| EDUCATIONAL DESIGN AND EVALUATION (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5104 | Multimedia Design and Production in Education | Fall | 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: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. ZEYNEP CÖMERT |
| Course Lecturer(s): |
Prof. Dr. TUFAN ADIGÜZEL Assist. Prof. YAVUZ SAMUR |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course introduces students to the design and production process of developing interactive multimedia, a combination of text, sound, animation, graphics, and video. Students will be given an opportunity to work with a variety of software including programs used for sound and video production, multimedia presentations, web and desktop publishing, and photo & image editing. Students are also to develop an understanding of new media related guiding design principles for the design of effective multimedia materials and are to apply them in developing multimedia applications. An overarching theme is appreciation of four dimensions of multimedia: content, aesthetics, functionality, and usability. |
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The students who have succeeded in this course; 1. Explore current multimedia data types, efficient design solutions and established standards for multimedia in respect to business, schools, home, education, and virtual reality; 2. Explore how learning theories influence the development of multimedia and technology integration strategies; 3. Use effective media techniques to shape the classroom into a community of learners engaged in active inquiry, collaborative exploration, and supportive interactions; 4. Develop competencies in designing and creating interactive multimedia applications by explaining how elements of these applications reflect a theory of how learning will occur; 5. Use Adobe Flash to develop interactive multimedia programs; 6. Work with the computer text, all aspects of sound, images, animation and video; 7. Explore the cost involved in multimedia planning, designing, and producing; 8. Utilize the ways to present their multimedia projects. |
| Introduction to authoring systems in PC environment, steps in planning and developing instructional software, screen design principles, software for arranging pictures, audio and video, using animations in software. |
| Week | Subject | Related Preparation |
| 1) | Orientation Tools, Align, Timeline, Layers, Library, Masks, Importing objects to library or stage Motion Guide, Timeline Effects, Motion – shape tween | |
| 2) | The promise of Multimedia World • Introduction to Multimedia • Working with Multimedia Technologies • A Brief History of Multimedia Introducing AS 3.0 Variables, Operators, Loop statements, Conditionals, Arrays | Chapter 1: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press. |
| 3) | Cognitive Theory of Multimedia Learning • Implications of Cognitive Load Theory for Multimedia Learning • An Integrated Model of Text and Picture Comprehension • The Four-Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning Methodologies I • Tutorials, Hypermedia, Drills Functions, Base Objects (radio buttons, check boxes, etc.), Buttons | Chapter 2,3,4, and 5: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press. |
| 4) | Methodologies II • Simulations, Educational Games Movie clips, Navigating to any link | |
| 5) | A Multimedia Starter Kit: Motivation, Tools, Skills • Planning • Fair Use Guidelines Events, Mouse Events, Drag and drop operations, Keyboard Events | |
| 6) | Basic Principles of Multimedia Learning – I • Multimedia Principle • Split-Attention Principle • Modality Principle • Redundancy Principle Timer Events, Date and Time Operations, Text functions, Cookies | Chapter 6,7,8,9, and 10: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press. |
| 7) | Basic Principles of Multimedia Learning – II • Principles for Managing Essential Processing: Segmenting, Pre-training, and Modality Principles • Principles for Reducing Extraneous Processing: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles • Principles Based on Social Cues: Personalization, Voice, and Image Principles Dynamic Tween and Transition Effects, Image Galleries, Using of Loader – UI Loader | Chapter 11,12, and 13: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press. |
| 8) | Creating Multimedia – I • Text, Sound, Images Audio Controls | |
| 9) | Creating Multimedia – II • Animation and Video Video and Animation (SWF files) Controls | |
| 10) | Advanced Principles of Multimedia Learning - I • The Guided Discovery Principle in Multimedia Learning • The Worked-Out Example Principle in Multimedia Learning • The Collaboration Principle in Multimedia Learning • The Self-Explanation Principle in Multimedia Learning XML Controls (1), Dynamic Menus | Chapter 14,15, 16, and 17: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press. |
| 11) | Advanced Principles of Multimedia Learning - II • The Animation and Interactivity Principles in Multimedia Learning • Navigational Principles in Multimedia Learning • The Site Map Principle in Multimedia Learning • The Prior Knowledge Principle in Multimedia Learning • The Cognitive Aging Principle in Multimedia Learning XML Controls (2), Various XML using examples in dynamic programming | Chapter 18,19, 20, 21 and 22: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press. |
| 12) | Multimedia Learning in Advanced Computer-Based Contexts • Multimedia Learning with Animated Pedagogical Agents • Multimedia Learning in Virtual Reality • Multimedia Learning with Games, Simulations, and Micro worlds • Multimedia Learning with Hypermedia • Multimedia Learning in e-Courses Drawing Events | Chapter 31,32, 33, 34 and 35: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press. |
| 13) | Publishing Multimedia • Planning and Costing • Designing and Producing • Delivering MySQL connection through PHP web page | |
| 14) | Project Presentations |
| Course Notes / Textbooks: | • Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. |
| References: | • Counts, E. L. (2003). Multimedia Design and Production for Students and Teachers. Boston: Allyn & Bacon. • Akpınar, Y. (2005). Bilgisayar Destekli Öğretim. Ankara, TURKEY: Anı Yayıncılık. • Adobe Flash. Multimedia Author. • Adobe Photoshop. Graphic Editor. • Audacity. The Free, Cross-Platform Sound Editor (http://audacity.sourceforge.net) |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Homework Assignments | 1 | % 10 |
| Presentation | 1 | % 10 |
| Project | 4 | % 70 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 30 | |
| PERCENTAGE OF FINAL WORK | % 70 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Presentations / Seminar | 1 | 20 | 20 |
| Project | 4 | 30 | 120 |
| Homework Assignments | 1 | 10 | 10 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Can develop effective teaching processes by using design principles in learning and teaching | |
| 2) | Can create innovative educational environments by analyzing theories and models related to learning systems design. | |
| 3) | Can develop valid and reliable measurement tools by grounding assessment and evaluation processes in education on scientific principles. | |
| 4) | Can generate evidence-based solutions by conducting design and action research to support educational change. | |
| 5) | Can evaluate new approaches and integrate them into practice by following current educational design research. | |
| 6) | Can analyze assessment and evaluation methods in education to select and apply appropriate models. | |
| 7) | Can analyze computer-based exam systems to develop technology-based assessment processes. | |
| 8) | Can conduct comprehensive analyses by using multivariate research methods in educational evaluations. | |
| 9) | Can develop and implement appropriate measurement tools to assess cognitive, affective, and psychomotor skills. | |
| 10) | Can gain a critical perspective on national and international educational measurement and evaluation by examining current developments. | |
| 11) | Can manage instructional design and learning design processes to enhance the effectiveness of educational programs. | |
| 12) | Can improve assessment and evaluation processes by utilizing data analytics and research techniques in education. | |
| 13) | Can develop unique solutions for educational policies and learning systems by employing interdisciplinary approaches. | |
| 14) | Can develop inclusive assessment and evaluation applications by adhering to ethical and fair evaluation principles in education. | |
| 15) | Can conduct an original thesis study in the field of educational design and evaluation by using scientific research methods. | |
| 16) | Can contribute to the field of education by sharing research findings on academic and professional platforms. |