{"id":10360,"date":"2023-01-04T06:53:53","date_gmt":"2023-01-04T06:53:53","guid":{"rendered":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?post_type=ede_report&p=10360"},"modified":"2023-07-03T02:43:02","modified_gmt":"2023-07-03T02:43:02","slug":"component-4-learning-management","status":"publish","type":"ede_report","link":"https:\/\/www.stic.ac.th\/qafs2223\/education\/?ede_report=component-4-learning-management","title":{"rendered":"-Component 4: Learning Management"},"content":{"rendered":"\n

Indicator 4.1 Learning Management (Teaching and Learning Approach)<\/strong><\/p>\n\n\n\n

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For criteria 7 and 8, it is assessed using the Office of Permanent Secretary of Higher Education, Science, Research, and Innovations standards. <\/strong><\/p>\n\n\n\n
Score 1 <\/strong><\/td>Score 2 <\/strong><\/td>Score 3<\/strong><\/td>Score 4 <\/strong><\/td>Score 5 <\/strong><\/td><\/tr>
Has action 1 item <\/td>Has action 2 item <\/td>Has action 3-4 item <\/td>Has action 5-6 item <\/td>Has action 7-8 item<\/td><\/tr><\/tbody><\/table>\n\n\n\n

AUN-QA based criteria<\/strong><\/p>\n\n\n\n

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AUN-QA Criterion 3 \u2013 Teaching and Learning Approach<\/figcaption><\/figure>\n\n\n\n

For AUN-QA, criteria 1 to 6 are assessed at 7 levels. <\/strong><\/p>\n\n\n\n

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Performance<\/strong><\/p>\n\n\n\n

1. The educational philosophy is articulated and communicated to all stakeholders<\/strong><\/p>\n\n\n

The Faculty’s Education Philosophy is articulated and communicated to all stakeholders. Below is the Faculty’s Educational Philosophy which is communicated to all stakeholders.<\/p>\n

Philosophy:\u00a0<\/strong> Producing\u00a0 knowledgeable teachers and educational personnel\u00a0 who have academic and professional skills, morality, ethics and professional ethics.\u00a0 Teachers and educational personnel who are <\/span>eager to learn, disciplined, kind and responsible <\/em><\/strong>\u00a0for local development\u00a0 and the country in general.\u00a0<\/p>\n

For the BEd -English Program, the program focuses on developing skills and expertise needed in the profession of teaching English, through integration of knowledge in innovation, information technology, modern educational materials, and effective classroom management, together with a variety of activities to help achieve maximum efficiency in the teaching profession.<\/p>\n\n\n

2. The students can participate in the learning management process<\/strong><\/p>\n\n\n

The  program focuses on task and outcome-based learning wherein students are responsible of their own learning. This means that our students are involved in the  teaching and learning process every step of the way.<\/p>\n

Both academic and co-curricular activities involve students,  which are aimed at helping them advance academically, socially, nationally and internationally.<\/p>\n

The table below shows how the program encourage  students to participate in the learning Management: <\/p>\n\n\n\n\n\n\n\n\n
\n

Strategy\/ Learning and<\/strong> Teaching Method<\/strong><\/p>\n<\/td>\n

\n

Role of Teacher<\/strong><\/p>\n<\/td>\n

\n

Role of Student<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1.     Problem solving<\/p>\n<\/td>\n

\n

– Arrange\/prepare problem situation for case study<\/p>\n<\/td>\n

\n

– Problem understanding, additional study, synthesis problem summary\/solution suggestion, evaluation, written report<\/p>\n<\/td>\n<\/tr>\n

\n

2.     Case study<\/p>\n<\/td>\n

\n

– Arrange\/prepare case study under developed learning results<\/p>\n<\/td>\n

\n

– Understanding, case study, additional study, solution analysis\/answer the question, case study discussion<\/p>\n<\/td>\n<\/tr>\n

\n

3.     Problem-based teaching<\/p>\n<\/td>\n

\n

– Prepare the problem, patient case, document, report, related media                                                      – Provide data\/answer the question, suggest the benefit source<\/p>\n<\/td>\n

\n

– Set the question that will bring to solution                                                     – Study, seek knowledge from the related benefit source                        – Evaluate self- learning<\/p>\n<\/td>\n<\/tr>\n

