INDUSTRIAL ENGINEERING
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	Fall	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)	Build up a body of knowledge in mathematics, science and industrial engineering subjects; use theoretical and applied information in these areas to model and solve complex engineering problems.
2)	Identify, formulate, and solve complex engineering problems; select and apply proper analysis and modeling methods for this purpose.
3)	Design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the desired result; apply modern design methods for this purpose. The ability to apply modern design methods to meet this objective.
4)	Devise, select, and use modern techniques and tools needed for solving complex problems in industrial engineering practice; employ information technologies effectively.
5)	Design and conduct experiments, collect data, analyze and interpret results for investigating the complex problems specific to industrial engineering.
6)	Cooperate efficiently in intra-disciplinary and multi-disciplinary teams; and show self-reliance when working independently.
7)	Demonstrate effective communication skills in both oral and written English and Turkish. Writing and understanding reports, preparing design and production reports, making effective presentations, giving and receiving clear and understandable instructions.
8)	Recognize the need for lifelong learning; show ability to access information, to follow developments in science and technology, and to continuously educate him/herself.
9)	Develop an awareness of professional and ethical responsibility, and behaving accordingly. Information about the standards used in engineering applications.
10)	Know business life practices such as project management, risk management, and change management; develop an awareness of entrepreneurship, innovation, and sustainable development.
11)	Know contemporary issues and the global and societal effects of modern age engineering practices on health, environment, and safety; recognize the legal consequences of engineering solutions.
12)	Develop effective and efficient managerial skills.