BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| ENGLISH TRANSLATION AND INTERPRETING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5005 | Distance Education: Theory, Research and Practice | Spring | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Basic information
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. ALİ ŞİMŞEK |
| Course Lecturer(s): |
Assist. Prof. ÖZGÜR ERKUT ŞAHİN Prof. Dr. TUFAN ADIGÜZEL |
| Recommended Optional Program Components: | None |
| Course Objectives: | The goal of this course is to help students develop a comprehensive understanding about the conceptual framework, status of research, and important practices of distance education around the world by studying them closely. |
Learning Outcomes
|
The students who have succeeded in this course; By the end of this course, students will be able to: 01. Define major concepts related to open and distance learning 02. Evaluate advantages and disadvantages of distance education 03. Summarize the history of distance education in the world and in Turkey 04. Elaborate on the major theories about open and distance learning 05. Describe fundamental elements of distance education systems 06. Explain the uses of various technologies in open and distance learning 07. Elaborate on the design principles of open and distance learning 08. Describe management and organization models of distance education 09. Compare distance education practices in various countries 10. Explain learner characteristics and educator roles in distance education 11. Evaluate the status of research on open and distance learning 12. Discuss new developments and trends regarding distance education |
Course Content
| Introduction and basic concepts Advantages and disadvantages of distance education History of distance education Theories of distance education Modes of distance education systems Technologies used in open and distance learning Midterm Module design in open and distance learning Management and organization models of distance education Distance education practices in different countries Learner characteristics and educator roles Learning management systems Open educational resources and MOOCs Research and development in distance education Global issues and trends in open and distance learning |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | Orientation | |
| 2) | Philosophies and Theories of Distance Education • Face-to-face vs. Distance vs. Hybrid Instruction: A Comparison • A Framework for E-learning • Collaborative & Transformative Learning Illustrate best practices in Turkey and the world | |
| 3) | Technologies in Distance Education I • Web 2.0 & 3.0 • Net & Web-based Learning • Learning Management Systems Blogs & Wikis & LMSs | |
| 4) | Technologies in Distance Education II • Learning Tools and Objects Moodle: Connect, Communicate & Collaborate | |
| 5) | Issues for Distance Education Community • Learning Communities • Characteristics • Social Networking Moodle: Course Design | |
| 6) | Design and Development of Interactive Distance Learning Media I • Standards • Principles • Accessibility • Universal Design Moodle: Course Development | |
| 7) | Moodle: Course Facilitation & Assessment | |
| 8) | Design and Development of Interactive Distance Learning Media II • Ethics • Copyright • Cultural Challenges Confirm Access to Second Life Join Second Life | |
| 9) | Web-based Course Design and Development I • A Step-by-step Approach Login and Begin on Welcome Island Design Your Avatar | |
| 10) | Web-based Course Design and Development II • A Step-by-step Approach Learn how to Operate Second Life Explore Educator Locations in Second Life | |
| 11) | Management of Distance Education Technologies I • Administration & Policy • Quality Distance Education • PDA Model Group study on your final project | |
| 12) | Management of Distance Education Technologies II • Evaluation • Educational Effectiveness • Action Matrix Group study on your final project | |
| 13) | e-Research I • The Scope of e-Research • The Use of Distance Education Media in Educational Research and Practice Group study on your final project | |
| 14) | e-Research II • Data Collection over the Internet and Ubiquitous Environments. Group study on your final project |
Sources
| Course Notes / Textbooks: | Burns, M. (2023). Distance education for teacher training: Modes, models, and methods (2nd ed.). Washington, DC: Education Development Center Gunawardena, C. V. & McIsaac, M. S. (2003). Distance education. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed. pp.113-142). Mahwah, NJ: Lawrence Erlbaum. Latchem, C. & Jung, J. (2010). Distance and blended learning in Asia. London: Routledge. Moore, M. & Kearsley, G. (2011). Distance education: A systems view of online learning (3rd ed.). Belmond, CA: Wadsworth. Moore, M. G. & Diehl, W.C. (Eds.). (2019). Handbook of distance education (4th ed.). Abingdon: Routledge. Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age. |
| References: | Burns, M. (2023). Distance education for teacher training: Modes, models, and methods (2nd ed.). Washington, DC: Education Development Center Gunawardena, C. V. & McIsaac, M. S. (2003). Distance education. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed. pp.113-142). Mahwah, NJ: Lawrence Erlbaum. Latchem, C. & Jung, J. (2010). Distance and blended learning in Asia. London: Routledge. Moore, M. & Kearsley, G. (2011). Distance education: A systems view of online learning (3rd ed.). Belmond, CA: Wadsworth. Moore, M. G. & Diehl, W.C. (Eds.). (2019). Handbook of distance education (4th ed.). Abingdon: Routledge. Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age. |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 42 | % 10 |
| Homework Assignments | 2 | % 25 |
| Midterms | 1 | % 25 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
ECTS / Workload Table
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Project | 1 | 60 | 60 |
| Homework Assignments | 2 | 50 | 100 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 208 | ||
Contribution of Learning Outcomes to Programme Outcomes
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Acquire competence in understanding, explaining and analyzing the linguistic features of English and Turkish (phonetics, lexicology, syntax, semantics, pragmatics) | |
| 2) | Achieve competence in the languages of translation. | |
| 3) | Obtain the skills and competences required in the global language services industry. | |
| 4) | Learn about the interdisciplinary nature of translation through practice and non-departmental courses | |
| 5) | Demonstrate knowledge about different cultures, which is an integral part of translation and language. | |
| 6) | Make use of translation technologies, which are indispensable in the language services industry of today. | |
| 7) | Acquire competence in translation-oriented textual analysis in the source and target language. | |
| 8) | Learn translation-oriented research skills. | |
| 9) | Gain in-class interpreting experience in simultaneous interpreting, consecutive interpreting, conference interpreting and community interpreting | |
| 10) | Learn about the linguistic and lexical structure of Turkish, acquires rules for its spelling and its use, and becomes a competent translator in the native language. | |
| 11) | Demonstrate awareness in relation to theories of translation and interpreting today and in the past, can establish connections between theory and practice. | |
| 12) | Acquire research skills for life-long professional learning and improvement. | |
| 13) | Exhibit sensitivity in relation to translation ethics. | |
| 14) | Uphold quality standards in professional practice. | |
| 15) | Learn a second foreign language besides English at advanced level. |