Indicator 4.1 Learning Management (Teaching and Learning Approach)
For criteria 7 and 8, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards.
| Score 1 | Score 2 | Score 3 | Score 4 | Score 5 |
| Has action 1 item | Has action 2 item | Has action 3-4 item | Has action 5-6 item | Has action 7-8 item |
AUN-QA based criteria
For AUN-QA, criteria 1 to 6 are assessed at 7 levels.
Performance
1. The educational philosophy is articulated and communicated to all stakeholders
St Theresa International College envisions itself as a leading university that is acknowledged and accepted nationally and internationally. This philosophy was communicated to all stakeholders by various methods, such as the TRSU website and the MEd Learning Management Science Website. Similarly, the mission stipulates that the college will:
1. Produce graduates with high academic achievement and English language proficiency.
2. Develop research and academic works that is acknowledged and recognized nationally and internationally.
3. Develop a Center of Excellence for Academics, Professional Development, and English Language Competency.
4. Preserve Thai and International arts and culture to form a coexisting multi-cultural society.
5. Employ an administrative system that achieves excellent in organizational management.
In the same manner that the objectives of the program is communicated on the website, the the MED Learning Management Science program is aimed at future leaders in the fields of academics, policy, research and management, where you will gain stronger expertise in teaching with in-depth knowledge in curriculum development and learning management. Being a part of the program will give you the chance to research, develop new knowledge and apply new skills to the overall teaching profession.
Due to these bases, the curriculum or program has a platform for TQF3 and TQF4 administration with an expert and responsible committee member to assess the lecturer’s learning plan. This contains the learning outcomes that are aligned with the educational philosophy of the program and the college.
At the beginning of the term, the teaching instructors receive their teaching load a month before each term starts. The curriculum or program head, with the presence of the dean, echoes the salient points to incorporate suggestions or improvements of the previous TQF3 and TQF4 prepared by assigned lecturers through online meeting. The curriculum or program lecturer designs their TQF3 and TQF4 and exports it in the MIS for review by the approver. 5. The curriculum or program has a committee to approve or to revise the posted TQF3 and TQF4 if it pass or fail the standard. After getting approval, the curriculum or program lecturer may now proceed teaching the subject and furnish a copy of the course syllabus containing the teaching to the students online or in the traditional classroom. The curriculum or program head or the dean evaluates the usefulness of the TQF3 and TQF4 during the class observation, test or examination papers construction, project presentation, The curriculum or program also evaluates the TQF3 and TQF4 during project implementation, and other learning activities. Due to these processes, the following are usually done upon review of these materials:
- The curriculum or program TQF3 and TQF4 approvers used such learning plans to determine the discrepancy of what has been taught or covered during the term and proposed suggestions or recommendations to responsible lecturers to conduct extra classes.
- The curriculum or program learning plan TQF3 and TQF4 are modified regularly through the initiative of responsible approvers.
- The curriculum or program administrators consistently observe and implement the alignment of the proposed plan with actual execution in-class delivery, assessment and grading of the course during the semester period
The curriculum or program plans are updated according to the changing needs of the sectors thus conforming to standards. The course syllabus with the learning outcomes, learning topics and assessment methods was disseminated to students and they were guided on what to learn.
2. The students can participate in the learning management process
Due to the changes in TQF 2, there were changes in the learning management to ensure students would fully participate and develop their own learning. Due to the changes in pedagogy, it is deemed necessary that there be changes in how students learn in the courses The dean of the Faculty of education emphasises work integrated learning ( WIL), collaborative projects and his advice on teaching less and helping students learn more. Due to this directive, the following student centered learning processes are implemented:
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- Every course in the program normally assigns students alternative assessment methods which they can link their learning with their schools, where they work as teachers of basic education
- Projects are signed for them to be able to participate fully in their learning
- They create seminars to apply their learning and deliver it to their other classmates.
- They do activities assigned to them in their respective courses during the term.
- They do researches to apply their learnings in the field where they are working.
The program coordinator and the other stakeholders were monitored on how the curriculum was delivered to ensure participation by looking into the activities assigned to students. The lecturers prepare alternative assessment for learning to students with rubrics and guidelines. The processes in the classroom became more student-centered, as evidenced by the output of students. Lecturers collaborate in the assessment of the activities, where they serve as evaluators of research outputs and projects. Integrated projects can be a collaboration of two or three different classes.
3. The students can participate in the learning activities
Multiple Learning Styles suit to Innovation and Digital Age Technology to encourage students to participate in learning activities
- Instructors were required to submit TQF 3 at least 7 days before the start of the classes.
- The dean and program head will review the teaching and assessment plan in accordance to the desired learning outcomes. Modern and innovative teaching and learning approaches that can lead students to innovate and invent using the digital must reflect in their teaching plans.he
- After a review of the teaching plan, the reviewer will approve if the instructor reached the desired standard, and it will be returned to the concerned instructor if it has not complied satisfactorily.
- The dean and program director will observe classes to determine whether the instructors were teaching based from the plan.
- The Teach Less, Learn More policy of the dean of the Faculty of Education requires students to apply classroom learning to work related situations.
