PHOTOGRAPHY AND VIDEO | |||||
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 | Spring 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) | Knowledge of photographic and video media and ability to use basic, intermediate and advanced techniques of these media. | |
2) | Ability to understand, analyze and evaluate theories, concepts and uses of photography and video. | |
3) | Ability to employ theoretical knowledge in the areas of the use of photography and video. | |
4) | Familiarity with and ability to review the historical literature in theoretical and practical studies in photography and video. | |
5) | Ability in problem solving in relation to projects in photography and video. | |
6) | Ability to generate innovative responses to particular and novel requirements in photography and video. | |
7) | Understanding and appreciation of the roles and potentials of the image across visual culture | |
8) | Ability to communicate distinctively by means of photographic and video images. | |
9) | Experience of image post-production processes and ability to develop creative outcomes through this knowledge. | |
10) | Knowledge of and ability to participate in the processes of production, distribution and use of photography and video in the media. | |
11) | Ability to understand, analyze and evaluate global, regional and local problematics in visual culture. | |
12) | Knowledge of and ability to make a significant contribution to the goals of public communication. | |
13) | Enhancing creativity via interdisciplinary methods to develop skills for realizing projects. | |
14) | Gaining general knowledge about the points of intersection of communication, art and technology. |