| EDUCATIONAL TECHNOLOGY (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDE5112 | Learning Design and Instructional Fiction | Spring | 3 | 0 | 3 | 8 |
| 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 : | Dr. Öğr. Üyesi NİHAL YURTSEVEN |
| Course Lecturer(s): |
Dr. Öğr. Üyesi NİHAL YURTSEVEN Dr. Öğr. Üyesi ENİSA MEDE |
| Recommended Optional Program Components: | - |
| Course Objectives: | This course aims to provide a prioritization and concretization of the items to be needed in the learning environment by taking into account the teaching and learning process with a scientific point of view. |
|
The students who have succeeded in this course; A student who successfully completes this course can; • identify educational needs, • rank the educational priorities, • determine success criteria, • choose teaching models, principles and approaches, • ensure consistency between the specified teaching principles, tools and practices. • know how to build teaching withy UbD is expected. |
| Learning, teaching, instructional design and instructional design models. |
| Week | Subject | Related Preparation |
| 1) | Introduction to the course; introduction of the content and resources. | - |
| 2) | - Basic components of educational design - Theories that are fundamental to learning design | |
| 3) | Needs analysis | - |
| 4) | Learner analysis | - |
| 5) | Determination of acquisions | - |
| 6) | Determination of teaching principles, methods and techniques | - |
| 7) | Material selection and development | - |
| 7) | Material selection and development | - |
| 8) | Visa | - |
| 9) | UbD as a model for designing teaching 1 | - |
| 10) | UbD as a model for designing teaching 2 | - |
| 11) | Designing teaching with UbD (Workshop 1) | - |
| 11) | Designing teaching with UbD (Workshop 1) | - |
| 12) | Designing teaching with UbD (Workshop 2) | - |
| 13) | Evaluation of teaching fiction | - |
| 15) | Presentations | - |
| 15) | Presentations | - |
| 16) | Final | - |
| Course Notes / Textbooks: | - |
| References: | Fer, S. (2009). Öğretim tasarımı. 1. bs. Ankara: Anı Yayıncılık. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2012). Etkili öğretim tasarımı (T. Adıgüzel, Çev.). İstanbul: Bahçeşehir Üniversitesi Yayınları. Şimşek, A. (2017). Öğretim tasarımı. İstanbul: Nobel Yayıncılık. Wiggins, G. & McTighe, J. (2005). Understanding by design expanded 2nd edition. USA: Pearson. Wiggins, G. & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. USA: Association for Supervision and Curriculum Development. Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. USA: Association for Supervision and Curriculum Development. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 5 | % 15 |
| Presentation | 1 | % 15 |
| Midterms | 1 | % 30 |
| Final | 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 |
| Application | 2 | 25 | 50 |
| Study Hours Out of Class | 14 | 5 | 70 |
| Presentations / Seminar | 2 | 3 | 6 |
| Homework Assignments | 5 | 6 | 30 |
| Midterms | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 200 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Students will be able to demonstrate theoretical and practical knowledge in the areas of Educational/Instructional Technology. | |
| 2) | Students will be able to conduct research in the area of Educational/Instructional Technology. | |
| 3) | Students will be able to plan and evaluate in the process of teaching information technologies. | |
| 4) | Students will be able to select and implement appropriate strategies and techniques for teaching information technologies. | |
| 5) | Students will be able to put their theoretical information into practice in the area of Educational/Instructional Technology. | |
| 6) | Students will be able to design and develop educational materials, software and games. | |
| 7) | Students will be able to implement information technologies effectively in and outside of educational environments. | |
| 8) | Students will be able to measure and evaluate learners' performances in educational environments. | |
| 9) | Students will be able to self-improve their knowledge continuously in information technologies. | |
| 10) | Students will be able to act ethically in electronic and non-electronic educational environments, and pass these values to next generations. | |
| 11) | Students will be able to plan, manage, and evaluate educational projects. | |
| 12) | Students will be able to find out the technologic necessities of companies, and set up these technologies. |