| EDUCATIONAL TECHNOLOGY (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6016 | Cognition, Learning and Technology | Fall | 3 | 0 | 3 | 12 |
| 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 : | Prof. Dr. YAVUZ SAMUR |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course explores the intersection of neuroscience, cognitive psychology, and educational technology. Through a multidisciplinary lens, students will examine how the brain processes information, the principles of cognition, and the implications for designing effective learning experiences with technology. In this doctoral-level course, we delve into the intricate relationship between brain function, cognition, and learning within the context of educational technology. Students will embark on a journey that integrates principles from neuroscience and cognitive psychology to inform the design, implementation, and evaluation of educational technology interventions. The course adopts a multidisciplinary approach, encouraging critical thinking and synthesis of knowledge to address complex issues at the intersection of brain science and educational technology. |
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The students who have succeeded in this course; Foundational Understanding: Develop a solid foundation in the fundamental concepts of neuroscience and cognitive psychology, providing a framework for analyzing educational technology through a cognitive lens. Interdisciplinary Integration: Explore how insights from neuroscience and cognitive psychology can be effectively integrated into the field of educational technology, fostering a holistic understanding of learning processes. Cognitive Implications: Analyze the cognitive implications of various educational technology tools and interventions, assessing how they align with and influence the natural processes of the brain. Application of Cognitive Science: Apply principles from cognitive science to the design and evaluation of educational technology interventions, with a focus on enhancing learning outcomes. Critical Evaluation: Develop the ability to critically evaluate research at the intersection of brain science and educational technology, discerning between robust scientific evidence and popular claims. Cognitive Load Management: Understand and apply cognitive load theory to instructional design, aiming to optimize learning experiences and minimize cognitive overload. Emerging Technologies: Investigate the impact of emerging technologies, such as virtual reality, augmented reality, and artificial intelligence, on cognitive processes and their potential in educational contexts. Adaptive Learning Systems: Examine the principles behind adaptive learning systems, considering how they align with individual cognitive profiles and contribute to personalized learning experiences. Ethical Considerations: Discuss ethical considerations related to the use of educational technology informed by brain and cognitive science, exploring the potential risks and benefits. Future Directions: Explore current trends and future directions in the field, anticipating how advancements in neuroscience and cognitive psychology may shape the landscape of educational technology. |
| Cognitive Load Theory, Cognition, and the Cognitive Theory of Multimedia Learning: How Does the Brain Learn in Front of a Screen? and Related Research (theoretical section, background, cognitive processes, short-term and long-term memory, intrinsic and extraneous cognitive load) Cognitive Load Effects - Mayer's and Swellers Design Principles of Multimedia Learning Content Design, Emotional Design and Message Design in Learning and Teaching Applications and Related Research (Presentation, Infographics, Writing Design Tools, Text Boxes and Features, Fonts, Font and Text Usage, the Impact of Text on Messages, Word Clouds, E-books, Cartoons, and Posters) and 5 Related Research Visual Design and Emotional Design in Learning and Teaching Applications and Related Research (Animation, Video, Interactive Video, Avatar Voice Tools, Video Editing Tools, the Effects of Images/Video on Learning) and 5 Related Research Artificial Intelligence Tools for Video, Visual, Auditory, and Textual Content in Learning and Teaching Applications (Applications such as ChatGPT, Dall-E, MidJourney, Music LM) and 5 Related Research |
| Week | Subject | Related Preparation |
| 1) | Course admin: overview | |
| 2) | Introduction to cognition and learning | Chapter: Sternberg#1 |
| 3) | Observation & learning | Chapter: Mazur#12 |
| 4) | Attention & Consciousness | Sternberg#4 |
| 5) | Memory: Models & Research Methods | Sternberg#5 |
| 6) | Memory: processes | Sternberg#6 |
| 7) | Language in context and Language disorders | Sternberg#10 |
| 8) | Biopsychology of Language, Learning & Memory | Pinel#11& #16 |
| 9) | Human and Artificial Intelligence | Croker#9 &Sternberg#13 |
| 10) | Problem Solving & Creativity | Sternberg#11 |
| 11) | Midterm | |
| 12) | Presentation | |
| 13) | Presentation | |
| 14) | Final exam |
| Course Notes / Textbooks: | • "Mind, Brain, and Education: Neuroscience Implications for the Classroom" by David A. Sousa • "How People Learn: Brain, Mind, Experience, and School" by National Research Council • "Cognition in the Digital World" by Herre van Oostendorp • Counts, E. L. (2003). Multimedia Design and Production for Students ve Teachers. Boston: Allyn & Bacon. • Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. • Mayer, R. (2007). Multimedia Learning. New York: Cambridge University Press. • Related book chapters |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Homework Assignments | 1 | % 10 |
| Midterms | 1 | % 35 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Presentations / Seminar | 1 | 10 | 10 |
| Homework Assignments | 1 | 30 | 30 |
| Midterms | 1 | 80 | 80 |
| Final | 1 | 150 | 150 |
| Total Workload | 312 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To comprehend current and advanced knowledge in the field of educational technology and being able to relate this knowledge information with education. | 5 |
| 2) | To comprehend relations between Educational Technology and others disciplines and being able to state ideas concerning possible implementations in framework of these relations. | 4 |
| 3) | To be able to evaluate, improve and design applications, methods generate new ideas which are innovative for educational technology. | 4 |
| 4) | Being able to manage original research in educational technology using interdisciplinary perspective. | 4 |
| 5) | Being able to investigate original issues within the frame of scientific research techniques as independently or in cooperation with others. Then being able to present the obtained results as research report. | 4 |
| 6) | Being able to advocate original views in discussions in the field of educational technologies. | 4 |
| 7) | Being able to communicate with experts in the field of educational technologies in written, orally and visually. | 3 |
| 8) | Being able to create new ideas and techniques concerning educational technology using high level mental process such as creative and critical thinking, problem solving and decision making. | 5 |
| 9) | Being able to make contributions to the society in being an information society and sustaining this by following the emerging scientific, technological, social and cultural developments. | 4 |
| 10) | To make contribution to solve social, scientific, cultural and ethic problems in issues related to e-learning technologies and promote development of these values. | 4 |
| 11) | Being able to make contributions to the knowledge in the field by publishing a scientific article in the field of educational technologies at national or international journals. | 4 |
| 12) | Being able to lead the situations when original and interdisciplinary problems are needed to be solved. | 4 |