S. Sekkhunthod Rajabhat Rajanagarindra U.

1. A Development of Conceptual Framework for Blended Problem-Based Learning Model to Develop Students’ Ethics S. Sekkhunthod Rajabhat Rajanagarindra U.

2. 1) INTRODUCTION • The national education act 1999 and amendment (No.2) act 2002 of Thailand, the educational technologies has focused. • Students are motivated and supported to have the knowledge, capabilities and skills for utilization of educational technologies.

3. The national education act Educational technologies should be integrated in classroom teaching and learning. Teachers should use technology to change their teaching to accommodate and respond to enthusiasm of the students to make full capacity.

4. The national education act National Education Act of Thailand, shall aim at the full development of the Thai people in all aspects: physical and mental health; intellect; knowledge; morality; integrity; and desirable way of life so as to be able to live in harmony with other people.

5. The national education act Section 22 of the Act indicates that education shall be based on the principle that all learners are capable of learning and self-development, and are regarded as being most important.

6. Thai Qualifications Framework for Higher Education (TQF) Thai Qualifications Framework for Higher Education (TQF) of Computer Program which states that the desirable characteristics of the graduates should be: 1. Be ethical, good citizen, responsible for themselves profession and society and moral issues.

7. Thai Qualifications Framework for Higher Education (TQF) 2. Have a good basic knowledge and practice in the relevant scientific theory and can be applied properly in the profession and higher education levels. 3. Have modern knowledge and be avidity for learning, able to develop knowledge for themselves, and able to develop work and social.

8. Thai Qualifications Framework for Higher Education (TQF) 4. Able to solve the problems in a systematic with the appropriateness 5. Able to work with others, have management skills and teamwork.

9. Thai Qualifications Framework for Higher Education (TQF) 6. Search for knowledge by themselves and can communicate with other people as well. 7. Have the ability in English and foreign language for communication and ability in the use information technology.

10. Thai Qualifications Framework for Higher Education (TQF) 8.Able to analyze the needs of the user design, development, installation and update computer system and able to resolve the organization or individual requirements effectively in accordance with the working environment. 9.Able to analyze the impact of computer applications to individual and social organizations as well as legal and ethical issues.

11. Thai Qualifications Framework for Higher Education (TQF) 10. Have ability to give a consulting on how to use computers in an organization. 11. Have the ability to manage the systems in organizations. 12. Have the ability to develop the small programs to work.

12. Theory of Blended Learning Blended Learning can mean: 1. to combine different web-based technologies, 2. to combine different pedagogical approaches, 3. to combine any form of instructional technology with FTF instructor led training, 4. to combine instructional technology with actual job tasks in order to improve learning transfer.

13. Blended Learning can mean: Blended Learning is the teaching practice that combines teaching methods from both face-to-face and online learning.

14. The mostly used “ingredients” of the blend include:

15. Theory of Problem-Based Learning Problem-Based Learning (PBL) encourages knowledge construction by starting each learning experience with a complex real-life problem that is typically presented to a small group of students in a tutorial setting.

16. The Importance of PBL PBL can be quite a radical departure from the usual learning approach that is heavily lecturer-centred. Overall, students have responded positively to PBL and reported that they have profited from the new learning approach in various ways.

17. The Importance of PBL 1. Increased research and thinking skills. 2. Being able to learn and define objectives. based on own needs and interests. 3. Becoming able to express own opinions. 4. Learning how to work effectively in a team. 5. Learning how to find research sources. 6. Learning how to draw up a research plan.

18. 2) PURPOSES OF THE STUDY To develop conceptual framework for Blended Problem-Based Learning model to develop students’ ethics. 2. To study the experts’ opinions on a Blended Problem-Based Learning model to develop students’ ethics.

19. 3) CONCEPTUAL FRAMEWORKS The researcher studied the conceptual framework of related theories, including - Learning theory, - The National Education Act 1999 and Amendment (No.2) Act 2002 of Thailand, - Theory of ethics, Problem-Based Learning and Blended Learning

20. 3) CONCEPTUAL FRAMEWORKS which composed of three characteristics: 1. Cognitive, 2. Constructivism, 3. Performance support

21. Cognitive Cognitive theory is a learning theory of psychology that attempts to explain human behavior by understanding the thought processes.

22. Constructivism Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. Constructivism is connected with experiential learning.

23. Constructivism Theory of constructivism as a means of learning thought themselves to create them and we can easily also mean the shortest is “learning by practice (Doing) or a Making things,” The concepts of construction in learning and teaching are as follows:

24. The concepts of construction 1.Live Events:synchronous, instructor-led learning events in which all learners participate at the same time, such as in a live “virtual classroom.” 2.Self-Paced e-Learning: learning experiences that the learner completes individually, such as interactive, Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. Content is delivered via the Internet, and CD-ROM

25. The concepts of construction 3.Collaboration Learning:the concept of collaborative learning, the grouping and pairing of learners for the purpose of achieving a learning goal 4.Cooperative learning is an approach to organizing classroom activities into academic and social learning experiences. Students must work in groups to complete. Everyone succeeds when the group succeeds.

