EDT5008 Advanced Instructional DesignBahçeşehir UniversityDegree Programs PSYCHOLOGYGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
PSYCHOLOGY
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
EDT5008 Advanced Instructional Design Spring 3 0 3 12
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
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.

Learning Outcomes

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


Course Content

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.

Weekly Detailed Course Contents

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

Sources

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: -

Evaluation System

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

ECTS / Workload Table

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

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) To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills.
2) To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior.
3) To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques).
4) To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies).
5) To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas.
6) To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization.
7) To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies.
8) To gain the basic knowledge and skills necessary for psychological assessment and evaluation.
9) To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes.
10) To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society.
11) To have problem solving skills and to be able to develop the necessary analytical approaches for this.
12) To be able to criticize any subject in business and academic life and to be able to express their thoughts.