INTERNATIONAL TRADE AND BUSINESS | |||||
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) | Has theoretical and practical knowledge on management, business, trade, economy, entrepreneurship, innovation, sustainable development related to International Trade and Business and can use this information | |
2) | Can collect data from different sources in the global business world and successfully apply research techniques, use information and communication technologies. | |
3) | Can analyze opportunities and threats with strategic thinking skills by using different resources and channels in the ever-changing global business world. | |
4) | Can communicate orally and in writing with a good knowledge of English grammar. | |
5) | He / she can transfer the knowledge and skills he / she has acquired in the field to the relevant people in written and oral form and evaluate them critically. | |
6) | Adopts the principles of business ethics with the awareness of professional responsibility and can apply these principles within the framework of legal rules in the field of global trade and business. | |
7) | He / she can collaborate in and out of the field, take responsibility, respect cultural differences and have ethical values. | |
8) | Has sufficient awareness of social rights, justice, cultural values, environmental awareness, occupational health and safety. | |
9) | With the lifelong learning skill acquired, she/he can identify learning needs and improve herself/himself |