COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
GEP0607 | Ethics | Spring | 3 | 0 | 3 | 5 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | GE-Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | E-Learning |
Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
Course Lecturer(s): |
Instructor HAKAN KURUNÇ |
Recommended Optional Program Components: | None |
Course Objectives: | The aim of this course is to introduce students with some basic concepts and discussions of ethics to enable them to think critically and philosophically.. |
The students who have succeeded in this course; The student will be able to distinguish ethics by gaining insight into its basic concepts, questions and problems The student will be able to analyze ethics by understanding the differences between it and other philosophical disciplines. The student will be able to evaluate the problems of ethics The student will be able to apply the methods and concepts of ethics to the contemporary moral problems. The student will be able to comprehend the relationship between ethics and history of ethics |
To introduce basic concepts and problems of ethics; to gain insight to the history of ethics. |
Week | Subject | Related Preparation |
1) | Introduction, Critical Reasoning. Analysing Moral Reasoning | Course notes |
2) | The Turn to Reason. Why be Moral? | Course notes |
3) | Introduction to Subjectivism and Objectivism | Course notes |
4) | The Moral System: Moral rules, Moral ideals | Course notes |
5) | Reason, Knowledge and Scepticism | Course notes |
6) | Plato's dialogue: Meno | Course notes |
7) | Plato's dialogue: Crito | Course notes |
8) | Understanding Virtue Ethics | Course notes |
9) | Aristotle’s Nicomachean Ethics | Course notes |
10) | Moral Principles and Moral Theories | Course notes |
11) | Kant (Deontology) – Categorical Imperative | Course notes |
12) | Bentham and Mill - Utilitarianism | Course notes |
13) | Ethics and Animals. Ethics and Environment | Course notes |
14) | Capital Punishment. Ethics and War | Course notes |
Course Notes / Textbooks: | Annas, Julia: 2000, Ancient Philosophy: A Very Short Introduction, Oxford, Oxford U.P Chappell, Timothy: 2009, Ethics and Experience, Durham, Acumen Publishing. Hooft, Stan von: 2006, Understanding Virtue Ethics, Chesham, Acumen Publishing MacIntyre, Alasdair: 1998, A Short History of Ethics, 2.ed., London, Routledge. Thomson, Anne: 1999 Critical Reasoning in Ethics: A Practical Introduction, London, Routledge. |
References: | A.Cevizci, Etiğe Giriş, Paradigma Yayınları, İstanbul, 2. Baskı, 2007. Aristoteles, Nikomakhos’a Etik, (çev. S. Babür), Ayraç Yayınevi, Ankara, 1998. Immanuel Kant, Ahlâk Metafiziğinin Temellendirilmesi (çev.: İ. Kuçuradi), TFK Yayınları, Ankara, 1995. |
Semester Requirements | Number of Activities | Level of Contribution |
Quizzes | 2 | % 25 |
Midterms | 1 | % 25 |
Final | 1 | % 50 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Homework Assignments | 2 | 10 | 20 |
Midterms | 1 | 15 | 15 |
Final | 1 | 20 | 20 |
Total Workload | 97 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. | 4 |
2) | To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. | |
3) | To develop competencies related to software languages, operating systems, computer networks and computer hardware. | |
3) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
4) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
5) | To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. | |
6) | To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. | 4 |
7) | To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. | |
8) | To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. | 4 |
9) | To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. | |
10) | To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. | |
11) | To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. | 4 |
12) | To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. | |
13) | To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. | |
14) | To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. | |
15) | To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. | 4 |