LMS for ISEEC 2014 Presentation

The Development of Learning Management Strategy by Integrating Constructivism Theory

and Connectivism Approach to Develop The 21st Century Skills Of Secondary Students

I-SEEC 2014

http//iseec2014.udru.ac.th

6thInternational Science, SocialSciences, Engineering and Energy Conference, 17-19 December, 2014, Prajaktra Design Hotel, UdonThani, Thailand

Arunrat BamrungchitUnder the guidance of:

Dr. Chatchai MuangpathomAssoc. Prof. Dr. Somchai Vollakitkasemsakul

Asst. Prof. Dr.Praweenya Suwannattachot

Ph.D. Thesis

Learning Management Program, Graduate School, Udon Thani Rajaphat University

Presentation Outline1. Introduction 1.1 Research Questions

1.2 Objective of the research

1.3 Research Methodology

2. The relevant theory

2.1 Constructivism: An overview of the learning theory

2.2 Connectivism: A learning theory for the digital age

3. Finding

4. Conclusion

5. Recommendations


1.IntroductionThe Eleventh National Economic and Social

Development Plan B.E. 2555 – 2559The Eleventh National Economic and Social

Development Plan B.E. 2555 – 2559

The policies of the Ministry of Education The policies of the Ministry of Education

Thai students showed less than stellar results on TIMMS, PISA and O-NET

Thai students showed less than stellar results on TIMMS, PISA and O-NET

The World Class Standard School policy

21st Century Skills


1.1 Research Questions

1. What are the key elements and the procedure of Learning Management Strategy by Integrating Constructivism theory and Connectivism approach to develop the 21st century skills of students?

2. Does using Learning Management Strategy by Integrating Constructivism theory and Connectivism approach enhance the 21st century skills of students?


1.2 Objective of the research

1. to develop Learning Management Strategy

by integrating Constructivism theory and Connectivism approach.

2. to study the efficiency of learning management strategy by integrating Constructivism theory and Connectivism approach on 21st Century Skills.


1.3 Research MethodologyThe methodology of the research is a mixed methods, can be divided into 3 phases:The methodology of the research is a mixed methods, can be divided into 3 phases:

Phase OnePreliminary data collection and

analysisObjective•To brief the problem in teaching•To summarize the learning theory for LMS Activities•Development of unstructured interviews•Preliminary data collection•Preliminary analysis of qualitative dataSampling• 5 experts and 10 teachersData collection• Unstructured interviews• Focused literature reviewOutputs•Phase One report, including focused literature review, findings

Phase TwoDevelopment LMS

Starting point• Phase One ReportObjective•Development of Learning Management Strategy Activities• Focus Group• In-depth data collection• Strategy EvaluationData collection•Document•Secondary analysis of qualitative data•Strategy-evaluation tools Outputs•Learning Management Strategy

Phase ThreeImplementation of LMS

Starting point•Phase Two data (LMS)Objective•To study the effect of learning management strategy in 21st century skillsActivities• teaching and learning management approachSampling• Secondary school students(divided into 2 groups)Data collection•Analytical thinking Skill test•Information Literacy Test•Social Responsibility TestOutputs•The development of 21st century skillsFigure 1: Research Methodology


Programmingdrill and practice

Computer based training (CBT)

with multimedia

Internet-basedtraining (IBT) e-Learning

Social software+free and open

content 1975 1980 1985 1990 1995 2000 2005Behaviorism

Cognitivism Constructivism Connectivism

The evolution of learning theories were Behaviorism, Cognitivism to Constructivism and then Connectivism (Schwier, 2008)


Figure 2: The relevant theory


2. The relevant theory• Constructivism: An overview of the learning

theory (Bruner, 1966 ; Vygotsky, 1978)

– Behaviorism viewed knowledge as an object, which is occupied by a process induced by stimuli to achieve implementation.

– Cognitivism viewed that human learning as the computer process.

– Constructivism viewed that human knowledge is created through his own experiences.


• Connectivism: A learning theory for the digital age ( Siemens, 2009 ; Downes, 2007)

– knowledge. Connectivism and networked learning, open new worlds and create new knowledge.

– Connectivism emphasizes the primacy of the connection, connections are formed at various levels: neural, cognitive/conceptual, and social.

– The sheer quantity of information available to most people today is overwhelming.

– How can we cope? How can existing theories of learning assist us in embracing information as a continual process, rather than an event.

– Looking to our history reveals the prominence of technology in opening new doors, technology is an enabler of new opportunities, the internet is truly a unique invention that ties together the globe.

– Connectivism brings together concepts from different domains in a novel way.

– Connectivism is unique in bringing together ideas of neuroscience, cognitive science, network theory, complex systems, and related disciplines.



