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INNOVATIVE TEACHINGS SCHOLARS PROGRAM, TUESDAY, NOVEMBER 17, 2020
Fifty Thai Professors on a Mission to Reimagine University Education By: Innovative Teaching Scholars Program, d.school, Stanford University
Professors from 9 universities participated in 9 weeks of virtual experiential learning activities, trying new approaches to unlock the learning abilities of their students.
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PSU Faculty Surprised with Engaging Activities for Professional Development
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By: Warapark Maitreephun, Prince of Songkla University
A group of education instructors collaboratively initiate teaching strategies, using design thinking process, to promote active learning in their classrooms.
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“50 Thai professors from 9 institutions on a mission to reimagine university education.� STANFORD THAILAND RESEARCH CONSORTIUM
My name is Warapark Maitreephun, an Associate Dean for Graduate Studies, Innovation, and International Affairs at Prince of Songkla University, Faculty of Education, and I teach Theories and Processes in Educational Administration for a school principals preparation program. I used to think that faculty professional training sessions should commonly be organized using passive formats, such as lecture, panel discussion. Then I tried to invite my colleagues to join a 3-hours professional development session that orders following the exploration-explanation-reflection framework. And I noticed that they are surprised with the active activities, and enthusiastic about the new approach for the training. Now I think that the engaging approach, especially the exploration-explanation-reflection framework, empowers us, as faculty members, to work collaboratively in order to promote the active learning classrooms.
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Unlocking Student Creativity with Magic Hats
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By: Pawita Maneemai, King Mongkut University of Technology North Bangkok
The magic hats that were built from engineering students’ creativity.
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My name is Pawita Maneemai, and I teach Psychology at King Mongkut’s University of Technology North Bangkok. I used to think making students remember the content of theory was the basis of teaching. Then I tried to change my teaching method by using magic hat activity that expresses their creativity and shows their ideal self. And I noticed my students change their opinion about the subject. Previously they think it’s boring for engineering students, but now they feel happy to learn and know how important it is to them. Now I think I will find new activities for teaching in the future.
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The Magic Approach for Creating Innovative Pitches
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By: Prawech Chumkesornkulkit, King Mongkut's University of Technology North Bangkok College of Industrial Technology students are practicing magic approach for pitching.
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My name is Prawech Chumkesornkulkit, and I teach Psychology at King Mongkut’s University of Technology North Bangkok. I used to think students need to learn through lectures. Then I tried to teach students pitching by creating fun atmosphere and using learning artifacts and starting my lesson by letting students explore before I explain. And I noticed students are more engaged with my class, and can find a link between content and real life. Now I think students can understand deeper when teacher use active learning style.
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Prospective Principals Learn New Ways to Listen to the Needs of Young Generation
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By: Woralak Chookamnerd, Prince of Songkla University
A group of prospective principals are sharing the perception of student's needs awareness after they practice to listening the voice of diverse students.
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My name is Worlak and I teach Administration of Co-curricular Activities at Prince of Songkla University. I used to think most of the students should be able to study theory and reflect combination of theory and practice. Then I tried to design activity to explore the “Voice of the students.” The students I teach are all prospective principals. I created a new experience for them to listen to students before they designed co-curricular activities based on student’s needs. And I noticed students who have explored in advance have potential to understand and reflect well-integrated knowledge that can be applied to real work. Now I think I’ll keep experimenting in MURAL with design thinking to design learning next semester.
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Honest Talk: Students Give Each Other the Gift of Feedback
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By: Shuai Zejun, Chulalongkorn University
One of our entrepreneurship teams made a call and had a productive conversation to solve their team management issues.
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My name is Shuai Zejun, and I assist in teaching Entrepreneurship and Innovation Management at Chulalongkorn University with Pietro Borsano. I used to think the more I deliver to, coach, and request students, the more they can learn. Then I tried to warm up students by asking each team to do a quick daily news in Pecha-Kucha style before each class. And I noticed students started to think critically for the news, not just to mechanically finish their tasks. Now I think the more students deliver to, ask, and show me their “mindflow”, the more they can learn.
