The aim of this research is produced the media of history of local craft center in Napho district Buriram province and also the production processes of Mud Mee silk fabric. The process in weaving the silk Mud Mee is meticulously performed in every step beginning from the processes as follows; selecting of silk yarn degumming dyeing Thok Kwuak Khon Mee put the yarn on Hong Mud Mee Bleaching untied silk yarn roll the untied silk yarn onto the warping reel and reel the yarn from the spool rack to the spinning wheel. From the data which obtained from the research to produce media such as leaflets poster and VDO. This media are devised into four topics include Thai and English language as follows; (1) the local craft center in Na Pho district Buriram province Thailand (2) preparation and dyeing of silk yarn for Mad Mee silk fabric (3) Mud Mee weaving process: weaving pattern design and colour of Napho Buriram silk fabric (4) innovative development of clothing bag home textile from Mud Mee silk fabric. The benefits of produced media to be as a local learning center and cultural tourism place for doing study field trip researching. The media are there to guide the history of local craft center Mud Mee silk fabric production and Mud Mee silk product for those who are interested and transferring knowledge by the media to student and also some group learning.

This research aimed to analyze the conditions processes and impacts of social immunity learning in school towards learners and people in community. Documents literature incorporated with experiences of villagers school personnel and learners derived from in-depth interviews and focus group discussion were used as texts for qualitative methodology based on social constructivism. Social immunity in school was constructed under conditions; contexts and special desires of school accordingly the government policy for school practicing reduced processes of social immunity learning to general rules. And school could only be a follower without revision and question. This kind did not take heed of learners to understand thoroughly and to handle their complicated problems according to government will. School and stakeholders were understood and integrated society situations which were the conditions of social immunity learning. Both of school physical history and reputation and modern society context had to push forward to happened learning processes related to question with government policy revision with school and community context and construction social immunity. Therefore school as a core to construct social immunity for awareness and coping with real situations of learners and people in community was able to occur. The impact of this learning replaced the learners and villagers whom were the followers of passed general rules and policy to the participants of cooperative learning and constructing social immunity processes. Hence learners and villagers determined meaning of social immunity for awareness and having abilities to exist in society with understanding thoroughly.

This study aimed to 1) the evaluation of the design of Local History WebQuest of Mathayomsuksa 1 students based on constructivism through online social network revealed a high level of quality (= 4.62 S.D.=0.35) 2) the participants who studied Local History by using WebQuest with constructivism through online social network for Mathayonsuksa 1 students showed a better learning progress for no less than 20% 3) the participants’ satisfaction toward studying Local History by using WebQuest of Mathayomsuksa 1 students with the model that has been developed reached a maximum ( = 4.57 S.D. = 0.69).

The article presents a study of virtual learning environment in creative education to develop creative thinking skills. The paper states concepts and principles of creative education creative thinking creative thinking process and learning theory for creative thinking. The virtual learning environment in creative education included arrangement of learning in asynchronous synchronous and collaborative condition which composed of knowledge environment media and tools environment friendly environment and individual environment. The arrangement was based on conceptual framework of creative education for the 21st century in order to develop creative thinking for lifelong learning.

The purposes of this research were to investigate elements that are essential for the learning environment of creative education on social network to develop creative thinking. The research methodology was documentary research. It was found that there were 3 major elements and 17 sub-elements which were essential for learning environment of creative education on social network to develop creative thinking; namely 1) Creative thinking development or learning process included six steps: (1) problem finding (2) data acquisition (3) analysis (4) solution finding (5) revise/evaluation (6) acceptance finding and (7) convergent thinking; 2) Resources or learning environment included four elements: (1) learning media (2) technology media (3)context and (4)communication; 3) Technologies or online social network in learning environment consisted of six elements: (1) identity network (2) creative network (3) interested network (4) collaboration network (5) gaming/virtual reality and (6) peer to peer communication network.