Based from the results of the classroom observation, it was found that some lecturers who still used traditional approaches in teaching. However, there were a few who used Google Classroom to upload resource materials and references for the courses they were teaching, which led them to a variety of worksheets and online activities. The dean instructs faculty members to be more student-centered in their learning management, and Google Classrooms should be prepared properly so that intended activities of learning are already readily available for students.
With the initiative of the dean, the program head, and the faculty members, there was a mini-workshop on sharing best practices in teaching. Teachers shared their knowledge and skills in integrating ICT in teaching and in providing varied learning activities that would lead to innovative products.
Program instructors utilized various digital platforms, such as Google Classroom, Google Sites, Kahoot, etc. for enrichment of learning activities.
Students were also exposed to practical application of theories learned in the classroom. They created their own learning centers that showcased what they had learned in Curriculum and Learning Management courses.
Education Day, Virtual Expos, and Online Professional Development Seminars were also conducted to address the needs and challenges of education. Webinars were created to support learning processes
Work-Integrated Learning ( WIL) was introduced to let students connect the knowledge learned in the classroom in their work as teachers in basic education.
Due to the efforts above, the following results were achieved:
1. The lecturers were able to improve their quality of teaching and make their learners’ assessment and feedback mechanisms more organized and interactive. They were able to use Google Classroom for giving online feedback to students’ outputs and teaching videos, marking assignments and projects, assigning individual projects, and uploading a variety of learning resource materials that would lead to teaching innovation and digital age technology. Through this process, the students were able to participate actively in the learning process
2. There is evidence of integration of student research in their learning process so as to let them own their learning.
3. The students also served as speakers on topics on curriculum management to other students and lecturers.
4. Students submitted their teacher’s portfolio with the inclusion of their learnings from the program.
5. However, more productivity should be seen in the next semesters
4. The students are promoted to be lifelong learners through learning activities
Students are developed as lifelong learners through activities such as conducting seminars because, by doing so, they are able to develop capabilities in managing people and dealing with learning process.
As teachers in basic education, the students need to know that evidence-based education is now the trend to improve learning, In the program , the students are required to do research inorder order to develop an inquiring mind to seek continuous improvement in their educational practice. Review : Every term, the students are assessed using a learning methodology and checked for productivity. The dean and the coordinator can check on the productivity of students using their portfolios
Most of the students were able to produce an output and some of them had even used their output in their teaching processes at work places.
5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset
Students creativity are tested when they are guided through an alternative learning process. If they do research, they tend to develop an inquiring mind, which will lead them to be observant of their students and their processes
From the processes they undertake, they tend to develop their own teaching materials and strategies that are able to adapt to learners in the 21st century. They create seminars to share their learning to other students as needed. The lecturers involved attended the seminar handled by the students and found out that they can handle this type of situation even in the future.
6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes
- The dean released a memo in 2020 regarding changes in delivery of the curriculum to meet the demands of the changing times, which is student centered approach. This memo is still in place . The memo stipulated on the PBL ( Project-based ) and Work Integrated Learning(WIL) methods, which student centered pedagogies.
- The dean regularly schedules a meeting a the beginning of the term or as needed and reminds lecturers to improve their strategies to meet the changing times as stipulated in memo 2020.
- Lecturers prepare TQF 3 for the lesson plan.
- The program coordinators monitors changes in the plan and approve the TQF3
- The lecturer implements the changes for that term As a result,
As a result, improved strategies and fewer complaints from learners on how they are handled; however, some learners feel that they have a lot of work to do.
7. The classroom learning management is focused on a student-centered approach
As directed, project-based learning is an approach where students apply their learning in an actual setting. Their outputs and presentations are assessed using rubrics These guidelines in the development of their projects are released to the students so that they will be able to have a guide on how to go about their project .The projects were presented and assessed according to the guidelines. The lecturers monitor these projects via the Google Classroom. Students show that they are able to produce quality outputs which are usable in their workplace.
8. Learning management is managed through various technics of information and communication technology systems with a sttudent-centered approach
As a normal process in the college, the program is provided with the MIS, where learning plan is developed and monitored by the coordinators
- A Classroom is developed, which provides an avenue for the teacher and learners to communicate regarding all undertakings for the course. This is an avenue to provide materials ,references and even activities for easy submission and feedback .
- The projects and alternative assessments are released in Google Classroom for easy access.
- Reading materials are provided in the system for easy acces sby students
- Classrooms are equipped with projectors for students to present their outputs.
Due to these processes, the program heads monitors the implementation of the learning using a technology-based monitoring process and sees to it that lecturers use IT in the learning process. and as a result, all lecturers and students were able to apply technology in their teaching and learning process.
Self-Assessment
|
Goal |
Performance(KPIเชิงคุณภาพให้ระบุข้อ) |
Self-Assessment |
||
|
…5….item |
IQA(1-8) |
1,2,3,4,5,6,7,8 |
8 item |
5 mark |
|
AUN-QA(1-6) |
1,2,3,4,5,6 |
level 3 |
||
Evidence
Self-Assessment
| Self-Assessment | IQA | AUN-QA |
| Indicator 4.1 | 5 | 3 |