\n

4.     Concept mapping<\/p>\n<\/td>\n

\n

– Concept setting to be studied\/stimulated thinking<\/p>\n<\/td>\n

\n

– Think, analyze problem concept\/question, thinking                     – Manage system and think process , create the relationship in components<\/p>\n<\/td>\n<\/tr>\n

\n

5.     Debate<\/p>\n<\/td>\n

\n

– Propose\/discuss issue\/subject to learn, arrange the debate process, support self learning<\/p>\n<\/td>\n

\n

– Study the standard-setting process, clear learning results            – Group meeting to plan the debate, assign the related<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

3. The students can participate in the learning activities<\/strong><\/p>\n\n\n

The program employs student-centered activities where in students play a big and important role in the  teaching and learning activities. The students are expected  to create new knowledge and new invention by using Cognitive Process (thinking process ), social process (group process) for the students to have interaction and participation in learning. The teacher has the role of facilitator who shall manage to match students\u2019 interest, ability and skill in order to focus on knowledge integration in many fields using the variety of teaching methods and variety of knowledge sources as well as many measurements.<\/p>\n

Teaching strategy and Learning Evaluation <\/strong><\/p>\n

Teaching strategies that will develop learning results as well as achievements have to be defined student-centered teaching strategies will enable the students to participate in the learning process objectively with practice in real situation with a specific teaching and learning method. The teacher will define teaching and learning methods that respond to student-centered learning and teaching strategies as well as evaluation strategies.<\/p>\n

Most of the courses in  the program integrate co-curricular activities into   teaching to maximise students’ participation in learning activities. Courses like: Children Literature, Teaching English through Drama, English Teaching & Learning, Research for Learning development  integrated  co-curricular activities into teaching. <\/p>\n\n\n

4. The students are promoted to be lifelong learners through learning activities <\/strong><\/p>\n\n\n

Our task and outcome-based learning promote life-long learning among students. In line with the Higher Education  Missions of integrating courses to Research and Academic Service to the community, Arts and Culture ,  the BEd English program has done  different course integration throughout the year 2022. <\/p>\n

The program believes that learning does not only take place in the four corner of the classroom; therefore,  students are engaged in classroom activities that require critical thinking , leadership and  teamwork skills. <\/p>\n

Moreover, most of the  co-curricular activities  of the faculty are organised or facilitated by our students. Below are some of the faculty’s most encourage classroom activities that promote lifelong learning<\/span><\/span><\/p>\n\n\n\n\n\n\n
\n

Teaching-Learning Activities <\/strong><\/p>\n<\/td>\n

\n

Role of Teacher<\/strong><\/p>\n<\/td>\n

\n

Role of Student<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

1.     Seminar<\/p>\n<\/td>\n

\n

– Suggest, support the process, encouragement<\/p>\n<\/td>\n

\n

– Choose subject \/knowledge\/issue                                 – Seek and collect modern knowledge                                            – Analyze and conclude knowledge                                            – Group meeting, make understanding, seminar pattern, job assignment<\/p>\n<\/td>\n<\/tr>\n

\n

2.     Simulation<\/p>\n<\/td>\n

\n

– Prepare simulation, equipment, place (if needed)               – Make understanding with students on learning results and learning and teaching methods<\/p>\n<\/td>\n

\n

– Role play or behavioral learning                                                – Give opinion and feeling                    – Learning evaluation and suggestion<\/p>\n<\/td>\n<\/tr>\n

\n

3.     Performance<\/p>\n<\/td>\n

\n

– Define issue and learning results                                                 – Facilitate, arrange learning framework and encourage suggestion and help in all required things                             – Observe and  direct performance, role and interfere when occurred feeling to the expected excess  role<\/p>\n<\/td>\n

\n

– Design performance in content, theme, learning result and divide the duty                                    – Learning evaluation and suggestion process                             – Make understanding on process and performance role, divide the role, study  the role, display the assigned role                    – Analyze feeling and self-control behavior<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Moreover, our    faculty has its own student body, The Faculty of Education Student council. The student body council members are sent to different  leadership trainings and seminars to develop them into independent and life-long learners.  This year,  we sent our five (5) student body council members to Global Leadership Conference held in Thammasat University. <\/p>\n\n\n

5. The students are promoted to be creative thought, innovative, and have an entrepreneurial mindset<\/strong><\/p>\n\n\n

