| CARTOON AND ANIMATION | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| 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. |
| 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. |
|
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 |
| 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 |
| 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 |
| 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. |
| 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 | |
| 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 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To have theoretical and practical knowledge and skills in cartoon and animation. | |
| 2) | To be able to develop research, observation-experience, evaluation skills in the field of cartoon and animation and effectively communicate ideas, convincing actions and emotions using cartoon and animation and performance principles in every direction. | |
| 3) | Making animated films with various artistic styles and techniques. | |
| 4) | Designing the cartoon and animation production process using initiative, applying it with creativity and presenting it with personal style. | |
| 5) | To be a team member in the production process of cartoon and animations, to be able to take responsibility and manage the team members under their responsibility and to lead them. | |
| 6) | To be able to evaluate cartoon and animations in the framework of their knowledge and skills. | |
| 7) | To be able to define and manage learning requirements in the field of cartoon and animation. | |
| 8) | To be able to communicate with related organizations by sharing scientific and artistic works in cartoon and animation and to share information and skills in the field. | |
| 9) | To monitor developments in the field of cartoon and animation using foreign languages and to communicate with foreign colleagues. | |
| 10) | To be able to use general information and communication technologies at advanced level with all kinds of technical tools and computer software used in cartoon and animations. | |
| 11) | Using critical thinking skills and problem solving strategies in all aspects of development and production, effectively communicating ideas, emotions and intentions visually, verbally and in writing, and effectively incorporating technology in the development of cartoon and animation projects. | |
| 12) | To have sufficient knowledge about ethical values and universal values in the field of cartoon and animation. |