| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CET2020 | Instructional Technologies and Material Design | Spring | 2 | 2 | 3 | 5 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Course Lecturer(s): |
Dr. Öğr. Üyesi MUSTAFA POLAT Instructor AYŞEGÜL PAMUKÇU Assoc. Prof. HÜLYA GÜLAY OGELMAN |
| Recommended Optional Program Components: | There is no recommended optional program component. |
| Course Objectives: | This course covers: Instructional analyses, instructional objectives and goal analyses, learner analyses, planning content, drills, practices, feedback and assessment, two dimensional visual learning and teaching media, classic and modern educational technologies, selecting instructional material, principles of designing and developing materials, design elements, methods of developing course material, developed materials related to the field, developing visual, audio and audiovisual materials, examples of using course materials in the classrooms. |
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The students who have succeeded in this course; At the end of this course, students will be able to; • Specify and analyze instructional objectives, • Define categories of instructional materials, • Select appropriate instructional method and medium, • Acquire principles of material design, • Develop instructional material (visual, audio, video and multimedia) • Use effective message design for developing instructional materials, • Evaluate efficiency of the instructional materials, • Acquire visual literacy skills, • Develop group-process skills to work productively in a team, • Develop a sense for the ethical issues in instructional material design. |
| EDS2002 (theory: 2 hours and practice: 2 hours, total 4 hours a week) class sessions will include lectures, demonstrations, discussions and group projects. The theory class sessions will emphasize on the theory and development of instructional course procedures which includes analyzing learner, defining learning goals, designing and developing instructional materials and evaluating the efficacy of materials and achievement of students. The practice class sessions will help students to gain knowledge and skills on designing multimedia materials using Macromedia Fireworks, Audacity, Adobe Captivate and Macromedia Dreamweaver. |
| Week | Subject | Related Preparation |
| 1) | Orientation to the course, syllabus. Getting into groups. Orientation to the course, syllabus. Getting into groups. Educational software evaluation and NASA educational materials | |
| 2) | Technology, Media and Learning | |
| 3) | Entrepreneurship with Technology | |
| 4) | Instructional Materials: Visual Principles | |
| 5) | Instructional Materials: Visual Principles | |
| 6) | Presentations and discussions: Visual Project | |
| 7) | Audio & Video Design Principles | |
| 8) | Audio & Video Design Principles | |
| 9) | Presentation of audio & video projects and feedback session | |
| 10) | Traditional Media: Instructional Materials and Display | |
| 11) | Traditional Media: Visuals | |
| 12) | New Trends in technology enhanced education | |
| 13) | Innovation in Education | |
| 14) | Presentations and discussions of Multimedia Projects |
| Course Notes / Textbooks: | Smaldino, S.E., Russell, J.D., Heinich, R. & Molenda, M. (2005). Instructional Technology and Media for Learning, 8.Edt, New Jersey, Pearson Edu. Inc. |
| References: | Alessi, S. and Trollip, S. (2001). Multimedia for Learning: Methods and development (3. Edt.). Needham Heights. MA: Allyn & Bacon. Fleming, M. & Leive W. H. (1993). Instructional Message Design, New Jersey, Edu.Tech.Pub.Inc. Lohr, L.L. (2008). Creating Graphics for Learning and Performance, New Jersey, Pearson Edu. Inc. Mayer, R.E. (2001). Multimedia Learning, New York: Cambridge Unv.Press. Çakır, H., Uluyol, Ç. ve Karadeniz, Ş. (2008). Öğretim Stratejileri, İnternet Temelli Eğitim, Halil İbrahim Yalın (Editör), (s.65-105), Ankara: Nobel Yayıncılık. Karadeniz, Ş. Çakır, H. ve Uluyol, Ç. (2008). Tasarım İlkeleri. İnternet Temelli Eğitim, Halil İbrahim Yalın (Editör), (s.107-163), Ankara: Nobel Yayıncılık. Yalın, H.İ. (2006). Öğretim Teknolojileri ve Material Geliştirme, Ankara: Nobel Yayıncılık. Karadeniz, Ş. (2006). Öğretim Amaçlı Hiper Metin, Hiper Ortam ve Çoklu Ortamlar İçin Tasarım İpuçları, Yüzüncü Yıl Üniversitesi Elektronik Eğitim Fakültesi Dergisi, 3 (1). |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 5 |
| Laboratory | 4 | % 10 |
| Application | 4 | % 60 |
| Final | 1 | % 25 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 75 | |
| PERCENTAGE OF FINAL WORK | % 25 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Application | 4 | 8 | 32 |
| Project | 4 | 10 | 40 |
| Final | 1 | 3 | 3 |
| Total Workload | 117 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | 5 |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | 5 |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | 5 |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | 4 |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 3 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. | 5 |