BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| FILM AND TELEVISION | |||||
| 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 | Fall | 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. TUFAN ADIGÜZEL |
| Course Lecturer(s): |
Dr. Öğr. Üyesi ÖZGÜR ERKUT ŞAHİN Prof. Dr. TUFAN ADIGÜZEL |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course will cover application of theory, principles, and instructional practice in distance education. It will also provide instruction to learners separated from the instructor by distance and/or time. We will also address characteristics (planning, development, implementation, administration, and evaluation), technologies (telecommunications, course or learning management systems, virtual environments with 3D, wikis, blogs, and Google apps), and current issues that exist in a distance educational environment. |
Learning Outcomes
|
The students who have succeeded in this course; 1. To develop an understanding of a systematic view of distance education in K-12, higher education, business, government, and military settings. 2. To synthesize the various theories of distance education. 3. To experience how each medium for interacting across distance shapes the cognitive, affective, and social dimensions of learning and indicate the range of individual responses to these media. 4. To identify the characteristics of the distance users (learner, instructor, and administrator) and environments. 5. To gain fluency in using various interactive media (asynchronous threaded discussion sites, synchronous multi-user virtual environments, groupware, interactive presentational media, videoconferencing), instructional frameworks (e.g., Moodle and Second Life) and e-learning applications (e.g., telementoring). 6. To develop an understanding of the instructional design models used in developing distance learning media. 7. To explain how access and accessibility issues should influence distance education programs, especially for materials design, interactivity, and usability. 8. To use the distance educational environment as a means of conducting research in an applied area. 9. To develop and facilitate a distance learning course module/unit of instruction with assessment. |
Course Content
| Definition and History of distance education; Needs for DE; application models of DE; Blended learning; e-learning; Internet-based programming; Learning Management System (LMS); Web 2.0 technologies (Blogs, Wikis, etc.). |
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: | • Rudestam, K. J., & Schoenholtz-Read, J. (2009). Handbook of online learning (2nd Ed.). Thousand Oaks, CA: Sage. • Bates, A. W. (2005) Technology, e-learning and distance education. New York: Routledge. |
| References: | • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education (4th Ed.) Upper Saddle River, NJ: Prentice Hall. • Moore, M. G. & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth. |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 20 |
| Homework Assignments | 3 | % 40 |
| Project | 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 | 3 | 30 | 90 |
| Total Workload | 192 | ||
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) | Being familiar to the main concepts and methods of the social sciences and the fine arts devoted to understanding the world and the society | 4 |
| 2) | Having comprehensive knowledge regarding different media and branches of art | 3 |
| 3) | Knowing the historical background of audio-visual moving images in the world and in Turkey and keeping pace with the new developments in the area | 1 |
| 4) | Having a good command of the language and the aesthetics of audio-visual moving images in the world and in Turkey | 1 |
| 5) | Being able to create a narrative that could be used in a fiction or a non-fiction audio-visual moving image product | 2 |
| 6) | Being able to write a script ready to be shot | 2 |
| 7) | Having the skills to produce the photoboard of a script in hand and to shoot the film using the camera, the lights and other necessary equipment | |
| 8) | Being able to transfer the footage of a film to the digital medium, to edit and do other post-production operations | |
| 9) | Being able to create a documentary audio visual moving image from the preliminary sketch stage to shooting, editing and post-production stages | |
| 10) | Being able to produce an audio visual moving image for television and audio products for radio from preliminary stages through shooting and editing to the post-production stage | |
| 11) | Being culturally and theoretically equipped to make sense of an audio-visual moving image, to approach it critically with regard to its language and narration and being able to express his/her approach in black and white | 3 |
| 12) | Having ethical values and a sense of social responsibility | 5 |