: Recognize structure, purposes, and future challenge of ASEAN. 2. Valuing identity and diversity : Enable learners to explore complex connections and influences that shape cultures and beliefs among ASEAN country members. 3. Connecting global and local : Trends and issues and how those issues influences reality and shaped by global.

14. 4.Promoting equity and justice. Learners can handle and analyze complex situations and respond properly. 5.Working together for a sustainable future : Inspire and support learners to work together within their communities in which they may build a prosperous, peaceful, and sustainable future for ASEAN. 5 Themes of ASEAN Knowledge

15. ASEAN Skills  Explanation (learners can provide reasons for facts and actions)  Interpretation (learners can add meaning into explanations)  Applications (learners can demonstrate deep understanding in new contexts)  Perspectives (learners can provide insightful point of view),  Empathy (learners can observe or perceives the deeper patterns, unfolding in a person’s life or author’s text)  Self-knowledge (learners can recognize and evaluate one’s own understanding).

16. Purposes of This Study  Find guidelines for developing effective a web-based learning that supports lifelong learning for Thai students who study and live within ASEAN education and environment.  The results of study is significant for being guidelines for developing effective online learning resources that promote lifelong learning for learners in different levels and content areas in the future. New WLBR : ASEAN + LIFELONG LEARNING

17. Methodology  The study explored strengths and weakness of current WBLR about ASEAN that are currently used for promoting ASEAN study for Thai students in K-12 education. Selected WBLRs are certified by Ministry of Thai Education.  After that, the researcher summarized and compared the data with core concepts of lifelong learning, skills and themes of ASEAN study, and functions of WBLR that can promote lifelong learning.

18. Results  Characteristics of WBLRs of ASEAN Learning Center in Thailand  Strength and Weaknesses  Guidelines for Effective WBLR for promoting Lifelong learning in ASEAN Environment

19. WBLRs of ASEAN Learning Center in Thailand  There are 2 types of WBLRS that are currently used for providing useful information about ASEAN study to Thai learners.  Those websites are created by ASEAN studies support center and ASEAN Studies Center.

20. ASEAN Studies Support Center Developed by Ministry of Education in which the information emphasize teacher development in ASEAN education such as teaching strategies, technology innovation or ASEAN curriculums (ASEAN studies support center, 2015).

21. ASEAN Studies Center Created by leaded Thai universities in which its goals are to serve community as the data source about ASEAN, support the innovation development of in-depth knowledge about ASEAN It becomes a center for collaboration in education, training and research at both national and international levels (ASEAN Studies Center, 2015).

22. Strength and Weaknesses

23.  Strength  Useful information and documents that relates to ASEAN study development such as innovations, teaching and learning strategies.  Include news that relate to research funding projects that are helpful for teachers.

24. Weaknesses  It is not attractive to learners because the information focuses on reports and documentations that suitable for teachers rather than learners.

25. Weaknesses  WBLRs are not flexible enough that encourage learners to interact and manage information that they want (  self-management and self-monitoring)

26. Weaknesses  Several links are not workable which makes the websites to be useless which directly affects toward users’ intentions of continued use of website (No motivation).

27. Guidelines for Future WBLRs  Lifelong Learning  For self-management, future WBLR should contain functions that allow users to manage content and activities that consistent with their interests and needs.  For self-monitoring, WBLR should include functions that allows users to create social interaction in sharing or reflecting their opinions with other people such as chatting room, blogs, or online discussion boards.  For motivation, effective WBLR should sections that good organized and and easy for use. Also be flexibility and quality system response that significantly affect learners’ perceptions. In addition, the website should provide knowledge fulfills personal needs, active citizenship, flexibility of employability and social inclusion ( Adam, 2007)

28.  ASEAN  Future WBLR should contain information and activity that are suitable for learners rather than teachers by including sections that allow users to send feedback or recommendations about the content that they want to know.

29. Interaction Organized LIKE function Share function

30. Interaction Organized Share function

31. Thank You! Dr. Watsatree Diteeyont feduwtd@ku.ac.th Educational Technology department, School of Education Kasetsart University Thailand