| GIFTED AND TALENTED EDUCATION (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 | Fall | 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) | 1 - Knowledge Theoretical - Conceptual 1) Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. 2) To be able to comprehend the interdisciplinary interaction with which the field is related. | |
| 2) | 2 - Skills Cognitive - Practical 1) To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. 2) To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines, 3) To be able to solve the problems encountered in the field by using research methods. | |
| 3) | Communication and Social Competence 1) To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. 2) To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | |
| 4) | Learning Competence 1) To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | 4 |
| 5) | Field Specific Competence 1) To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. 2) To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. 3) To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | |
| 6) | Competence to Work Independently and Take Responsibility 1) Being able to independently carry out a work that requires expertise in the field. 2) To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. 3) Being able to lead in environments that require the resolution of problems related to the field. |