Development of a Learning Model Integrating Service-Learning and Experiential Learning in the Educational Communication Technology Curriculum

The purpose of this research was to develop the Service-Learning and Experiential Learning

model, Implement the LMISEL model and Study the satisfaction of students with the

LMISEL model in the Communication Technology in Education Curriculum. The

experimental research samples were 100 Students, Simple Random Sampling. The

instruments used in this study were LMISEL model and Satisfaction Assessment of students

with the LMISEL model. The research findings were as follow: 1.The LMISEL process

typically involves the following steps; Preparation, Service-Learning Experience, Analysis,

Application, and Assessment, 2. Implement the LMISEL model into curriculum design for

the Knowledge Management course for 4th year students in the Educational Communication

and Technology program, King Mongkut's University Technology of Thonburi. Students

undertake knowledge management by creating an Electronic book for the Royal Thai Police

Office. Learning Outcomes: Apply concepts and principles of knowledge management to

develop easily understandable and informative learning materials. Teaching and Learning

Activities were as follow: Theoretical Instruction, Collaboration with Office of Police

Forensic Science, Student Project Development, Project Presentations and Implementation.

and 3. The LMISEL model satisfaction assessment was overall at the highest level. The

feedback from students found that it was a very good experience to have the opportunity to

work with large organizations and learn the work processes, gaining more understanding of

the work of CSI Thailand and inspiring future careers. This project greatly developed their

learning.