| Week |
Subject |
Related Preparation |
| 1) |
Schooling and technology |
|
| 2) |
Education as system and place of educational technology as a component |
|
| 3) |
Major learning theories and relations with educational technology |
|
| 4) |
Technology applications in learning environments (i.e., conventional and emerging tools and mediums) |
|
| 5) |
Technology applications in learning environments (i.e., tutorials, simulations, microworlds, ITSs) |
|
| 6) |
Learning problems and learning environments |
|
| 7) |
Learning environments and interaction design |
|
| 8) |
Components of Instructional design |
|
| 9) |
Instructional design models |
|
| 10) |
Educational technology research examples_1 |
|
| 11) |
Educational technology research examples_2 |
|
| 12) |
Educational technology research examples_3 |
|
| 13) |
Creating technology based learning environments |
|
| 14) |
Assesment and evaluation in technology based learning environments |
|
| |
Program Outcomes |
Level of Contribution |
| 1) |
1 - Knowledge
Theoretical - Conceptual
1) Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2) To be able to comprehend the interdisciplinary interaction with which the field is related. |
|
| 2) |
2 - Skills
Cognitive - Practical
1) To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
2) To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines,
3) To be able to solve the problems encountered in the field by using research methods. |
|
| 3) |
Communication and Social Competence
1) To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
2) To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. |
3 |
| 4) |
Learning Competence
1) To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
|
| 5) |
Field Specific Competence
1) To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
2) To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
3) To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
|
| 6) |
Competence to Work Independently and Take Responsibility
1) Being able to independently carry out a work that requires expertise in the field.
2) To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
3) Being able to lead in environments that require the resolution of problems related to the field. |
|