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 Email: preeyada975@hotmail.de   Assoc. Prof. Dr.Sumalee Chaijaroen. Faculty of Education, Khon Kaen University Email: sumalee@kku.ac.th Asst. Prof. Dr. Kanit Chukanhom Faculty of Veterinary Medicine, Khon Kaen University Email: kanchu@kku.ac.th Research financially supported by Graduate School, Khon Kaen University  

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

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

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

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

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

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

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

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

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

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

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

Social Constructivist Collaboration Social Media Social Constructivist E-mail 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.

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

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

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

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

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.

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.

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

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

Learning Theory Behavior stimulus Cognitive message design processing information Constructivist environment

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

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

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:

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

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

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

Media theory

Thank you