| PRE-SCHOOL 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) | Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. | |
| 2) | To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. | 3 |
| 3) | Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. | 3 |
| 4) | Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. | |
| 5) | To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child . | 3 |
| 6) | To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. | 3 |
| 7) | To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. | |
| 8) | To integrate the knowledge and experience of working together with different programs and different age groups. | |
| 9) | To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. | 3 |
| 10) | To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. | |
| 11) | To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. | |
| 12) | Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. | |
| 13) | To demonstrate commitment to societial,scientific and professional values. | |
| 14) | To recognize and respect different cultures and to be sensitive to individual and cultural differences. | |
| 15) | To demonstrate competence and ethical approach in information and communication technologies. | 4 |
| 16) | To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. | 3 |