Dr Panchit Longpradit
Title: Lecturer in Information TechnologyUniversity of PhayaoI completed my PhD in Computer Science from the University of Southampton, UK, under the supervision of Professor Dame Wendy Hall and Dr Gary Wills. My current position is an IT lecturer at School of Information and Communication Technology, University of Phayao, Thailand.
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Summary of my research:
Initially, my areas of studies lie in personalised and adaptive hypermedia concepts. I proposed the term 'multi-dimensional linkbases as a means of open adaptive link personalisation. It was defined as a single linkbase containing sets of links annotated with metadata, so that these links appear to exist in many different contextual dimensions at once. With this concept, users who have different dimensions of expertise and have different levels of expertise within each dimension would be offered with representations of links from each dimension of expertise. This takes into consideration the fact that users with different levels of expertise require additional information differently when they navigate the hyperdocument, and that the user should only view presentations of links appropriate to their level. In addition, these links should only come from the user’s chosen dimensions of expertise, meaning that the contextual structure of the links enables and disables their visibility according to the user profile and their configuration (Longpradit et al., 2008)
I then expanded my interests to cover a vast array of computing technology for education, from computer-aided instruction, e-learning, to educational games and information and communication technology for education. In addition, I supervised a number of PhD students in the application of Six Sigma Quality Methodology to information system developments for agricultural products.
Recently, my recent research interests lie in the area of lifelong learning modelling, where I have attempted to integrate the concept of multi-dimensional linkbases and STEM Education (Longpradit, 2016). My observation is that most Thai learners have been passive learners both in the classroom and online settings. Therefore, to enhance their learning and reflect their learning style more closely, development of adaptive educational software should not rely on one-time learner classification. Instead, it should continually allow for adaptive mechanism to monitor learner status and their learning progress. Multi-dimensional link augmentation can dynamically provide a means for adaptive learning in terms of content adaption and adaptive navigation. In addition, while students learn something using educational software, they should be provided with different means of learning concepts and a combination of STEM activities. This would then enable them to learn better and suit their competence and learning styles more appropriately. Their progress would be dynamically recorded and monitored throughout their learning, and their learner profile would in turn be nurtured, continuously updated and used throughout for adaptivity. By this, I strongly believe that this way of establishing learner modelling can sustainably promote lifelong learning.
- Panchit Longpradit, Wendy Hall, Robert John Walters, Lester Gilbert, Quintin Gee, Gary B. Wills:
An Inquiry-led Personalised Navigation System (IPNS) using multi-dimensional linkbases. The New Review of Hypermedia and Multimedia 14(1): 33-55 (2008)
I then expanded my interests to cover a vast array of computing technology for education, from computer-aided instruction, e-learning, to educational games and information and communication technology for education. In addition, I supervised a number of PhD students in the application of Six Sigma Quality Methodology to information system developments for agricultural products.
Recently, my recent research interests lie in the area of lifelong learning modelling, where I have attempted to integrate the concept of multi-dimensional linkbases and STEM Education (Longpradit, 2016). My observation is that most Thai learners have been passive learners both in the classroom and online settings. Therefore, to enhance their learning and reflect their learning style more closely, development of adaptive educational software should not rely on one-time learner classification. Instead, it should continually allow for adaptive mechanism to monitor learner status and their learning progress. Multi-dimensional link augmentation can dynamically provide a means for adaptive learning in terms of content adaption and adaptive navigation. In addition, while students learn something using educational software, they should be provided with different means of learning concepts and a combination of STEM activities. This would then enable them to learn better and suit their competence and learning styles more appropriately. Their progress would be dynamically recorded and monitored throughout their learning, and their learner profile would in turn be nurtured, continuously updated and used throughout for adaptivity. By this, I strongly believe that this way of establishing learner modelling can sustainably promote lifelong learning.
- Longpradit, P. (2016). Implementing Multi-Dimensional Link Augmentation and STEM Education as a Means of Lifelong Learning Modelling. In Proceedings of the 8th International Conference on Education and New Learning Technologies, Barcelona, 4-6th July, 2016.
Motivation for this workshop
An opportunity to upgrade my knowledge and skills in the area of technology-enhanced learning. In addition, I hope to be able to exchange and share my experiences, as a Thai lecturer and researcher, with researchers from the UK. Most importantly, I hope I will be able to have potential co-researchers, whom I can collaborate and build up a research network between my university and theirs.
Future research intentions:
I am looking for an opportunity for a postdoctoral study in the areas of technology-enhanced learning, particularly lifelong learning modelling and integrating STEM education into educational software development. In addition, my intention is to apply the new discovery of knowledge, experiences and skills gained in the workshop to my profession. Most importantly, my determination is to create a sustainable research collaboration network between the UK universities and my university.