| EDUCATIONAL TECHNOLOGY (ENGLISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6103 | Readings in Educational Technology | Spring | 3 | 0 | 3 | 9 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Prof. Dr. ALİ ŞİMŞEK |
| Course Lecturer(s): |
Prof. Dr. ŞEFİKA FEZA ORHAN |
| Recommended Optional Program Components: | None |
| Course Objectives: | The overall objective of this course is to help students gain a comprehensive understanding and develop a critical perspective on important issues regarding various aspects of educational technology as a field of expertise. |
|
The students who have succeeded in this course; 1. By the end of this course, students will be able to: 01. Define, elaborate, and interrelate important concepts in the field 02. Summarize milestone developments in the history of educational technology 03. Classify major theories contributing to the field of educational technology 04. Describe sub-areas of specializations in the field 05. Identify leading organizations and periodicals related to educational technology 06. Explain significant contributions of prominent leaders of the field 07. Evaluate the claims, evidences, and implications of the most referred publications 08. Discuss key problems in the field of educational technology 09. Evaluate the current status and prospects of research in the field 10. Identify required competencies for educational technologists 11. Discuss recent issues, developments, and trends in educational technology 12. Select an area of research within the context of current theories |
| Introduction The field of educational technology Instructional design theories and models Open and distance learning Multimedia design Technology integration in education Formative assessment Educational ergonomics Media-methods debate Learning theories Instructional strategies Learning analytics Artificial intelligence in education New trends in instructional design and technology |
| Week | Subject | Related Preparation |
| 1) | Introduction | Course syllabus |
| 2) | The field of educational technology | Reiser, R. A. (2007). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey (Eds.), Current trends and issues in instructional design and technology (pp. 17-34). Upper Saddle River, NJ: Pearson. Davidson-Shivers, G. V. & Rasmussen, K. L. (2007). Competencies for instructional design and technology professionals. In R. A. Reiser & John V. Dempsey (Eds.), Current trends and issues in instructional design and technology (pp. 271-286). Upper Saddle River, NJ: Pearson. Klein, J. D. & Rushby, N. (2007). Professional organizations and publications in instructional design and technology. In R. A. Reiser & John V. Dempsey (Eds.), Current trends and issues in instructional design and technology (pp. 260-270). Upper Saddle River, NJ: Pearson. |
| 3) | Instructional design theories and models | Andrews, D. H. & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development, 3(4), 2-16. Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional design theories and models (pp.5-29). Mahwah, NJ: Lawrence Erlbaum Associates. |
| 4) | Open and distance learning | Gunawardena, C. V. & McIsaac, M. S. (2003). Distance education. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed. pp.113-142). Mahwah, NJ: Lawrence Erlbaum. |
| 5) | Multimedia learning | DeBell, A. (2019). How to use Mayer’s 12 principles of multimedia (Examples included? Retrieved February 5, 2024 from https://waterbearlearning.com/mayers-principles-multimedia-learning/ Hartley, J. (1996). Text design. In D. H. Jonassen, (Ed.), Handbook of research on educational communications and technology (pp. 795-820). New York: Macmillian. |
| 6) | Technology and innovation management in education | Bajracharya, J. R. (2021). Technology integration models and frameworks in teaching and training. Journal of Training and Development, 6, 1-11. DOI:10.3126/jtd.v6i01.41674. |
| 7) | Midterm | All readings up to Week 7 |
| 8) | Educational ergonomics | McVey, G. F. (1996). Ergonomics and the learning environment. In D. H. Jonassen, (Ed.), Handbook of research on educational communications and technology (pp. 1045-1104). New York: Macmillian. Tessmer, M. (1990). Environment analysis: A neglected stage of instructional design. Educational Technology Research and Development, 38(1), 55-64. |
| 9) | Media-methods argument | Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19. Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18, 42-50. |
| 10) | Learning theories | Burton, J. K., Moore, D. M., & Magliaro, S. G. (1996). Behaviorism and instructional technology. In D. H. Jonassen, (Ed.), Handbook of research on educational communications and technology (pp. 46-73). New York: Macmillian. Duffy, T. M. & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen, (Ed.), Handbook of research on educational communications and technology (pp. 170-198). New York: Macmillian. |
