ABSTRACT

This paper presents the architecture of an information service platform for decision support in academic admissions, utilizing data fabrics and artificial intelligence. The factors affecting students’ further education can be classified into four main types: (1) the course, (2) image, (3) personal reasoning of the student, and (4) public relations. The process of providing information for decision support in academic admissions can be divided into six stages: (1) collecting information, (2) matching study guidance, (3) recommending appropriate education, (4) confirming information, (5) assessing student admissions, and (6) providing feedback. Data fabric is an increasingly popular technology application for data management. The data fabric architecture consists of six layers: (1) an augmented data catalog, (2) a knowledge graph enriched with semantics, (3) metadata activation, (4) a recommendation engine for active metadata, (5) data preparation and integration, and (6) orchestration and data operations. A smart decision support system (DSS) technology is used to assist in decision-making. The results showed that this architecture has an excellent level of suitability (mean = 4.56, standard deviation = 0.35). It can be applied to a university to help it become a digital university and align with its mission.

Tasatanattakool, P., Nongnuch, K., Wannapiroon, P., & Nilsook, P. (2023).
An Information Service Platform for Decision Support in Academic Admissions Using Data Fabrics and Artificial Intelligence.
International Journal of Interactive Mobile Technologies (iJIM), 17(21), pp. 34–49. https://doi.org/10.3991/ijim.v17i21.41757

ABSTRACT
The research aims to redesign and develop the Imagineering MOOC Instructional Design model (I-MOOC ID model) to enhance creative thinking and creative health media innovation. The exploratory sequential design mixed-method research method was used, and it was
divided into three phases: (1) investigation and synthesis of the composition of the I-MOOC ID model based on qualitative research methods by using scoping reviews; (2) redesign and validation of the I-MOOC ID model based on quantitative research methods through measurement of items with the Content Validity Index (CVI); and (3) assessment of the suitability of the I-MOOC ID model based on quantitative research methods. The findings indicate that:
(1) The I-MOOC ID model is composed of five compositions: 1) educational stakeholders; 2) the Imagineering learning experience cycle, which consists of nine steps: inspire, imagine, design, develop, present, publish, improve, evaluate, and reflect; 3) the MOOC learning platform;
4) the course syllabus; and 5) authentic assessment; (2) The I-MOOC ID model has five main processes and 16 sub-processes; and (3) The experts agreed with the overall model in terms of the instructional design based on integrating technological pedagogical content knowledge (TPACK) in the digital age to develop learners’ learning outcomes and rated the suitability of the model as most suitable, with a combined mean of 4.72. The standard deviation was 0.47.
KEYWORDS
Imagineering, MOOC, Instructional Design model, creative thinking, creative health media innovation

Nittayathammakul, V., Rattanasak, S., Wannapiroon, P., Nilsook, P., Arora, R., Thararattanasuwan, K. (2023). Imagineering MOOC Instructional Design Model to Enhance Creative Thinking and Creative Health Media Innovation. International Journal of Emerging Technologies in Learning (iJET), 18(19), pp. 84–102. https://doi.org/10.3991/ijet.v18i19.38129

ABSTRACT: The constructionist, imagineering learning system with the metaverse (CILM) is a tool that was designed to promote self-directed learning in both the virtual and physical world. In the metaverse world, users must simulate themselves into avatars to access the system, so they can learn by doing and present their works by means of virtual
technology. This study is based mainly on the concepts related to technologies and platforms in the virtual world, as well as teaching platforms in the new normal era in Thailand. The aim is to facilitate continuous learning anywhere and anytime by making the ultimate use of existing technologies in education management in Thailand, and to pave ways for young innovators in the digital age. The results of this study indicate that the CILM is an efficient tool to promote learning through the virtual world, and that young learners capable of creating innovations can work and add new knowledge to that space that can be further utilised or transferred to others. Furthermore, the system can increase the learning achievement of its users thanks to the application of digital technologies and tools that satisfy the needs of learners.

Suputtra Sapliyan, Pinanta Chatwattana & Prachyanun Nilsook (2023)
A constructionist, imagineering learning system with the metaverse: a study of learning outcomes at secondary schools in Thailand.
Global Journal of Engineering Education. Vol. 25, No.2 (2023) ; pp 90-98.
http://www.wiete.com.au/journals/GJEE/Publish/vol25no2/05-Chatwattana-P.pdf