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Research, ผลงานตีพิมพ์, ผลงานวิจัย

Dimensions of Agile Enterprise Architecture

Abstract:The Impact of Industry Revolution has been accelerated by global pandemic crisis recently. Disruptive technology is one of the key driving forces of transformation on the rapid change in business model and market demand. Traditional industries, including education, experience the challenge of maintaining business at lower cost while generating high performance (more revenue) and staying relevant in the market. Digital Transformation helps improve collaboration within and between organizations by creating immersive customer experience for better engagement. Enterprise organization wants to grow and give it a better chance of thriving post-pandemic by becoming more innovative and generating higher productivity and making better decisions with insights from data-driven platform. To achieve all the business requirements for transformation is not straightforward. By understanding the alignment of Business and Information Technology Architecture, Higher Education institutions can manage the challenges of the future trends. The success of Digital Transformation in enterprise organizations is determined by an agile implementation framework of Enterprise Architecture (EA). Enterprise Architecture is the critical intermediary between business and IT corporate wide strategy. Through understanding the current situation and performance of an enterprise, EA can help foresight future business challenges and deliver the information needed while simultaneously ensuring opportunities for business growth

S. Sararuch, P. Wannapiroon and P. Nilsook, “Dimensions of Agile Enterprise Architecture,” 2022 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C), 2022, pp. 304-309,
https://doi.org/10.1109/RI2C56397.2022.9910275.

Research, ผลงานตีพิมพ์, ผลงานวิจัย

IoT, AI and Digital Twin For Smart Campus

Abstract:The objective of this research is to Present the use of Digital Twin. Internet of Things and Intelligence Technology to Intelligently Develop The Energy Management Potential of Campuses By using Digital Twin to manage energy consumption, it enables the creation of work and life on campus, whether it is personal. Teachers and students, including those with disabilities, have a better quality of life. Living on campus is more comfortable Collect energy consumption data, organizations to manage power management systems, reduce energy consumption, simplify management in all departments, and reduce campus costs. It can transparently monitor energy consumption and use educational equipment on campus, especially cost and expenditure management, and sustainable energy consumption, as well as management. Control usage data, energy consumption results, and budget allocations related to educational institutions can create reliability in managing information about electrical energy and energy competency assessment results, and can be recorded and controlled in Digital Twin that can be as if it were with a control center. IoT and Cloud Computing are also integrated with AI systems embedded in state-of-the-art equipment for use in environmental management and intelligent energy management. As well as creating new energy models and management that can resolve future emergencies by controlling virtual energy within the organization from outside anytime, anywhere.

T. Pexyean, K. Saraubon and P. Nilsook, “IoT, AI and Digital Twin For Smart Campus,” 2022 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C), 2022, pp. 160-164,
https://doi.org/10.1109/RI2C56397.2022.9910286.

คลิป, วีดิโอบรรยาย, เทคนิคการเขียนบทความวิจัยในวารสารระดับชาติและนานาชาติ

การแสดงภาพเครือข่ายบรรณานุกรมโดยใช้ Mendeley และ VOSviewer Visualizing bibliometric networks By Mendeley and VOSviewer

การแสดงภาพเครือข่ายบรรณานุกรมโดยใช้ Mendeley และ VOSviewer Visualizing bibliometric networks By Mendeley and VOSviewer
เป็นเทคนิคการวิเคราะห์บรรณมิติ (Bibliometrci analysis) โดยการนำข้อมูลจากฐานข้อมูลสากลเช่น SCOPUS มาทำการวิเคราะห์เป็นแผนภาพเชื่อมโยงเป็นเครือข่าย โดยการนำออก (export) ข้อมูลเป็นไฟล์ csv จากSCOPUS มาทำการวิเคราะห์ที่โปรแกรม VOS Viewer

ขณะที่โปรแกรมการทำบรรณานุกรมอัตโนมัติอย่างเมนเดเลย์ (Mendeley) ก็สามารถนำเอาบทความที่ต้องไปใส่เข้าไปใน Mendeley Library จากนั้นก็ทำการนำข้อมูลออกจาก Mendeley เฉพาะบทความที่ต้องการ แล้วนำมาวิเคราะห์บรรณมิติด้วย VOS Viewer ก็ได้ผลงานที่ง่ายกว่า สวยงามกว่า และแสดงข้อมูลเฉพาะที่ต้องการได้เป็นอย่างดี

