ECONOMICS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDT5008 | Advanced Instructional Design | Fall | 3 | 0 | 3 | 12 |
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. TUFAN ADIGÜZEL |
Recommended Optional Program Components: | None |
Course Objectives: | The overall course objectives are to: -Identify factors that must be incorporated into instructional design processes and products to be consistent with various learning theories (such as behaviorism, Gagne’s theory of instruction, constructivism, motivational theory…etc.) -Analyze a design problem based on various theories. -Analyze instructional materials to identify characteristics representative of particular theories. -Apply the Rapid-prototyping strategy. |
The students who have succeeded in this course; 1. to be able to discuss basic assumptions, concepts, and principles of different paradigms of learning, including foundational theories, behavioral psychology, cognitive information processing, developmental theories, motivational theory, and theories of instruction. 2. to be able to compare and contrast theories within and across paradigms for strengths, weaknesses, and applicability 3. to be able to determine the implications of theory for instructional design 4. to be able to formulate and revise personal theories of learning and determine implications 5. to be able to articulate changes in personal epistemology over the course 6. to be able to analyze a design problem based on various theories 7. to be able to identify factors that must be incorporated into instructional design processes and products to be consistent with selected theory 8. to be able to analyze current instructional design model to determine which models are most consistent with which theories. 9. to be able to use rapid-prototyping as a method in instructional design |
Bu ders öğretimsel tasarımda temel öğrenme teorilerinin (Davranışçı yaklaşım, sistem teorisi, iletişim teorisi, öğrenme teorileri, & öğretim teorileri) uygulamalı olarak teknoloji temelli öğrenme materyallerinde incelenmesini ve kullanılmasını amaçlamaktadır. |
Week | Subject | Related Preparation |
1) | Introduction to course and overview | |
2) | Introduction to the learning theories | |
3) | Gagne’s Nine Event of Instruction & Davranışçı Yaklaşım | |
4) | Presentations on Behaviorism | |
5) | Cognitive Information Processing | |
6) | Presentations on Cognitive Information Processing | |
7) | Meaningful Learning & Schema Theory | |
8) | Presentations on Meaningful Learning & Schema Theory | |
9) | Constructivism | |
10) | Presentations on Constructivism | |
11) | Rapid prototyping | |
12) | Presentations on Rapid Prototyping | |
13) | Motivational Theory | |
14) | Presentations on Motivational Theory |
Course Notes / Textbooks: | Driscoll, M. P. (2004). Psychology of Learning for Instruction. 3rd Edition. Boston: Allyn & Bacon. Ertmer & Quinn. (2007). The ID Casebook: Case Studies in Instructional Design. 3rd ed/ Pearson. |
References: | - |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 2 | % 20 |
Presentation | 6 | % 30 |
Project | 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 |
Presentations / Seminar | 6 | 10 | 60 |
Project | 1 | 60 | 60 |
Homework Assignments | 1 | 30 | 30 |
Total Workload | 192 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | As a world citizen, she is aware of global economic, political, social and ecological developments and trends. | 2 |
2) | He/she is equipped to closely follow the technological progress required by global and local dynamics and to continue learning. | 2 |
3) | Absorbs basic economic principles and analysis methods and uses them to evaluate daily events. | 2 |
4) | Uses quantitative and statistical tools to identify economic problems, analyze them, and share their findings with relevant stakeholders. | 2 |
5) | Understands the decision-making stages of economic units under existing constraints and incentives, examines the interactions and possible future effects of these decisions. | 1 |
6) | Comprehends new ways of doing business using digital technologies. and new market structures. | 2 |
7) | Takes critical approach to economic and social problems and develops analytical solutions. | 1 |
8) | Has the necessary mathematical equipment to produce analytical solutions and use quantitative research methods. | 2 |
9) | In the works he/she contributes, observes individual and social welfare together and with an ethical perspective. | 2 |
10) | Deals with economic problems with an interdisciplinary approach and seeks solutions by making use of different disciplines. | 1 |
11) | Generates original and innovative ideas in the works she/he contributes as part of a team. | 2 |