Our outcome- based learning encourages  and promote students’  creativity innovativeness  and to have entrepreneurial mindset. Designing and planning teaching can include the following theory, concepts and principles: 1. Constructivism theory Concept ;  Problem-based learning;  Integration-based learning Principle;   Learning from concrete to abstract; . Authentic Learning ; Learning from direct experience ;  Induction and Deduction. Below are some of the activities conducted to promote students creativity, innovativeness and entrepreneurial mindset.<\/p>\n\n\n\n\n\n
\n

1.     Seminar<\/p>\n<\/td>\n

\n

– Suggest, support the process, encouragement<\/p>\n<\/td>\n

\n

– Choose subject \/knowledge\/issue                                 – Seek and collect modern knowledge                                            – Analyze and conclude knowledge                                            – Group meeting, make understanding, seminar pattern, job assignment<\/p>\n<\/td>\n<\/tr>\n

\n

2.     Simulation<\/p>\n<\/td>\n

\n

– Prepare simulation, equipment, place (if needed)               – Make understanding with students on learning results and learning and teaching methods<\/p>\n<\/td>\n

\n

– Role play or behavioral learning. Ex. Being business owner, school principal, etc.                                                – Give opinion and feeling                    – Learning evaluation and suggestion<\/p>\n<\/td>\n<\/tr>\n

\n

3.     Performance<\/p>\n<\/td>\n

\n

– Define issue and learning results                                                 – Facilitate, arrange learning framework and encourage suggestion and help in all required things                             – Observe and  direct performance, role and interfere when occurred feeling to the expected excess  role<\/p>\n<\/td>\n

\n

– Design performance in content, theme, learning result and divide the duty                                    – Learning evaluation and suggestion process                             – Make understanding on process and performance role, divide the role, study  the role, display the assigned role                    – Analyze feeling and self-control behavior<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

6. The teaching and learning approach is improved continually and aligned with industry requirements and expected learning outcomes<\/strong><\/p>\n\n\n

Our BEd curriculum along with its teaching- learning approach has been continually improved to keep  up with the changing times. Our teaching & Learning have integrated the use of Google Classroom and Moodle to assist instruction and to maximise students learning. <\/p>\n

Evaluation & Improvement Plan<\/strong><\/p>\n

Teaching is learning is regularly evaluated by the program administrators  and students  to make sure that it’s aligned with the expected learning outcomes.  The  program instructor also conduct self- assessment and report  the effectiveness and the achievement of Learning outcome through our TQF5  & 6 <\/p>\n\n\n

7. The classroom learning management is focused on a student-centered approach<\/strong><\/p>\n\n\n\n

The BEd Pogram employs Student-Centered approach in teaching wherein students are trained to be independent learners and are responsible of their own learning. The instructor serves as the facilitator of learning. Teaching and learning should help the students to study by themselves.<\/p>\n\n\n\n

Teaching and learning management enables the students to be good, intelligent, smart and happy. Student-centered learning and teaching shall focus developing the students ability to think, analyze, criticize, solve the problem, become conscious and able to apply knowledge in daily life.<\/p>\n\n\n\n

The Roles of instructor are to teach and coach the students: <\/p>\n\n\n\n

  1. Teach the students to think by themselves, systematic thinking,
    judgment thinking, logical thinking.<\/li>
  2. Teach the students to study, in-depth study in any matter and having research, academic reference.<\/li>
  3. Teach the students to have social service, that is, things to learn will have value. When using that knowledge, it should be beneficial to the society.<\/li><\/ol>\n\n\n\n

    <\/p>\n\n\n\n

    Below is BEd Program Student- Centered Teaching & Learning Processs<\/p>\n\n\n\n
    Planning Process\/Designing<\/strong><\/td> Description<\/strong><\/td><\/tr>
    1. Behavioral Objectives<\/td> Should define in full the Knowledge
    (K), Process (P) and Desirable
    Attribute (A). <\/td><\/tr>
    2. Content<\/td> Define content consistent with
    behavioral objective in each article.
    Specified content may be fact, concept,
    principle, law and theory. <\/td><\/tr>
    3. Teaching Strategy
    (Using theory\/concept\/principle)<\/td>    		Teaching strategy shall use any
    learning theory, principle or concept
    that is considered fitting with the ability
    of the students including the institutional context.<\/td><\/tr>
    4. Student-Centered Learning and
    Teaching Activity<\/td>    		Arrange teaching and learning activity
    that may use in such forms as teacher
    center, media center, student center
    based on the needs of the students. The
    teacher blends to use many forms of
    teaching.<\/td><\/tr>
    5. Student-Centered Measurement<\/td> Define learning measurement with
    many methods by defining tools and
    criteria in measurement and evaluation <\/td><\/tr><\/tbody><\/table>\n\n\n\n