คลิปนำเสนอโดย
น.ส.กิติยา พรหมสอน ศึกษานิเทศก์จังหวัดปทุมธานี นักศึกษาภาคปกติ DICT11

Research, ผลงานวิจัย

Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor

Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor

  •  Chutirut Prasongmanee    
  •  Panita Wannapiroon    
  •  Prachyanun Nilsook    

Abstract

Research subject Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor. This research aims to evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The researcher has divided the research process into 3 steps as follows: Step 1: To develop the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 2: To develop the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor. Step 3: Evaluate the digital supervisor competency trained with the Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP). The results of the research were as follows: 1) the Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor, it consists of 3 main processes and 10 sub-steps. Ubiquitous community of practice consists of 2 parts. 1) Community of practice, and Ubiquitous technology 2) Competency Experience-Based Training course with Ubiquitous Community of Practice (U-CoP) to enhance transformation digital supervisor consisting of 6 components. The results of the evaluation of digital supervisor competency in training participants with a model developed using pre-training and post-training surveys showed that trainees scored higher than their pre-training digital supervisor competency at a statistically significant .01 level.

Chutirut Prasongmanee, Panita Wannapiroon and Prachyanun Nilsook (2022) Competency Experience-Based Training (CEBT) Model with Ubiquitous Community of Practice (U-CoP) to Enhance Transformation Digital Supervisor.
International Education Studies; Vol. 15, No. 5; 2022. pp.146-152.
https://doi.org/10.5539/ies.v15n5p146

Research, ผลงานวิจัย

Collaborative project-based learning to train students for conducting the training project for older adults

Collaborative project-based learning to train students for conducting the training project for older adults

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa, Tipparat Nopparit

Abstract

This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa and Tipparat Nopparit (2022)
Collaborative project-based learning to train students for conducting the training project for older adults.
International Journal of Evaluation and Research in Education (IJERE).
Vol. 11, No. 4, December 2022, pp. 2039-2048. (SCOPUS), (ERIC)
https://doi.org/10.11591/ijere.v11i4.22888

Research, ผลงานวิจัย

Critical success factors for smart-professional disruptor in university

Critical success factors for smart-professional disruptor in university

Phisit Pornpongtechavanich, Kawitsara Eumbunnapong, Therdpong Daengsi, Prachyanun Nilsook

Abstract

Current and emerging technologies have changed a lot. Consequently, every year, Gartner Technology has made many new changes in accordance with global developments. For example, in terms of artificial intelligence (AI), mixed reality (MR), extended reality (XR), collaboration platforms, online learning, distributed cloud, internet of behaviors (IoB), and cybersecurity. Due to changes in technology, disruptors have to constantly learn new technology in order to be up to date in the transfer of knowledge to learners. Therefore, in this research, critical success factors (CSFs) have been studied, which help them become highly skilled professionals by developing their own skills with technology to be a successful disruptor at university. The study found the CSFs, which were derived from the synthesis of international research papers. Disruptors’ success consists of 12 internal and 10 external success factors. Smart-professional disruptors in universities were assessed using a focus group method with eight experts. Focus group results found that there were seven important internal factors for smart-professional disruptors in universities and seven minor internal factors. Including all internal factors, smart-professional disruptors have 14 factors; external factors are the most important ones for smart-professional disruptors in universities. In total, smart-professional disruptors have a total of 11 external factors.

Phisit Pornpongtechavanich, Kawitsara Eumbunnapong, Therdpong Daengsi and Prachyanun Nilsook (2022)
Critical success factors for smart-professional disruptor in university.
International Journal of Evaluation and Research in Education.Vol. 11, No. 4, December 2022, pp. 1696-1703. (SCOPUS), (ERIC)
https://doi.org/10.11591/ijere.v11i4.22197

ข้อมูลส่วนตัว

ศิษย์เก่าดีเด่น คณะศึกษาศาสตร์ มศว 16 กันยายน 2565

ปราชญ์ผู้ทรงศีล หมายถึง ให้บำเพ็ญตนเป็นผู้มีความรู้ประดุจนักปราชญ์
และมีความประพฤติประดุจผู้ทรงศีล
———— ศาสตราจารย์ ดร.สาโรช บัวศรี ————————————–
วันสถาปนาครบรอบ 73 ปี คณะศึกษาศาสตร์
และวันศาสตราจารย์ ดร.สาโรช บัวศรี

