MATHEMATICS
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
EDT5010	Adult Education and Information Technology	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:	This course is concerned with primary emphasis on adult learners and the teaching of technology-based education. Students will have the opportunity to apply their knowledge and skills through the process of developing four major venues of TBE: CD-based instruction, Web-based instruction, proprietary software-based instruction, and digital video. Students will have experiences in developing TBE for both degree seeking and continuing education adult learners.

Learning Outcomes

The students who have succeeded in this course;
Each student who attends all class sessions and completes required assignments will demonstrate an understanding of:
1) The major, defining characteristics of adult learners;
2) Student diversity and differences;
3) Contemporary learning theory;
4) Special student needs and their impact in the classroom; and
5) The mechanics of effective teaching, including ethical considerations, course planning and preparation, curriculum research and development, direct instruction techniques, preparing lectures, organizing effective discussions, use of instructional technology, classroom management and record keeping, student discipline, safety and legal responsibilities of teachers, motivating and communicating with students, and assessing student learning.
6. Appropriate TBE teaching/learning strategies to diverse audiences.

Course Content

The course will cover the following topics: adult learning process, student diversity, purpose and practice of teaching, ethical issues, teaching effectiveness, preparing to teach a course of study, curriculum research and development, direct instruction (including use of instructional technology), and assessing student learning.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Course Introduction and Overview: Purpose of Level I course, Learning Objectives, Assignments, Instructional Schedule, Discussion Boards, Grading, emailing the Professor, Networking with Other Students in Course, Important Links
2)	Introduction to Adult Learners: Defining characteristics, Types of Learning Classification Schemes, Scope of Adult and Vocational Education in U.S., Lifelong Learning
3)	Adult Learners II: Instructional Challenges Adult Learning Barriers, Principles of adult learning, Facilitating Learning
4)	Student Diversity: Understanding and Respecting Cultural Diversity, Multicultural Education and Curricular Change, Special Student Learning Needs/Mainstreaming, Older Learners, Flexible Instructional Practices
5)	Learning Across the Lifespan: Learning Across the Lifespan, Contemporary Learning Theory: Information Processing Theory, Memory Models
6)	Technological Literacy: Technological Literacy and the Digital Divide Internet Tutorial: Overview, Search Engines, Databases, Research Tools
7)	Effective Teaching: Teaching Effectiveness Model, History of Teaching, Research on Teaching Effectiveness, Ethical Issues in Teaching
8)	Becoming a Master Teacher Overview: Essential Skills and Competencies, Teaching Students How to Learn and Think
9)	Planning for Instruction: Understanding the Culture of Teaching, Curriculum Research and Development, Course Countdown, Developing a Syllabus
10)	Direct Instruction: Instructional Model, Seven Steps, Planning, Lecturing and Managing Discussions
11)	Instructional Media and Technology: Course Materials Preparation, Instructional Technology
12)	Student Learning: Assessing Learning, Testing and Grading, Assessment vs. Evaluation, Promoting Higher Order Thinking Skills
13)	Classroom Management and Discipline: Safety, Legal Responsibilities, Recordkeeping, Class Control, Problem Students, Discipline
14)	Lifelong Learning: Student Motivation, Promoting Excellence, Self Esteem, and Involvement

Sources

Course Notes / Textbooks:	Svinicki, M., & McKeachie, W.J. (2010). McKeachie’s teaching tips; strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth (ISBN-13: 978-0495809296).
References:	-

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 10
Homework Assignments	2	% 20
Presentation	1	% 20
Project	1	% 50
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Presentations / Seminar	1	40	40
Project	1	60	60
Homework Assignments	2	25	50
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 have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics
2)	To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods,
3)	To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials,
4)	To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself,	4
5)	To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way,
6)	To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level,
7)	To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement,
8)	To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense,	4
9)	By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere,
10)	To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning,
11)	To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school,
12)	To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively.