Imagineering MOOC Instructional Design Model to Enhance Creative Thinking and Creative Health Media Innovation

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.

Development of an AI predictive model to categorize and predict online learning behaviors of students in Thailand

“…While predictive AI models offer significant promise, they also raise ethical considerations, particularly regarding learner privacy and data security [ 1 , 8 ]. It is essential to ensure that AI-driven insights are used responsibly and transparently.…”

“…Online courses hosted on the Thai MOOC platform predominantly use video to deliver content, constituting over 65 % of the total content [ 13 ]. In addition, they incorporate interactive elements such as quizzes (review form during class) and exams (evaluation form at the end of the lesson) [ 1 , 2 , 13 ]. Other content types, such as text, images, and discussion forums, may also be present.…”

“…The emergence of online learning platforms has ushered in a transformative era in education, expanding opportunities for accessible and flexible learning experiences [ 1 , 2 ]. While these platforms have significantly broadened educational access, they have also introduced unique challenges, particularly in ensuring learner engagement, success, and retention.…”

“…The open-source Open EdX software has reached international prominence as a platform for MOOC development, powering systems like JMOOC, KMOOC, and XuetangX [ [13] , [14] , [15] ]. In Thailand, the Thai MOOC has been used as a platform for organizing online teaching in a national open system for the public since 2016 under the supervision of the Office of the Permanent Secretary, Ministry of Higher Education, Science, Research and Innovation, to expand educational opportunities for Thai people and raise the quality of online courses to international standards [ 1 ]. However, it was found that the average student completion rate compared to registration numbers was very low (12.6 %) since this platform allows students to enroll and plan their studies independently without supervision.…”

The Imagineering Learning via Metaverse: ILM Model via Metaverse to Promote Creative Thinking Skills

“…This includes ways of thinking with adaptation, modification, and integration with the aim of creating new things (Wanglang & Chatwattana, 2023). It may also refer to the successful invention of theoretical principles based on accumulated knowledge and experiences, leading to the creation of new or extended concepts, theories, tools, inventions, and innovations that can be used to solve problems (Nittayathammakul et al, 2023).…”