วันศุกร์ที่ 16 กันยายน 2565

ผมจะรักษาเกียรติยศและสร้างชื่อเสียงให้ภาควิชาเทคโนโลยีการศึกษา
คณะศึกษาศาสตร์ มหาวิทยาลัยศรีนครินทรวิโรฒ ยิ่ง ๆ ขึ้นไป
ให้สมกับเกียรติที่ได้รับ
ศาสตราจารย์ ดร.ปรัชญนันท์ นิลสุข
วันที่ 16 กันยายน พ.ศ.2565

Research, ผลงานวิจัย

Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model

Abstract

The research titled career skills and entrepreneurship for students by collaborative project-based learning management model aimed to study the results of learning management to develop students to have career skills and entrepreneurship by collaborative project-based pedagogy. The population consisted of 15 undergraduates who were teacher students at the Business Education Program, the Faculty of Education, Chiang Mai University, Thailand. This group of students had to attend an internship at schools after enrolling in this course in, and they had to teach career subjects at schools. The instruments used for data collection consisted of a lesson plan for the self-employment course, a behavior observation form, a journal form after teaching, student products from assignment tasks, students’ reflections in a journal, an in-depth interview, a focus group, and a questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and projects evaluation. The research separated students into three groups upon their interests, each group was composed of 5 students volunteer, they learned better in a small group. Students learned the theory of the self-employment program and the principles of project work step by step. After that, students studied field trips for data collection from career surveys and entrepreneurs’ interviews, and a special lecture from an entrepreneur, students conducted self-employment projects for selling products both on-site and online, then analyzed the results presented, to listen to suggestions for improvement, and developed knowledge and skills on the self-employment program. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students to have career skills and entrepreneurship and conduct projects for selling products successfully. The students had a change in their attitudes, behaviors, knowledge, career skills, and experiences in conducting self-employment projects, and their satisfaction with collaborative project-based learning showed at the highest level (100%). Students were satisfied with the project-based learning at the highest level (90%). and especially the opportunity to gain knowledge and experiences from conducting self-employ programs at the highest level (95%).

Phetcharee Rupavijetra, Prachyanun Nilsook, Jira Jitsupa and Uraiwan Hanwong (2022) Career Skills and Entrepreneurship for Students by Collaborative Project-Based Learning Management Model. Journal of Education and Learning.Vol. 11, No. 6 (2022), pp.48-61.
https://doi.org/10.5539/jel.v11n6p48

Confernce, ข้อมูลส่วนตัว

Sesssion Chair RI2C2022

On behalf of the Scientific committee, 2022 Research, Invention, and Innovation Congress (RI2C 2022), we would like to express our sincere appreciation for your outstanding service as the chair of the Innovative Electricals and Electronics (iEE) session at RI2C 2022, held on 4–5 August 2022 through virtual platform.

We appreciate you making time. Looking forward for your cooperation for the promotion of professional research and innovation in the future as well.

Research, ผลงานตีพิมพ์

Factors Influencing Digital Transformation Adoption among Higher Education Institutions during Digital Disruption

Abstract

This research aims to apply confirmatory factor analysis to identify the digital transformation components for higher education institutions. The research sample consisted of 300 personnel from agencies within higher education institutions, which are higher education institutions under the Ministry of Higher Education, Science, Research and Innovation, Thailand that use the database system on educational quality assurance called Commission on Higher Education Quality Assessment online system (CHE QA Online). The selection was the result of multi-stage random sampling from 100 higher education instructions. The research tool was an online questionnaire form on factors influencing the success of information systems in the digital transformation for higher education institutions by 5-level rating scale based on the Likert’s scale. The result revealed that digital transformation factor consistent with empirical data (p-value = 0.860), which consist of 6 components: 1) Strategy 2) Process 3) Product/Service 4) People 5) Data) and 6) Technology. The research findings help higher education institutions prepare for the elements necessary for the institutional transformation to a digital organization.

Chanin Tungpantong, Prachyanun Nilsook and Panita Wannapiroon. (2022) Factors Influencing Digital Transformation Adoption among Higher Education Institutions during Digital Disruption. Higher Education Studies. Vol. 12, No. 2 (2022) ; pp.9-19.
https://doi.org/10.5539/hes.v12n2p9