Pallob Piriyasurawong Ph.D Assistant Professor Panita Wannapiroon Ph.D Assistant Professor Tanawat Jariyapoom Ph.D. Candidate Division of Information and Communication Technology for Education, Faculty of Technical Education King Mongkut's University of Technology North Bangkok (KMUTNB) Division of Information and Communication Technology for Education, Faculty of Technical Education King Mongkut's University of Technology North Bangkok (KMUTNB)

INTRODUCTION PURPOSE OF THE RESEARCH SCOPE OF THE STUDY CONCEPTUAL FRAMEWORK RESEARCH METHODOGY RESULT CONCULSION AND DISCUSSION

Computer Science Computer Engineering Software Engineering Information Technology Business Computer A Bachelor's degree in computer of Thailand include five disciplines (Office of the Higher Education Commission of Thailand, 2009) Computer programming's defined as subject program of five disciplines

Teaching experience, Research Study found The problem of computer programming of learner -can’t understand content -can’t program computer -can’t learn in classroom hour -can’t think systematically (Peakkong, 2012)

System Thinking and Life Skills are studen outcome of The standard of higher education qualification of Thailand (Peakkong, 2012)

Life Skills is one of 21 st Century Learning outcome and importance in education (Paje, 2012)

So… -Advance Organizer help learner to understand content, program computer and think systematically -Flipped Classroom help learner to learn with limited time

-Social Cloud Enhances Life Skills And..

Richmond (1990) System Thinking’s The overall perspective, divided into sub-issues and can see the relationship of issues. System thinking can divided in to Dynamic Thinking, Generic Thinking, Structural Thinking, Operational Thinking and Scientific Thinking

Brolin (1989) Life Skills’s personal and social skills. Life Skills can divided in to Self-Awareness, Self-Confidence, Socially Responsible Behavior, Good Interpersonal, Achieving Independence, Making Adequate Decision and Communicating with others

Joyce & Weil (1996) Advance Organizer’s Advance Organizer for Meaningful Verbal Learning. Advance Organizer has four phases, phase one: Prepare of Advance Organizer, phase two: Presentation of Advance Organizer, phase three: Presentation of Learning Task and phase four: Strengthening Cognitive Organizertion.

Chard (2012) Social Cloud’s The tool will allow users to access anywhere, anytime, and as a medium to share the substance of users together.

1. to design Flipped Classroom Model with Advance Organizer via Social Cloud to Enhance System Thinking and Life Skills. 2. to assess the appropriateness of the model.

1. Population In this research study the population consisted of experts, Each experience in instructional design, Flipped Classroom, Advance Organizer, Social Cloud, System Thinking and Life Skills. 2. Sample Groups The sample groups are seven experts, Each experience in instructional design, Flipped Classroom, Advance Organizer, Social Cloud, System Thinking and Life Skills, selected by purposive sampling method.

Conceptual framework can be shown in Figure Related keywords of the research framework are five keywords include: Flipped Classroom, Advance Organizer (Joyce & Weil, 1996), Social Cloud (Teemu, 2015), System Thinking (Richmond, 1990) and Life Skills (Brolin, 1989).

The first phase was to design of model as the following steps: 1.To study, analyze and synthesize documents and formers researcher relevant to Flipped Classroom Model with Advance Organizer via Social Cloud to Enhance System Thinking and Life Skills. 2.To design the model. 3.To create the evaluation tools for evaluating the model.

The second phase was to model as follow: 1.To present the model to the seven experts, Each experience in instructional design, Flipped Classroom, Advance Organizer, Social Cloud, System Thinking and Life Skills. 2.To improve the model as to the suggestions of the expert. 3.To analyze the results of evaluation. 4.To summarize and discuss the result of this study.

The Flipped Classroom Model with Advance Organizer via Social Cloud to Enhance System Thinking and Life Skills include Input Factors, Process, Output and Feedback.

Input Factors consisted of Objectives, Characteristics of Learners, Characteristics of Instructors, Social Cloud Learning Environment and FCLAMS: Flipped Classroom Learning Activity Management System

Social Cloud Learning Environment consisted of Digitally distributed technology platforms, Context-based communication practices, Personal learning environments based on smart interfaces and Empowerment through interaction.

FCLAMS: Flipped Classroom Learning Activity Management System includes Social Collaboration Management Module, Advance Organizer Management Module, Knowledge Representation Module, Content Management Module and Presentation Management Module

Process includes three step, The details thereof were as follow: Preparation Stage Before Learning (Classroom) consisted of -the instructor explains the purpose -explains the assessment -explains the learning process -Trains practically learner with FCLAMS (Flipped Classroom Learning Activity Management System) -and organizes students into small groups (4-5 persons).

Flipped Classroom Model with Advance Organizer via Social Cloud Process (Classroom + Home) 1. Prepare Advance Organizer (Classroom) Learn how to advance organizer, lines and symbols, add content in the system.

2. Presentation of Advance Organizer (Home) include five step, The details thereof were as follow: - Brainstorming Phase Every Group, gathering ideas of main topic of the content into the system. - Organizing Phase Organizing main content and search information for support from internet. - Linking Phase Linking The contents related by drawing a mind map. - Finalizing Summary and review mind map - Utilization Phase. Create Activity mind map from content mind maps. (Thangkabutra, 2009)

3. Presentation of Learning Task (Classroom + Home) Presentation advance organizer in system and classroom 4. Strengthening Cognitive Organizertion (Classroom) Activities in classroom based mind maps.

Appraising Stage System Thinking and Life Skills

1. System Thinking (Richmond, 1990) Indicator of System Thinking include Dynamic Thinking, Generic Thinking, Structural Thinking, Operational Thinking and Scientific Thinking. 2. Life Skills (Brolin, 1989) Indicator of Life Skills include Self- Awareness, Self-Confidence, Socially Responsible Behavior, Good Interpersonal, Achieving Independence, Making Adequate Decision and Communicating with others.

The evaluation appropriateness results of The Model The experts agree as the Model for using was appropriateness in highest level.( xˉ = 4.29, S.D. = 0.76), enhance System Thinking in highest level.( xˉ = 4.29, S.D. = 0.76) and Enhance Life Skills in highest level.( xˉ = 4.14, S.D. = 0.69)

The research findings show that 1) Flipped Classroom Model with Advance Organizer via Social Cloud to Enhance System Thinking and Life Skills include Input Factors, Process, Output and Feedback, the details thereof were as follow: the introduction to the lesson 2) The experts agree as to Flipped Classroom Model with Advance Organizer via Social Cloud to Enhance System Thinking and Life Skills for using was appropriateness in highest level and enhance System Thinking in highest level, Enhance Life Skills in highest level. The experts agreed on the quality of the model as highly appropriate and had feasibility for the implementation.