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Entrepreneurs Learning Across Spaces: A Managerial Approach to Business Education
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By: Pietro Borsano, Chulalongkorn University As to provide our students a profound understanding of entrepreneurship and innovation management, our courses are integrated with industry leaders: here talk + experimentation with executives from a listed energy technology firm from Thailand (BANPU PLC)
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My name is Pietro Borsano, and I am the Faculty member at the School of Integrated Innovation, Chulalongkorn University in charge of Entrepreneurship & Core Business foundation courses. I used to explain a business/management concept or framework, assign business cases to students and coach them step by step towards the solution. Then I tried to: ● Let the students explore the concepts by themselves ● Then, provide them explanation through recorded video lectures and sharing sessions by industry leaders (in this case, BANPU PLC) ● Let them do assignments in an omnichannel way: for example, discuss in class and wrap it up in a video pitch/summary And I noticed that a seamless approach to education (despite more time intensive for the teaching team) benefit the students and increase their engagement and interest (being all of them “digital native”) Now I think that: 1. Teaching is getting more a “project management activity”, which requires a team with multiple and solid competencies 2. Offline and online learning are dead ends as such; omni-channelisation of higher education is the way forward
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Students Learn to Innovate by Playing with Food
By: Warinya Chemnasiri, Chulalongkorn University Students have fun while learning and working collaboratively to prototype creative solutions to food-based problems, enabling a deeper understanding of what happens during the cooking process.
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My name is Warinya, and I teach ‘Food and Drug Technology for Wellbeing’ at Chulalongkorn School of Integrated Innovation. I used to think the more explanation and support we give to students, the better they understand and learn from it. Then I tried to give little instructions, but ask more questions to guide them to explore and play with food to find creative solutions for alternative meat products. And I noticed students became genuinely interested in the topic and learned even better. Now I think a better way to teach students is to push them out of their comfort zone to explore things and learn by themselves.
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Mud Play: Students Learned Better When You Put Them in a Field
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By: Paradee Thammapichai, Chiang Mai University
A group of students discussed about data structure and experimental analysis. They were preparing to present their findings on the whiteboard.
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My name is Paradee Thammapichai, and I teach Experimental Design and Analysis in Agriculture at Chiang Mai University. I used to think that lecturing and simple Q&A was enough for my class, but some students still did not understand or did not care. Then I tried giving the students large real-world data, not just their small-scaled experimental data, to work on without explaining anything. And I noticed that students were more engaged now that they saw what kinds of problems could arise from such data. Now I think I will use more activities and other learning tools in my class.
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Students Find Out What to Eat Using Self-Serve Slides
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By: Siraphat Taesuwan, Chiang Mai University A group of students decided whether food items shown on a Google Slide are healthy or not using prior knowledge. Red fonts are comments from peers after everyone learned correct nutritional information
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My name is Siraphat Taesuwan, and I teach Food for Health and Beauty at Chiang Mai University. I used to think presentation slides are a tool reserved for lecturers. Then I tried using Google Slides as a collaboration platform for my students. Google Slides prompted students to talk about their favorite celebrities and came up with a group name. After they had warmed up, students helped each other assign food items into healthy, unhealthy or not-sure categories. To frame the discussion, they had to provide reasons using the listed keywords. And I noticed that students became more engaged in their learning. They liked sharing their ideas in a small group. Now I think Google Slides are a useful tool to help promote self-learning and collaboration.
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Learning Through Fighting: A Lemonade Price War
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By: Chompunuch Pongjit, Mahidol University International College Students contemplating their plan for lemonade business.
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My name is Chompunuch Pongjit, and I teach Principles of Marketing at Mahidol University International College. I used to think that learning cannot be fully accomplished without a lecture Then I tried using the whole class time running a lemonade price war activity And I noticed that the activity motivates the class to learn in a natural way and most importantly without the lecture! Now I think I will try to expand the activity to guide the total learning of the whole class content and see if there will be no need for lecture (anymore!)
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Finally! It works: Exploration before Explanation in Management Science
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By: Ornlatcha Sivarak, Mahidol University Small group breakout with familiar friends helps students to comfortably explore about Simulation before sharing what they learnt in a big session.
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My name is Ornlatcha Sivarak, and I teach Management Science at Mahidol University International College. I used to think teacher needs to provide theories or concept for students in the form of lecture, video clip, or readings. Then I tried Exploration before Explanation by asking students to explore theories or concept in a small breakout group with familiar friends. And I noticed students are willing to share in class. The sharing was not perfect but it gives me an opportunity to complete the class discussion. Now I think learning will take place in an environment that support emotional readiness.
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Exploration and Reflection Make Great Strides in University Teaching
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By: Anukal Chiralaksanakul, National Institute of Development Administration
Students show their prototypes of a design experiment at the end of a class.
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My name is Anukal, and I teach business operations at NIDA Business School. I used to think that teaching is all about information downloading onto the students as much as you can. Then I tried to have students spending their time to explore the subject by using wallet project, where students actually designed a wallet, rather than I just explained about design process And I noticed the students really engaged with the class and understood about the design process better than before. Now I think there are times when the traditional ways of teaching are not always effective and teaching should be creative to make it effective!
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Peer Review Activity Surfaced Gentle Critics
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By: Karika KUNTA, National Institute of Development Administration
Students did peer-review of friends' paper. Each student got the review from classmates and were expected to improve their papers. At the end, I got the reflections from the class for me - a teacher.
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My name is Karika KUNTA, and I teach Geographic Information System (GIS) and Research Methodology at Graduate School of Environment Administration (GSEDA), NIDA. I used to think that I should guide students on how to do class activities clearly and give many examples. Then I tried to adapt the class by starting with Exploring, and then developing to other stages. And I noticed that the students are more motivated and engaged in the class more. Now I think that a good teacher could be a good lecturer together with a good coach at the same time.
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The Class Remixed!
By: Nursahida Useng, Prince of Songkla University, Pattani
Exploration, Explanation, Reflection for a better learning culture!
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My name is Nursahida, and I teach Business Administration at Prince of Songkla University, Pattani Campus. I used to think that class activity can only begin after a lecture. Then I tried to remix my class by rearranging it to exploration, reflection, and explanation. And I noticed the class excitement is higher. The activity at the beginning of the class arouses student’s curiosity to pay attention to the topic. Now I think class-remixed is super funtastic!
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"So You Think You've Learned" By: Nilnetre Mahathanaruk, Mahidol University, Ramathibodi Hospital
Students brainstorming, discussing, sharing, and finalizing for the best possible outcome. [headline picture]
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My name is Nilnetre, and I teach medicine in ear, nose, throat at Ramathibodi Hospital. I used to think that to be able to teach everything, a lecture is the best. But it turns out that students still fail the tests. Then I tried having them do the small test individually and then in group with the same set of questions. And I noticed that they enjoy more. They wanted to discuss, to suggest or even to defend. And through that process, they learnt that they actually didn’t learn anything by just lectures, and that they had to go back and study more. Now I think that teaching is just one way of communication. The question is not how are you going to teach them, the question is always how are they going to learn.
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Exploration Allows Students to Learn from Failure
By: Asda Chintakananda, National Institute of Development Administration
Students working in teams preparing to 'buy' a company.
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My name is Asda, and I teach Management at NIDA Business School. I used to think that in order to maximize students’ learning, it is important to guide students with clarity. Then I tried allowing students to explore and make mistakes -- and let them learn and figure things out themselves (with less guidance from me). And I noticed that students learned more from making mistakes. They also showed more engagement and enthusiasm. Now I think that providing students with more time for ‘exploration’ can be more effective than ’explaining’ right away.
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Exploring New Methods of Teaching: A Culture Shift in Planning? By: Witchuda Srang-iam, National Institute of Development Administration
Students performing distinctive roles when negotiating a collaborative plan on Rayong waste-free future.
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My name is Witchuda, and I teach Environmental Policy and Planning at National Institute of Development Administration (NIDA), Thailand. I used to think about teaching students all they should know about the subject. Then I tried letting students explore and learn themselves. And I noticed students had fun and could learn even more and better. Now I think I don’t have to teach that much, just focusing on “how” students can explore and learn together.
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Learning Deeper Through Relaxing Book Club Experiences
By: Sivaporn Kiatthanabumrung Mahidol University, Ramathibodi Hospital
Virtual anatomy class. Two (or more) is better and one!
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My name is Sivaporn, and I teach medicine in ear, nose, throat at Ramathibodi hospital. I used to think student-center teaching takes lots of work and that students don’t like pre-class assignments. Then I tried giving the students materials to study beforehand and took turn teaching each other in class while I added explanations and answered their questions. And I noticed that they are so much more relaxed. They have aim to listen to,or ask question on more specific points. Now I think I like the way we learn together and have them feel that they’re well coached.
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Two classes and two educators come together to rock the students!
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By: Direak Manmanah, Prince of Songkla University, Pattani
New teaching pedagogical to support student learning in the university setting.
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My name is Direak, and I teach Sociology and Anthropology at Prince of Songkla University, Pattani Campus. I used to think that sociology and business are totally different. Then I tried combining urban sociology and business into one class to challenge myself and to create a new teaching approach for my students. And I noticed They are happy, excited and benefitted. Now I think Nothing is impossible in teaching and learning in this era.
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Why Mindset Matters?
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By: Phinyarphat Sereeviriyakul, SEAC
Self-exploration enables understanding of why mindset impacts results.
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My name is Phinyarphat Sereeviriyakul, and I teach Outward Mindset at SEAC. I used to think Mindset is learnt through stories of others, and learners shall resonate on their own. Then I tried experimenting “snow-flake” activity and emotional-based learning of how justification (Inward Mindset) impacts one’s emotion and physiology. And I noticed learners become more self-aware that they are part of the causes of their own stress, unhappiness at work, and unproductive results. Now I think learners enjoy exploration and learn from reflections which impact how they can start with the right mindset no matter what challenges come across their lives.
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Detrap the educator's mindset
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By: Pacharin Ongarthachat, SEAC
A one simple activity ramp up the learning more than a thousand words explained
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My name is Pacharin Ongarthachat, and I teach psychometrics based courses at SEAC. I used to think people love to learn everything about the subject which I called curse of knowledge dumping Then I tried Explore before Explain by empowering my learners to Explore; doing activities before Explain; linking to only key content And I noticed they seemed enjoyed and learned more while I shared less Now I think I can facilitate them to learn as opposed to dumping all at once. So, lean is powerful for me now
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Knowledge alone can not move people.
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By: Danuvasin Charoen, National Institute of Development Administration
"Tell me and I forget. Teach me and I remember. Involve me and I learn" Benjamin Franklin
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My name is Danuvasin Charoen (Dan), and I teach IT management, Project Management Professionals (PMP), Agile Project, Blockchain, and Design Thinking at National Institute of Development Administration (NIDA). I used to think content is the most important. Then I tried to engage with students through exploration and reflection activities. And I noticed students learn much better and enjoy more. Now I think content alone can not move people. Instead of explanation, we should let them explore and reflect more. Students enjoy learning when they are involved.
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Everyone Can Learn Data Analytics
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By: Jongsawas Chongwatpol, National Institute of Development Administration
"Learning by Doing" Tell me and I’ll forget. Show me and I may remember. INVOLVE me (with the right mindset, tool sets, activities, objectives, spaces, assessment, and culture) and I’ll understand.
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My name is Jongsawas Chongwatpol, and I teach Analytics-Related Courses at NIDA. I used to think Analytics is all about modeling and algorithms. Then I tried to use artifacts and activities such as cards, games, and templates to engage with students. Their favorite was “Data Visualization Cards.” And I noticed they learned and enjoyed the content better and had more time to explore and reflect what they experienced. Now I think, besides modeling and algorithms, I should focus more on mindsets and toolsets to engage and facilitate students’ learning activities and experiences to enable their analytical, logical, and creativity-thinking skills.
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Powerful Conversations Bring Meaningful Learning
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By: Thomas Tran, VERSO International School
1-on-1 conversations around personal goals, interests, and well-being led learner to craft his own learning around a passion project about motocross and mechanical engineering
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My name is Thomas Tran, and I mentor learners in Design and Design Thinking at VERSO International School. I used to think learners’ lack of engagement with learning correlates to lack of interest in content, school, or quite possibly the opportunities they feel they have in their future. Then I tried dedicating a consistent length of time weekly to speak with learners 1-on-1 to learn more about their learning (what best suits them), their well-being, aspirations, interests, and so forth And I noticed making learners feel heard and connected by personalizing, adjusting or crafting the learning to what they’ve said and/or openingly prototyping their learning approach with them, their engagement improved because learning was meaningful, supported, and caring. In this process progress was varying, unique per learner and there was little to no assessment. It was all about making learning comfortable and meaningful. Now I think meaningful learning will drive motivation to learn. The standardization within education, its scheduling, ideas of success, and so on must be re-examined so we can approach education as a means to understand and deliver learning in a way that is meaningful to each learner.
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Creative Spaces Inspire People to be Creative
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By: Jarret (J.) Voytilla, VERSO International School
Every space will not inspire every person.
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My name is J., and I coach PBL projects at VERSO International School. I used to think spatial design is purely cosmetic. Then I tried experimenting with creative space. I added bean bags, office chairs, sofa chairs, and a standing desk; collaborative brainstorming tools such as writable tables, post-it board, blueprint table; music & snacks; badminton area; all can be rearranged by the user. And I noticed that one design does not fit all. Some felt cramped, some wanted plants, some wanted instruction, some wanted to rearrange etc Now I think space matters. Learners should have agency in designing their own creative space. Thus, space takes on the shape that maximizes creative output for those learners.
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Learning Experience with Head, Hands, and Bricks
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By: Bongkot Jenjarrussakul, National Institute of Development Administration
A stress-free student reflects what she has learned from an academic article by using LEGO bricks model in her hands.
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My name is Bongkot Jenjarrussakul, and I teach Thinking Systems for Innovation at National Institute of Development Administration. I used to think starting the class with explanations and directive instruction are necessary. Then I tried letting my students freely decide what they want to learn according to the course and shared what they have learned by using LEGO bricks and storytelling. And I noticed that the students were fun, relaxed, and able to create new knowledge by themselves. Their stories are informative and connected with the course. Now I think a free exploration could help students become powerful information connectors.
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Into the engaging STORY : learners go beyond listening.
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By: Chanansara Oranop, National Institute of Development Administration
Students created stories based on true story of whom they interviewed with empathetic mindset.
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My name is Chanansara Oranop, and I teach communication and technology policy for creative industries at National Institute of Development Administration. I used to think the students feel they learn more and are happier when they are disengaged listeners. Then I tried flipping the student’s role into interviewers, interrogators,storytellers and active listeners. And I noticed the students felt more fun and creative. They connected what they learned with evidence from interviews, challenged their way of thinking through storytelling, and communicated powerful reflections of their learning. Now I think designing activities to give students several experiences in the class can make them happier and elevate their learning beyond listening.
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A miles-apart community built through virtual team work delivers real results during the pandemic while learning the Wonder of Life!
By: Pahol Kosiyachinda, Mahidol University
Students who are miles apart come to virtually work on the same project toward a practical result.
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My name is Pahol Kosiyachinda, and I teach Biology at Mahidol University. I used to think that a virtual class is boring and practically impossible. It is just a temporary solution during the lockdown. Then I tried to use various applications, and my favorite is mural because it helps everyone oversee all class activities. And I noticed that my class became more lively and active. Students showed higher participation and engagement with greater interest. Now I think that all classes can be fun and leave the students with an experience that makes them eager to keep on learning for more.
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Virtual learning experiments with 1000 health professional students
By: Pagkapol Pongsawakul, Mahidol University
A Zoom discussion session with panels of camera-off students
“50 Thai professors from 9 institutions on a mission to reimagine university education.” STANFORD THAILAND RESEARCH CONSORTIUM
My name is Pagkapol Pongsawakul, and I teach Biology at Mahidol University. I used to think that asynchronous virtual classrooms are mainly narrated slide clips. Then I tried assigning TED talks as lead-in activities so that students can answer open-ended research questions before class. And I noticed that students may struggle at times, but TED talks could be “trailers” to spark students’ interests and curiosity before virtual lectures. Now I think activities outside students’ comfort zones can jolt their attention and engagement. However, executing virtual activities for 1000 students requires clear instructions of the activity timeline and lots of Google Forms.
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Who would imagine seeing Thai students with bright smiles behind role-play cards in English class?
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By: Pitchpatu Waiyachote (Patu), University of the Thai Chamber of Commerce
Students show off their dream job title after a digital agency meeting role play.
5 BAHT
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My name is Patu, and I teach English for Marketing Communication at UTCC. I used to think that teachers had to do most of the talking. Then I tried have students do the talking in a role play with specific roles like a creative director, a social media manager, a content editor, etc. And I noticed that my students struggled at the beginning, but got better and even helped each other to learn through the activity. Now I think roleplaying can make students feel part of the group, and everyone gets to play and speak their part.
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World Funniest PR Class Results in Deepest Learning Ever
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By: Mana Patchimnan, University of the Thai Chamber of Commerce
Students write down one word on their classmates' backs reflecting perception of their image
5 BAHT
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My name is Mana, and I teach PR Planning at UTCC. I used to think that we need to teach students the theory before having them try applying to the real world. Then I tried starting the class with a fun activity, describing their friends with one word to reflect their friends’ images or characters. And I noticed that students had fun and eager to learn more about the topic, even had deeper understanding. Now I think teaching theory first makes students feel bored and irrelevant. For better results, we should start with a fun activity which is more related to students instead.
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5 BAHT
Architecture Professor brings Structure Mechanics to Life through Nature and Artifacts By: Kantitut Tubsuwan, Kasetsart University
Students observe and calculate structural forces by using a tree as a sample structure
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My name is Kantitut Tubsuwan, and I teach structure mechanics for Architecture at Faculty of Architecture, Kasetsart University. I used to think that structure mechanics is the subject that architecture students are afraid of, and they seem to have a big barrier for learning because they think this subject is an engineering subject. Then I tried creating a class that students can notice structures around them, such as the chair they are sitting on or the tree that represents the structure in nature. And I noticed students enjoyed the activity in the class and had more curiosity after class, which was reflected on questions from their design projects. Now I think rather than draw a structure in paper, just let them feel the structure instead.
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Exploring and Expressing Wind Simulation: The Peer-learning Experience for Architecture Students
By: Pattaranan Takkanon (Mook), Kasetsart University
Students put their heads together to learn new software skills.
5 BAHT
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My name is Pattaranan Takkanon, and I teach Environmentally Responsive Design at the Faculty of Architecture, Kasetsart University. I used to think giving basics of how to use computer simulation software had to come first. Then I tried letting my students explore before I explained about the basics with only little help from tutorial videos. And I noticed they could learn by themselves and some even explored more than what I had assigned. Now I think my students can learn a lot throughout the process of exploring before explanation and they can analyze results with friends to revise their design.
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Inspiring the Next Generation of Innovative Thinkers
By: Tanate Panrat (Jom), Prince of Songkla University
Students write down one word on their classmates' backs reflecting perception of their image
5 BAHT
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Real art, real breakthroughs: Discussions drive student participation in “Art of Living”
By: Hambalee Jehma (Way), Prince of Songkla University
5 BAHT
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My name is Hambalee Jehma, and I teach Art of Living at Prince of Songkla University International College Hatyai. I used to think giving students the background of knowledge by showing them just the video of the contents prior to the class worked well. Then I tried showing them the related real art motivating students to explore before having discussion. And I noticed - Wow! It worked even better as I can see the students had more discussion and participation while sharing their ideas to others. Now I think the students can learn more by letting them explore more.
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My name is Asst. Prof. Dr.Tanate Panrat, and I teach Creative Problem Solving at Prince of Songkla University International College, Prince of Songkla University. I used to think that students develop knowledge through a range of processes, including through experiences as well as teaching. Then I tried encouraging students to adopt similar 21st-century approaches, which requires not only active role modeling but also support and guidance. And I noticed in the learning process, the development of such knowledge has both positive and negative impacts, all of which affect the development of the student as a receiver of information, such as feeling, emotional, thinking processes, skills, etc. Now I think the development of tacit knowledge through experience during higher education is valuable for the next generation of learners.
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Students Learn Magic Skills for WOW Presentations!
By: Sageemas Na Wichian (O), King Mongkut's University of Technology North Bangkok
A student showcases his implementation of "5 Presentation Wow factors”
5 BAHT
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My name is Sageemas Na Wichian, and I teach Thai Ideal Graduates at KMUTNB. I used to think that before, I followed the course description and used videos and activities in teaching. Then I tried implementing the " 5 Wow presentation factors" (CAP-FC; Color, Animation, Pictures, Font, Combine) in my teaching, which made students more eager to learn. And I noticed After my new plan, I noticed that students are able to remember the "5 Wow presentation factors" and can use them effectively in each presentation Now I think I was very pleased with the results, students are more appreciative of the new way of teaching that I implemented, and they also said these techniques were new to them.
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EVERYONE CAN DO IT! Engineering Students Tell Their Own Story with Easy Steps to Practice
By: Chonlakarn Waiyachote (Karn), King Mongkut's University of Technology North Bangkok
Students tell their dreams through their hats.
5 BAHT
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My name is Chonlakarn, and I teach Thermodynamics at KMUTNB. I used to think engineering students felt uncomfortable to speak in public or tell a story. Then I tried to show them an easy way to tell a story in four steps and made them practice firstly one-on-one, then in group, and finally spoke with the whole class. And I noticed that everyone wanted to tell their story as they told their partner with joy, and they gained some confidence from every time they spoke. Now I think the students in my class should gain their creativity, confidence as well as knowledge.
