| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS4010 | New Media and Media Literacy in Education | Fall | 3 | 0 | 3 | 6 |
| 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: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course provides introductory information and application of skills and techniques necessary in the process of integrating new media specifically social media to the classroom. Primary areas of focus include new media tools and social media in addition to the educational games. This course will provide information and applications you might need to safely, knowledgeably, and creatively integrate new and social media into your classroom. This course will be particularly useful for the most efficient and cost-effective development of solutions to novel instructional problems. |
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The students who have succeeded in this course; At the end of the course, you will be able to: 1. Map the ways the changing media landscape has impacted the way young people learn 2. Apply their theoretical understandings to the development of curricular resources for use in school or after school programs 3. Critique existing curricular resources designed to teach “the new media literacies” 4. Deploy course concepts in the development of an independent research project which makes a contribution |
| This is an application course in which participants use their knowledge and skills to produce practical solutions to the problems given by the instructor or found by themselves as groups. Besides, students seek to provide an overview of our contemporary moment of media change, of the kinds of informal learning which is occurring in the context of participatory culture, of how schools are responding to the challenges posed by new media technologies, and of core debates between those who value and those who criticize the new media literacies. In order to maximize their learning, students will be encouraged to work with a real client to create products. It should be noted that this course does not teach development techniques for specific media, even though some media development may be required. |
| Week | Subject | Related Preparation |
| 1) | Review of Syllabus | |
| 2) | Digital natives, new learning, digital literacy | |
| 3) | Social Media and Education | |
| 4) | Blogs, Wikis, Social Networks | |
| 5) | Visual Media Instant Messaging Bookmarking, Mindmapping, Polls | |
| 6) | Educational Games | |
| 7) | Online documents, dropboxes, public share | |
| 8) | Visual Media, Instant Messaging Bookmarking, Mindmapping, Polls | |
| 9) | Media Literacy - Why should we teach media literacy? | |
| 10) | Application | |
| 11) | Application | |
| 12) | Practical and in-class considerations - Presentations | |
| 13) | Presentations | |
| 14) | Final revisions and closure |
| Course Notes / Textbooks: | Poore, M. (2013). Using social media in the classroom: A best practical guide. London: SAGE. |
| References: | None |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 20 |
| Homework Assignments | 2 | % 40 |
| 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 |
| Project | 1 | 60 | 60 |
| Homework Assignments | 2 | 20 | 40 |
| Total Workload | 142 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Develop close interest in human mind and behavior, and attain critical thinking skills (in particular the ability to evaluate psychological theories using empirical evidence), as well as appreciating psychology as an evidence based science. | |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | |
| 3) | Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives | |
| 4) | Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). | |
| 5) | Employ ethical sensitivity while doing assessment, research or working with groups. | |
| 6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | |
| 7) | Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. | |
| 8) | Attain preliminary knowledge for psychological measurement and evaluation. | |
| 9) | To have a basic knowledge of other disciplines (e.g. sociology, history, political science, communication studies, philosophy, anthropology, literature, law, art, etc) that can contribute to psychology and to be able to make use of this knowledge in understanding and interpreting of psychological process. | 3 |