| 11) | Instructional strategies | Johnson, D. W. & Johnson, R. T. (1996). Cooperation and the use of technology. In D. H. Jonassen, (Ed.), Handbook of research on educational communications and technology (pp. 1017-1044). New York: Macmillian. Mory, E. H. (1996). Feedback research. In D. H. Jonassen, (Ed.), Handbook of research on educational communications and technology (pp. 919-956). New York: Macmillian. Weinsten, C. Mayer, R. (1986). Teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory and settings. Review of Educational Research, 60(4), 517-529. |
| 12) | Learning analytics | Kovanovic, V. (2019). The journey of learning analytics. HERDSA Review of Higher Education, 6, 37-63. |
| 13) | Artificial intelligence in education | Diaz, M. (2023). What is AI? Everything to know about artificial intelligence. Retrieved June 12, 20223 from https://www.zdnet.com/article/what-is-ai-heres-everything-you-need-to-know-about-artificial-intelligence/ West, D. M. & Allen, J. R. (2018). How artificial intelligence is transforming the world? Retrieved June 12, 2023 from https://www.brookings.edu/research/how-artificial-intelligence-is-transforming-the-world/ |
| 14) | New trends in instructional design and technology | Merrill, M. D. & Wilson, B. (2007). The future of instructional design (point/counterpoint). In R. A. Reiser & John V. Dempsey (Eds.), Current trends and issues in instructional design and technology (pp. 335-351)). Upper Saddle River, NJ: Pearson. |
| Course Notes / Textbooks: | Andrews, D. H. & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development, 3(4), 2-16. Anglin, G. (Ed.). (1991). Instructional technology: Past, present, and future. Englewood, CO: Libraries Unlimited. Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory and settings. Review of Educational Research, 60(4), 517-529. Fleming, M. & Levie, W. H. (Eds.). (1993). Instructional message design: Principles from behavioral and cognitive science. Englewood Cliffs, NJ: Educational Technology Publications. Heinich, R. (1984). The proper study of educational technology. Educational Communications and Technology Journal, 32(2), 67-87. Jonassen, D. H. (Ed.). (1996). Handbook of research on educational communications and technology. New York: Macmillian. Reiser, R. A. & Dempsey, J. V. (Eds.). (2007). Current trends and issues in instructional design and technology. Upper Saddle River, NJ: Pearson. Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18, 42-50. Spector, M. J. (Ed.). (2015). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York: Routledge. Tessmer, M. (1990). Environment analysis: a neglected stage of instructional design. Educational Technology Research and Development, 38(1), 55-64. Weinsten, C. Mayer, R. (1986). Teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York: Macmillian. |
| References: | Andrews, D. H. & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development, 3(4), 2-16. Anglin, G. (Ed.). (1991). Instructional technology: Past, present, and future. Englewood, CO: Libraries Unlimited. Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory and settings. Review of Educational Research, 60(4), 517-529. Fleming, M. & Levie, W. H. (Eds.). (1993). Instructional message design: Principles from behavioral and cognitive science. Englewood Cliffs, NJ: Educational Technology Publications. Heinich, R. (1984). The proper study of educational technology. Educational Communications and Technology Journal, 32(2), 67-87. Jonassen, D. H. (Ed.). (1996). Handbook of research on educational communications and technology. New York: Macmillian. Reiser, R. A. & Dempsey, J. V. (Eds.). (2007). Current trends and issues in instructional design and technology. Upper Saddle River, NJ: Pearson. Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18, 42-50. Spector, M. J. (Ed.). (2015). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York: Routledge. Tessmer, M. (1990). Environment analysis: a neglected stage of instructional design. Educational Technology Research and Development, 38(1), 55-64. Weinsten, C. Mayer, R. (1986). Teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York: Macmillian. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 42 | % 20 |
| Homework Assignments | 10 | % 80 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 16 | 46 |
| Homework Assignments | 16 | 144 |
| Quizzes | 2 | 12 |
| Midterms | 1 | 3 |
| Final | 1 | 3 |
| Total Workload | 208 | |
| 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. | |
| 2) | To comprehend relations between Educational Technology and others disciplines and being able to state ideas concerning possible implementations in framework of these relations. | |
| 3) | To be able to evaluate, improve and design applications, methods generate new ideas which are innovative for educational technology. | |
| 4) | Being able to manage original research in educational technology using interdisciplinary perspective. | |
| 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. | |
| 6) | Being able to advocate original views in discussions in the field of educational technologies. | |
| 7) | Being able to communicate with experts in the field of educational technologies in written, orally and visually. | |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 12) | Being able to lead the situations when original and interdisciplinary problems are needed to be solved. |