26. The concepts of construction 5.Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations and existing knowledge to discover facts and relationships and new truths to be learned. 6.Face-to-Face Learning is traditional learning which more sense of leadership from instructor and not so easy to ignore instructor.

27. Performance support Performance support reference materials or resource and tools that enhance learning retention and transfer, including infrastructure, internet room, PDA, personal computer, notebook, telephone, and printable references.

29. 4) RESEARCH METHODOLOGY There are three phases of this research study: 1. The first phase is to study conceptual framework of related theories, including theories of Learning theory, The National Education Act 1999 and Amendment (No.2) Act 2002 of Thailand, Theory of ethics, Problem-Based Learning and Blended Learning.

30. 4) RESEARCH METHODOLOGY 2. The second phase is to develop the “PIE-BPBL Model”.

31. 4) RESEARCH METHODOLOGY 3. The last phase is to study nine experts’ opinions on the quality of the PIE-BPBL Model. At this phase, the researcher used information obtained from both first phase and second phase to develop the PIE-BPBL model. Then, the model was certified by nine experts through blended learning, problem-based learning, and ethics of students.

32. 4) RESEARCH METHODOLOGY The results showed that the quality of the PIE-BPBL model was at high level.

33. 5) RESEARCH RESULTS The results from the study of the PIE-BPBL Model to develop undergraduate students’ ethics

35. A PIE-BPBL Model A PIE-BPBL model for developing Rajabhat university students’ ethics which is consisted of three stages: 1) Preparation Stage 2)Instructional Development Stage 3) Evaluation Stage

36. Preparation Stage The preparation stage compose of five steps. Step 1: Defining objective domain. 1) Skill-driven learning; combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills. 2) Attitude-driven learning; mixes various events and delivery media to develop specific behaviors. 3) Competency-driven learning; blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.

37. Preparation Stage The preparation stage compose of five steps. Step 2: Content selection is to subjects that will be used for teaching and learning in PIE-BPBL model. Step 3: Student analysis is to consider learner characteristics.

38. Preparation Stage The preparation stage compose of five steps. Step 4: Orientation is an orientation to understand and prepare the students about learning through the PIE-BPBL model. Step 5: Facilitators support is to provide materials or facilities or resource and tools. To teaching and learning through model most successful.

39. Instructional Development Stage The instructional development was very important because it integrated activities from -The Blended learning Model and - The Problem-Based Learning Model.

40. Instructional Development Stage The activities from Blended Learning Model were e-Learning and Face-to-Face Learning. The techniques used in e-Learning were coaching, collaboration, cooperative learning. The techniques used in Face-to-Face Learning were active learning, individual lecture, and individual seminar.

41. Preparation Stage Problem-Based learning used “EILA model” Step 1: Explore the Problem (E) Step 2: Identify (I) 2.1 Try to solve the problem with what you currently know. 2.2 Identify what you do notknowand what you need to know. 2.3 Draw up a research plan. Step 3: Learning Issue (L) 3.1 Self-study and prepare. 3.2 Share the new knowledge in the group. Step 4: Apply it (A) 4.1 Apply the knowledge to solve the problem. 4.2 Reflect on the problem-solving process.

42. Evaluation Stage The final stage was to evaluate students’ ethics which compose of four elements: 1. Ethical knowledge: the knowledge about the contents of teaching social ethics and knowledge of moral truths or principles from which moral prescriptions. 2. Ethical attitude: an ethical attitude is an essential aspect of the analytic relationship. An ethical attitude encompasses the formal codes of ethics within the professions.

43. Evaluation Stage 3. Ethical reasoning: ethical or moral reasoning is a critical part of decision making. In the context of reasoning, an issue is a matter of dispute with two or more distinct sides. Ethical reasoning entails doing what is right even in the face of powerful selfish desires. 4. Ethical behavior: ethical behavior is the standards that you hold for yourself of the attributes of honesty, responsibility, and how you treat others in all facets of your life.

44. Evaluation Stage In each element, the evaluations are classified into five levels of ethics: 1. Ethics-Basic level is a person who has self-discipline. Know their duties, honest sacrifice, have a responsibility to themselves and others.

45. Evaluation Stage In each element, the evaluations are classified into five levels of ethics: 2. Ethics-Advanced level is a good example to society. to understand others, responsible, contemplated. Accepted opinions of others and understand the world

46. Evaluation Stage In each element, the evaluations are classified into five levels of ethics: 3. Ethics-Proactive level is to promote and guide the society to realize the moral can persuade others to comply with the wishes of good to see the good that will lead to a peace who can guide the society.

47. Evaluation Stage In each element, the evaluations are classified into five levels of ethics: 4. Ethics-Excellent level a sacrifice in a manner that dedicate themselves to the happy society. That people who have this level of morality that must be ready both physically and mentally.

48. Evaluation Stage In each element, the evaluations are classified into five levels of ethics: 5. Profession conduct level is an honest profession. The integrity of their careers doing. The integrity and living together in peace. This study will focus on ethics for computer professional

49. Thank you for your attention