Abstract-A web-based learning system using project-based learning and Imagineering relies on the online operation, which can be operated on all kinds of computers and mobile devices. The objectives of the development of this web-based learning system are to encourage the freedom of self-learning, to promote interaction and cooperation based on the concepts and theories of project-based learning and Imagineering learning, and to create instructional activities based on the new concepts corresponding to characteristic development of learners in the 21st century, which enables the learners to have creativity and ability to generate new innovation. Regarding the architecture design, the researcher employed the concepts of mixed learning process, which is the combination of project-based learning and Imagineering learning, in order to support the instructional process within the system. Also, the researcher relied on the flexible instructional activities and instructional management system so that the learners could acquire the efficient learning from the system. Moreover, there was a variety of communication devices to support and promote the collaboration and activities within the system. The results of this research can be summarized as follow: (1) The system architecture consists of three main elements, i.e. 1.1) Stakeholders; 1.2) System Components, i.e. Learning process, Activity, System Element, and Communication Tools; and 1.3) Database; (2) Learning process within the system consists of six steps, corresponding to the Imagineering learning, i.e. 1) Imagine 2) Design 3) Develop 4) Present 5) Improvement and 6) Evaluate; and (3) The web-based learning system, can be divided into two systems: 1) Student system; and 2) Lecturer system and administrator system.Keywords-Web-based Learning System, Project-based Learning, Imagineering 4 http://www.i-jet.orgPaper-A Web-based Learning System using Project-based Learning and Imagineering IntroductionChild-centered learning is one of several many learning management systems that encourage students to learn and solve problems independently [1]. It also encourages students to use information technology to benefit their learning process. Thus, webbased learning, is another form of technology that can support independent learning. Furthermore, these technologies are also adopted side by side with classroom management. In order to efficiently manage web-based learning, teachers need to consider the process and method that is consistent and suitable for teaching specific subjects. Project-based learningProject-based learning is a method of learning that provides opportunities for students to study, research and practice by themselves, and according to their abilities, aptitudes and interests by using scientific processes, or any other possible processes, that can be used to find answers to questions, while teachers closely provide guidance and advice. A project can be done at any educational level, and may be done individually or as a group, depending on the complicatedness o...

This research is an analysis and a synthesis of research papers and case studies concerning the project-based learning management. The brainstorming among experts as well as their opinions on learning management process are utilized to define an appropriate learning process for students in vocational and technical education in Thailand. The results of this research reveal that the project-based learning management process for vocational education consists of 5 steps, i.e. preparation, topic definition, creation and test, presentation, and evaluation. This is compliant with the concepts of experts, aligning the teacher and student roles in the same direction, which can be used as a learning management process as to the vocational curricula. Thus, the project-based learning management is an approach of instructional management that is in consistence with the development of vocational students in Thailand. The objective thereof is to provide learners with skills in creating inventions and innovations in the form of projects. Also, learners are encouraged to have attributes and skills of presentation, talk and communication with others, originality, critical thinking, creative thinking, and ability to work well with others; all of these are in accordance to the 21st century skills.

The objectives of the study were 1) Synthesize the conceptual framework of blended instruction on the cloud via an interactive augmented reality technology model to enhance digital literacy, 2) Design the blended instruction on the cloud via an interactive augmented reality technology model, 3) Develop the blended instruction on the cloud via an interactive augmented reality technology model, and 4) Study the suitability assessment of the blended instruction on the cloud via an interactive augmented reality technology model. The proposed model develops digital literacy skills, one of the most important skills for learners in the 21st century that contributes to the learning society in the digital world. The samples group used in the study were nine experts in higher education. Then analyzing the data obtained from the assessment, using mathematic mean and standard deviation. Results of the assessment found the following. 1) The developed teaching and learning model consisted of four components: inputs, blended instruction on cloud processes, outcomes, and feedback. 2) The blended instruction on the cloud processes consists of 3 steps: the preparation, teaching and learning, presentation and summary of the learning results. 3) The assessment of the suitability of the developed teaching and learning model was at the highest appropriate. 4) The suitability assessment in the developed teaching and learning model was at the highest appropriate.

The backward design with virtual learning ecosystem aims to enhance design and innovative ideas as an application that simulates a virtual learning environment where students can interact with the simulated environment using their smartphones and digital goggles. This approach allows continuous, limitless self-learning based on cloud computing and social network, a guideline for the 21st century skill training that focuses on the learner, and enhance design and innovative ideas. This research aims were to (1) develop a backward design with virtual learning ecosystem to enhance design thinking and innovation skills, (2) study posttest learning achievement after application of the backward design with virtual learning ecosystem to enhance design thinking and innovation skill, (3) study design thinking skills assessment of students after using the backward design with virtual learning ecosystem to enhance design thinking and innovation skills, and (4) study posttest innovation of students after using backward design with virtual learning ecosystem to enhance design thinking and innovation skills. The sample group in this study is divided into 2 groups, i.e., (1) the seven experts in design and development of information technology media and technology digital media selected from various educational institutes, and (2) the 20 undergraduates from Digital Media Technology Program, Faculty of Industrial Technology, Muban Chombueng Rajabhat University currently enrolled in the DMT60711 Development of Mobile Application course.

The crowd context-based learning process via IoT wearable technology [IoTW-driven Crowd context-based learning (CCBL)] is a new learning paradigm that integrates Technological Cybergogical Content Knowledge (TCACK) based on connectivism, cognitive tools and information processing theories to promote digital health literacy. In this study, the IoTW-driven CCBL was designed by incorporating content, cybergogical, and technological elements, which can become a sustainable solution in educational settings during the global COVID-19 pandemic. The researchers collected qualitative data by confirmatory focus groups from 12 experts who hold doctoral degrees or equivalent and have at least 3 years of relevant experience. The results of these studies found that the IoTW-driven CCBL involves three specific learning contents (healthcare, disease prevention and health promotion); five dynamic learning steps (context-aware alerting step; observing and questioning step; social information-seeking step; action step; and self-reflection step as all cognitive tools embedded in IoTW devices help promote all digital health literacy components); and four cognitive tools (notification tool; communication tool; searching tool; and monitoring tool). The IoTW-driven CCBL will allow learners to respond to real-life situations by utilising IoT devices to access, apprehend, appraise and apply health information from digital technologies in daily life for well-being, especially in educational settings.