Principles of Constructivism

1. Sensory input and making meaning2. Learning is layered 3. Learning occurs in the mind 4. Learning involves language5. Learning is a social activity6. Learning is contextual7. Knowledge is necessary for learning 8. Learning takes time; not spontaneous 9. Motivation is a necessary component

Principles of Constructivism

1. Sensory input and making meaning2. Learning is layered 3. Learning occurs in the mind 4. Learning involves language5. Learning is a social activity6. Learning is contextual7. Knowledge is necessary for learning 8. Learning takes time; not spontaneous 9. Motivation is a necessary component

Principles of Connectivism

1. Diversity of Learning and knowledge 2. Learning is a process of connecting3. Learning may reside in non-human appliances.4. Capacity to know more critical 5. Nurturing and maintaining connections is needed to facilitate continual learning. 6. Ability to see connections between ideas, and concepts is a core skill. 7. Currency is the intent of all connectivist learning activities. 8. Decision-making is itself a learning process.

Principles of Connectivism

1. Diversity of Learning and knowledge 2. Learning is a process of connecting3. Learning may reside in non-human appliances.4. Capacity to know more critical 5. Nurturing and maintaining connections is needed to facilitate continual learning. 6. Ability to see connections between ideas, and concepts is a core skill. 7. Currency is the intent of all connectivist learning activities. 8. Decision-making is itself a learning process.

The Collogation in Constructivism and Connectivism1. The ability to link the new experience and prior knowledge.2. Have the knowledge to select and change information to assist in decision making in learning.3. Activities linked to learning.4. Learning depends on the context of the study and a social activity.5. Learning takes time, focuses on understanding and student's performance, students create their own knowledge and responsibility to themselves and social.6. Use technology ethically and not piracy lead to activities that are beneficial to society.

21st Century Skills ( Analytical Thinking, Information Literacy and Social Responsibility)

The Collogation in Constructivism and Connectivism1. The ability to link the new experience and prior knowledge.2. Have the knowledge to select and change information to assist in decision making in learning.3. Activities linked to learning.4. Learning depends on the context of the study and a social activity.5. Learning takes time, focuses on understanding and student's performance, students create their own knowledge and responsibility to themselves and social.6. Use technology ethically and not piracy lead to activities that are beneficial to society.

21st Century Skills ( Analytical Thinking, Information Literacy and Social Responsibility)

Learning Management Strategy by Integrating Constructivism Theory And Connectivism ApproachLearning Management Strategy by Integrating Constructivism Theory And Connectivism Approach

The conceptual framework to develop Learning Management Strategy by Integrating Constructivism Theory and Connectivism Approach

3. Finding

The findings from the research are incomplete, because now

the research is in the process of Strategy Implementation (phase 2)

and phase 3 will be end on February 2015.

The preliminary findings are summarized as follow;

• The Learning Management Strategy by Integrating Constructivism theory and Connectivism approach are schematically illustrated in figure 2. They consist of:

(1) Strategy Planning; (2) Strategy Implementation (3) Strategy Evaluation.


Constructivism Connectivism

Learning Management Strategy by Integrating Constructivism theory and Connectivism approach

Strategy Planning Strategy EvaluationStrategy Implementation

Data gathering measurement

-Evaluation of learning and teaching- Unit-specific self-evaluation-Students Outcomes- Feedback

1. Define and Decide

4. Assessment

3. Feedback

2. Focus on

- Data gathering- Experts interviews- Teachers interviews- Focus Group- Define Strategy - Develop strategy and Learning Model- Checked by experts

Learning Model : DFFA

21st Century Skills (Analytical Thinking, Information Literacy, Social Responsibility)

4. Conclusion

• Learning Management Strategy by Integrating Constructivism theory and Connectivism approach as a process that integrates design to allow teachers to generate useful educational interventions and effective theory for solving individual and collective problems of education. It describes the fundamental nature of all forms of strategy in order to help us better about strategy, and not just an academic exercise, but necessary to establish strategy as a high paradigm methodology, to better teach this learning management strategy to new design researchers, to acquire more resources, and ultimately to accumulate theory relevant to practice.

• By formally defining Learning Management Strategy by Integrating Constructivism theory and Connectivism approach, we establish its credibility as a legitimate methodology of learning management strategy.


5. Recommendations

• A practical next step for continuing this study would be to find out which of the step in the strategy are most commonly mentioned. Producing some type of strategy by enabling more weight to be placed on certain issues than others could aid in improving retention efforts by pointing out which areas should be given priority.

• As for the future research opportunities, after the strategy is established and more data is available, changes in the variables can be tested to see if they improve another 21st century skills of students.


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