    8. Learning management is managed through various technics of information and communication  technology systems with a student-centered approach<\/strong><\/p>\n\n\n

    Since the start of 2019, our learning management has shifted to digital technology. Our class instructions are aided by technology such as Google Classroom wherein all  assignments, teaching materials and projects are uploaded. Students can access all these teaching media anytime. <\/p>\n

    The program  gives emphasis on the development of  ICT Skills of students as a well as research oriented learning styles such as problem-based learning and cooperative learning. We annually organized ” Faculty of Education Academic Expo” which showcases students innovative output.  These students academic outputs are coming from different courses in the curriculum. <\/p>\n

    The program instructors have been using Moodle  and Google to further s assist  and supplement instruction.  <\/p>\n

    Most of our instructors employ technology- assisted instructions  and encourage students to  integrate ICT in all their works<\/p>\n

    <\/p>\n\n\n

    Self-Assessment<\/strong><\/p>\n\n\n\n\n\n\n\n
    \n

    Goal<\/strong><\/p>\n<\/td>\n

    		\n

    Performance(KPI\u0e40\u0e0a\u0e34\u0e07\u0e04\u0e38\u0e13\u0e20\u0e32\u0e1e\u0e43\u0e2b\u0e49\u0e23\u0e30\u0e1a\u0e38\u0e02\u0e49\u0e2d)<\/strong><\/p>\n<\/td>\n

    		\n

    Self-Assessment<\/strong><\/p>\n<\/td>\n<\/tr>\n

    \n

    …5….item<\/p>\n<\/td>\n

    		\n

    IQA(1-8)<\/strong><\/p>\n<\/td>\n

    		\n

    1-8<\/p>\n<\/td>\n

    		\n

    8.ites<\/p>\n<\/td>\n

    		\n

    …5..mark<\/p>\n<\/td>\n<\/tr>\n

    \n

    AUN-QA(1-6)<\/strong><\/p>\n<\/td>\n

    		\n

    1(4), 2(4), 3(4)<\/p>\n<\/td>\n

    		5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n

    Evidence<\/strong><\/p>\n\n\n\n
    Evidence No.<\/strong><\/td>List of evidences<\/strong><\/td><\/tr>
    4.1.1.1<\/td>Faculty’s Educational Philosophy , Vision and Mission<\/a><\/td><\/tr>
    4.1.1.2<\/td>Faculty’s Student-Based Learning Strategy <\/a><\/td><\/tr>
    4.1.1.3<\/td>Student- Led Activities Productivity Showcase\/Expo<\/a><\/td><\/tr>
    4.1.1.4<\/td>Classroom Activities that Promote Lifelong Learning <\/a><\/td><\/tr>
    4.1.1.5<\/td>Activities that Promote Creativity, Innovativeness and Students’ Entrepreneurial Skills <\/a><\/td><\/tr>
    4.1.1.6<\/td>BEd Curriculum 2019<\/a>
     BEd- English Curriculum 2024<\/a>
    TQF 5 <\/a> TQF 6<\/a>
    <\/td><\/tr>
    4.1.1.7<\/td>BEd-English Student- Centered Teaching Concept Process <\/a><\/td><\/tr>
    4.1.1.8<\/td>STIC Information Technology Systems<\/a>
    Different Learning Platform <\/a><\/td><\/tr><\/tbody><\/table>\n\n\n\n

    Self-Assessment<\/strong> <\/p>\n\n\n\n
    Self-Assessment<\/strong><\/td>IQA<\/strong><\/td>AUN-QA<\/strong><\/td><\/tr>
    Indicator 4.1<\/td>5<\/td>5<\/td><\/tr><\/tbody><\/table>\n","protected":false},"menu_order":9,"comment_status":"open","ping_status":"closed","template":"","_links":{"self":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/ede_report\/10360"}],"collection":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/ede_report"}],"about":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=\/wp\/v2\/types\/ede_report"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=10360"}],"wp:attachment":[{"href":"https:\/\/www.stic.ac.th\/qafs2223\/education\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=10360"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}