MECHATRONICS (TURKISH) | |||||
Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 |
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: | Associate (Short 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) | To improve fundamental computer knowledge, to encourage students using office and package programs. | |
2) | Ability to have and use of fundamental mathematics knowledge and skills the usage of relevant materials. | |
3) | Ability to recognize general structures of machine equipments and the features of shaping | |
4) | Ability to grasp manufacturing processes and cutting tool materials, materials, statics, mechanics and fluid science fundemantal knowledge. | |
5) | Ability to draw assembly and auxilary devices as well as to draw whole or details of a system. | |
6) | Ability to have a knowledge of fundemantal manufacturing process such as turning, milling, punching,grinding and welding techniques and to have a self esteem in order to work behind the bench. | |
7) | Ability to do computer aided design and write program on digital benches. | |
8) | Ability to prepare project report, follow up project process and implement projects. | |
9) | ability to learn the areas of usage of electronic circuit components. Ability to grasp and write programs for micro controllers and for their components. Ability to design relevant circuits. | |
10) | Ability to understand the electric motors principles and AC-DC analysis | |
11) | Ability to gain a dominaion on visual programming | |
12) | Having the ability to communicate efficiently in verbal and written Turkish, to know at least one foreign language in order to communicate with the colleagues and customers. |