| EDUCATIONAL TECHNOLOGY (ENGLISH, NON-THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5007 | Syllabus Design and Evaluation in Language Education | Spring | 3 | 0 | 3 | 8 |
| 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: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ENİSA MEDE |
| Course Lecturer(s): |
Dr. Öğr. Üyesi ENİSA MEDE |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course aims at analysing second language (L2) curriculum; evaluating and developing curriculum in English for Specific Purposes. |
|
The students who have succeeded in this course; By the end of this course, students will have the requisite knowledge and skills to: 1. Describe and account for the differences and relationships among various syllabus designs. 2. Demonstrate ability to evaluate prospective L2 course materials. 3. Demonstrate ability to develop a curriculum and syllabus for a course that suits the individual needs of the student. 4. Demonstrate ability to synthesize the learned knowledge of varying syllabus types. 5. Rationalize the use of syllabus design and relationship to student needs and expected goals and outcomes of course being designed. 6. Evaluate and develop ESP curricula |
| This course will familiarize students with theoretical and practical issues related to the selection of content and the development of corresponding instructional materials for ESL/EFL courses. It will provide students with an opportunity to design an L2 curriculum with corresponding syllabi and materials based on students’ own interests and needs. |
| Week | Subject | Related Preparation |
| 1) | Course introduction. | |
| 2) | Curriculum Overview | |
| 3) | Needs Analysis | |
| 4) | Goals and Objectives | |
| 5) | Course Planning and Syllabus Design | |
| 6) | Testing | |
| 7) | Role and Design of Instructional Materials | |
| 8) | Materials | |
| 9) | Programme Implementation | |
| 9) | Effective Teaching | |
| 10) | Approaches to Evaluation | |
| 11) | Programme Evaluation | |
| 12) | Article Presentations | |
| 13) | Article Presentations | |
| 14) | Article Presentations, Finalizing the projects on Programme Evaluation |
| Course Notes / Textbooks: | • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle. • Graves, K. (Ed.). (1996). Teachers as course developers. New York: Cambridge University Press. • Richards, J,C. (2001) Curriculum Development in Language Teaching. NY: CUP • Nunan, D. (1988) Syllabus Design. Oxford: OUP • Krahnke, K. (1987) Approaches to Syllabus Design for Foreign Language Teaching. NJ: Prentice Hall, INC. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Homework Assignments | 10 | % 30 |
| Presentation | 1 | % 20 |
| 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 | 1 | 10 | 10 |
| Project | 1 | 40 | 40 |
| Homework Assignments | 10 | 10 | 100 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Students will be able to demonstrate theoretical and practical knowledge in the areas of Educational/Instructional Technology. | |
| 2) | Students will be able to conduct research in the area of Educational/Instructional Technology. | |
| 3) | Students will be able to plan and evaluate in the process of teaching information technologies. | |
| 4) | Students will be able to select and implement appropriate strategies and techniques for teaching information technologies. | |
| 5) | Students will be able to put their theoretical information into practice in the area of Educational/Instructional Technology. | |
| 6) | Students will be able to design and develop educational materials, software and games. | |
| 7) | Students will be able to implement information technologies effectively in and outside of educational environments. | |
| 8) | Students will be able to measure and evaluate learners' performances in educational environments. | |
| 9) | Students will be able to self-improve their knowledge continuously in information technologies. | |
| 10) | Students will be able to act ethically in electronic and non-electronic educational environments, and pass these values to next generations. | |
| 11) | Students will be able to plan, manage, and evaluate educational projects. | |
| 12) | Students will be able to find out the technologic necessities of companies, and set up these technologies. |