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Learning Human Centered Design Not Just in Class, but Also in the Community
By: Aurachorn Inkanuwat, Thammasat University Students in TU Innovation class leave their classroom to learn how to apply their term project of Human Centered Design to support people in the community nearby Thammasat University, Thaprachan Campus.
5 BAHT
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My name is Aurachorn Inkanuwat, and I teach Human Centered Design at College of Innovation, Thammasat University. I used to think that I have to explain concepts to my students first when I need them to learn something new. Then I tried to apply a new teaching experiment by asking students to offer the solutions from their term project under the topic of Human Centered Design to the community around University. And I noticed that students tried to understand users in the community by asking questions before offering their solutions. The feedback from users helped them to adjust their solutions and iterate the process until they got the right one. Now I think it is nice to learn something new which improves the engagement with students and community.
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Students Become Future Leaders in the Business Events Industry through Hybrid Space
By: Purimprach Sangkaew (Air), Thammasat University
Brainstorming ideas for event pitching through hybrid space.
5 BAHT
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My name is Purimprach, and I teach business events management at College of Innovation, Thammasat University. I used to think that students develop their understanding through lecture first. Then I tried to ask them to have some exploration through various activities both online and offline such as role plays, group discussion, kahoot, Jamboard and google Doc. I can say that it is a hybrid space or a combination of online and offline that allows students to generate their creative ideas for this course. And I noticed that they become more productive in class and learn better. Comparing between the class with only lectures and the class with exploration activities. The results of assessment from later class are obvious. Now I think I need to be an active and innovative lecturer in my class.
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5 BAHT
How to Have More Fun Teaching 300 Students: Promoting Teacher-Student Interaction In a Large Classroom
By: Chanida Siripraparat, Chulalongkorn University
Dr. Chanida and about half of the class of 3rd year medical students.
“50 Thai professors from 9 institutions on a mission to reimagine university education.” STANFORD THAILAND RESEARCH CONSORTIUM
My name is Chanida, and I teach Psychiatry at Chulalongkorn University Medical School. I used to think you can’t really do interactive lectures in super large size classroom teaching. Then I tried the Nearpod app, with the feature of Collaborative board, where students can anonymously post the photos, write questions or comments And I noticed students feel less inhibited in asking questions that are important to them and I am able to address some questions that would have been too personal to ask in different settings. Now I think this tool really made teaching in a large classroom setting a lot more lively and fun.
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Unbelievably Crazy Peer-Coaching Make Translation Class Marvelous!
By: Fatimah Jeharsae and Suraiya Sulaiman, Prince of Songkla University
Seven top form students are ready to fly in this pilot translation project.
5 BAHT
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My name is Fatimah and my colleague is Suraiya. We teach English at Prince of Songkla University. We used to think it was difficult to make a translation class interactive and collaboratively engaging. Then we tried an experiment with peer coaching technique with students who will enroll in the translation course next semester.. And we noticed the students were more engaged, curious, and expressive. They also collaborated more actively. Their reflection was positively informative and encouraging. Now we think we’re going to apply and develop this approach into our translation class next semester to make the class more interactive and collaboratively engaging.
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5 BAHT
Medical Student Reflection after Bedside Teaching Enhances the Learning Process
By: Nijasri Suwanwela, Chulalongkorn University
Dr. Nijasri Suwanwela and her students evaluating a patient.
“50 Thai professors from 9 institutions on a mission to reimagine university education.� STANFORD THAILAND RESEARCH CONSORTIUM
My name is Nijasri Suwanwela and I teach Neurology to medical students at Chulalongkorn University. I used to think that after explanation and bedside discussion with the students, they learned and understood the whole concept that I taught. Then I tried to have student reflection after the class, using an anonymous reflection sheet. And I noticed that some students did not really understand. On the other hand, some have very good and creative suggestions. Now I think that having student reflection is an easy way to learn about them. This will enhance the learning process, therefore students can become good future doctors.
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Reflection Adds Flavor to a Food Science Class
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By: Nutsuda Sumonsiri, King Mongkut's University of Technology North Bangkok Fourth-year food science students learn fermented food technologies through exploration and reflection
5 BAHT
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My name is Nutsuda Sumonsiri, and I teach Fermented Food Technology at King Mongkut’s University of Technology North Bangkok. I used to think it was hard for students to stay engaged and share their opinions in the class. Then I tried letting my students explore by themselves before anonymous peer-assessment and class discussion. And I noticed the positive change in class environment and more engagement from students. Now I think trying to think out of the box and applying new activities in the classroom can create an innovative learning environment and help my students learn more.
Innovation in Education Edition
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5 BAHT
Happier students work faster and reflect deeper: assessment during working process yields better student outcomes
By: Panisinee Lawasut, Chulalongkorn University 5th year medical student during Psychosocial Medical Workshop, proudly presented their final work after a joyful moment of discussion with afternoon snack in this spacious bright room.
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“50 Thai professors from 9 institutions on a mission to reimagine university education.� STANFORD THAILAND RESEARCH CONSORTIUM
My name is Panisinee Lawasut, and I teach Medicine at Chulalongkorn University. I used to think that assessment of soft skills can be done only by listening to their reflection. Then I tried to find a new way to assess my students. And I noticed that observing their reaction during their team working could also reflect learning outcomes. The happier students are faster at work and could reflect deeper on what they have learned. Now I think I will always observe how my students process their group tasks.
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Design Thinking Without Teaching
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By: Peerapong Pornwongthong, King Mongkut's University of Technology North Bangkok Students from various disciplines learned design thinking process through active learning and reflections
5 BAHT
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My name is Peerapong Pornwongthong and I teach Design Thinking at King Mongkut’s University of Technology North Bangkok. I used to think I must lecture the students the design thinking steps before class. Then I tried applying active learning activities and reflections in my class in a supporting learning environment. And I noticed students enjoyed the class and demonstrated the achievement of course learning outcome without lecturing. Now I think students can learn without teaching but activities, reflections and coaching.
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Evolving the Classroom Space to Build Research Skills in Media Students
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By: Ray Wang, Thammasat University
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Students explored research reporting through a research fair
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My name is Ray Wang, and I teach media communication classes at the Bachelor of Journalism and Mass Communication program of Thammasat University. I used to think I needed to teach research methods with a lot of explanation. Then I tried changing the classroom space to allow students to explore research in an interactive way with a research fair. And I noticed students engaged with research methods in a different, more action-oriented way. Now I think changing the classroom space can make a big difference for learning and what students can gain from learning this class.
Innovation in Education Edition
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Gamified University Classes Increase Student Participation and Power their Creativity
By: Sascha Funk, Thammasat University
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Fourth year media students create multimedia experiences in real world settings
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My name is Sascha, and I teach Media Studies at the Faculty of Journalism and Mass Communication, Thammasat University. I used to think teaching needs to be as straight to the point as possible Then I tried to implement gamification and head fake learning by making classes more interactive and open ended. And I noticed that small changes in the class structure can have significant impacts on the overall outcome. Now I think implementing different kinds of innovative activities will be an integral part of my future courses.
Innovation in Education Edition
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5 BAHT
Flipping the Classroom Makes Complex Neuroscience Knowledge Exciting to Students
[headshot]
By: Sujira Mukda, Mahidol University
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Future neuroscientists explore the world of neuroscience and its connections with everyday contexts
“50 Thai professors from 9 institutions on a mission to reimagine university education.” STANFORD THAILAND RESEARCH CONSORTIUM
My name is Sujira, and I teach Current Topics in Neuroscience at the Institute of Molecular Biosciences, Mahidol University. I used to think teaching was about imparting my knowledge to my students. Then I tried flipping the class and techniques such as introducing videos and quizzes and games prior to starting the content of the day. And I noticed my classroom was a lot more engaging and everybody enjoyed themselves. Now I think teaching isn’t just about imparting knowledge, it is about making tedious content more easily transferable to students who are complete novices to dense scientific materials.
Innovation in Education Edition
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5 BAHT
Students as Unexpected Virus Hunters: the Power of Exploration in Learning
By: Surapon Piboonpocanun, Mahidol University
Exploration and brainstorming help 1st-year grad students create a way to detect the covid-19 virus
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“50 Thai professors from 9 institutions on a mission to reimagine university education.” STANFORD THAILAND RESEARCH CONSORTIUM
My name is Surapon, and I teach Protein interaction in a graduate course at the Institute of Molecular Biosciences. I used to think teaching can be done with just with powerpoint slides that explain the concepts. Then I tried allowing students to direct their own learning through exploring activities with me (the teacher) as their guide. And I noticed participating students surprisingly enjoyed the class and solved problems with creative and innovative thinking. Now I think students’ learning through exploring creates thinkers and innovators.