SOFTWARE 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)	Be able to specify functional and non-functional attributes of software projects, processes and products.
2)	Be able to design software architecture, components, interfaces and subcomponents of a system for complex engineering problems.
3)	Be able to develop a complex software system with in terms of code development, verification, testing and debugging.
4)	Be able to verify software by testing its program behavior through expected results for a complex engineering problem.
5)	Be able to maintain a complex software system due to working environment changes, new user demands and software errors that occur during operation.
6)	Be able to monitor and control changes in the complex software system, to integrate the software with other systems, and to plan and manage new releases systematically.
7)	Be able to identify, evaluate, measure, manage and apply complex software system life cycle processes in software development by working within and interdisciplinary teams.
8)	Be able to use various tools and methods to collect software requirements, design, develop, test and maintain software under realistic constraints and conditions in complex engineering problems.
9)	Be able to define basic quality metrics, apply software life cycle processes, measure software quality, identify quality model characteristics, apply standards and be able to use them to analyze, design, develop, verify and test complex software system.
10)	Be able to gain technical information about other disciplines such as sustainable development that have common boundaries with software engineering such as mathematics, science, computer engineering, industrial engineering, systems engineering, economics, management and be able to create innovative ideas in entrepreneurship activities.
11)	Be able to grasp software engineering culture and concept of ethics and have the basic information of applying them in the software engineering and learn and successfully apply necessary technical skills through professional life.
12)	Be able to write active reports using foreign languages and Turkish, understand written reports, prepare design and production reports, make effective presentations, give clear and understandable instructions.
13)	Be able to have knowledge about the effects of engineering applications on health, environment and security in universal and societal dimensions and the problems of engineering in the era and the legal consequences of engineering solutions.