| COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0621 | Internal Communication and Innovation Management | Spring | 3 | 0 | 3 | 5 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ŞAFAK ŞAHİN |
| Course Lecturer(s): |
Prof. Dr. İDİL KARADEMİRLİDAĞ SUHER |
| Course Objectives: | Upon completion of the course, students will, have information about content and functions of internal communication, relationship between organizational culture and communication, techniques used for internal communication, innovation and organizational innovation. |
|
The students who have succeeded in this course; The students who have succeeded in this course students will be able to; 1) Define the communication process and learn dynamics of communication. 2) Recognize internal communication and its concepts. 3) Identify the relationship between organizational culture and internal communication. 4)Comprehend the importance of interğersonal communication for internal communication. 5) Manage the process of data collection, management and finding innovative solutions. 6) Develop a competence to develop innovative projects in accordance with organizational identity. 7)Notice the obstacles for innovative thinking. 8)Present an innovative idea to the organizational management efficiently. 9) Recognize when an idea is precious and innovative. 10)Learn about the differences between innovative and traditional organizational cultures 11)Present innovative solutions for organizations towards internal communication. |
| Communication process, internal communication, organizational culture and its elements, types of internal communication, interpersonal communication and its characteristics,innovation and related concepts, innovation models, innovative organizational culture and protection of innovations. |
| Week | Subject | Related Preparation |
| 1) | Introduction of the course | |
| 2) | Definition of the communication process and its elements | |
| 3) | Concepts of internal and external communication | |
| 4) | Organizational culture and related concepts | |
| 5) | The relationship between organizational culture and internal communication | |
| 6) | Types of internal communication | |
| 7) | Interpersonal communication and its characteristics | |
| 8) | Interpersonal communication and its characteristics 2 - Midterm | |
| 9) | Innovation and related concepts | |
| 10) | Models of innovation | |
| 11) | Management of innovation | |
| 12) | Innovative organizational culture | |
| 13) | Protection of innovation | |
| 14) | Presentations |
| Course Notes / Textbooks: | The Interpersonal Communication Book. Joseph A. Devito. Strategy and Communication for Innovation. Pfeffermann & Nicole. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Homework Assignments | 1 | % 10 |
| Presentation | 2 | % 10 |
| 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 | 13 | 3 | 39 |
| Presentations / Seminar | 2 | 10 | 20 |
| Homework Assignments | 2 | 0 | 0 |
| Midterms | 1 | 10 | 10 |
| Final | 1 | 15 | 15 |
| Total Workload | 126 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. | 4 |
| 2) | To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. | |
| 3) | To develop competencies related to software languages, operating systems, computer networks and computer hardware. | |
| 3) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
| 4) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
| 5) | To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. | |
| 6) | To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. | 4 |
| 7) | To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. | |
| 8) | To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. | 4 |
| 9) | To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. | |
| 10) | To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. | |
| 11) | To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. | 4 |
| 12) | To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. | |
| 13) | To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. | |
| 14) | To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. | |
| 15) | To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. | 4 |