| EDUCATIONAL TECHNOLOGY (TURKISH, NONTHESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDE5111 | Learning Systems Design | 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 : | Prof. Dr. ALİ BAYKAL |
| Course Lecturer(s): |
Prof. Dr. ALİ BAYKAL Assoc. Prof. SEDA SARAÇ Prof. Dr. ENİSA MEDE |
| Recommended Optional Program Components: | - |
| Course Objectives: | The aim of this course is to develop awareness of learning theories and their reflections on the instructional process. Within the scope of the course, how learning has been explained by different theorists from past to present and the implications of these explanations on the teaching-learning process will be discussed. Additionally, the course aims to introduce Educational Curriculum and Instruction as a scientific field, its basic concepts, approaches, and the processes of planning, developing, and designing curriculum development studies, and to provide students with relevant knowledge. |
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The students who have succeeded in this course; Upon successful completion of this course, you will be able to: Define and discuss the relationship between learning and teaching. Have knowledge about learning theories and discuss their reflections on the instructional process. Explain basic concepts related to curriculum development. Explain each of the theoretical foundations of curriculum development. Compare models and approaches in the field of curriculum development. Recognize curriculum design approaches and models. Know the curriculum development process. |
| Students enrolled in the program, which includes the fundamental disciplines of education, gain basic knowledge and skills about the stages of curriculum development, learning theories, and educational systems including system approach, evaluation, implementation, design, and analysis processes from a holistic perspective. |
| Week | Subject | Related Preparation |
| 1) | Introduction – Course Objectives, Content, and Resources | |
| 2) | Learning & Education – Curriculum Development in Education | |
| 3) | Foundations of Curriculum Development | |
| 4) | Learning Theories | |
| 5) | Philosophical Foundations of the Curriculum Development Process | |
| 6) | Curriculum Design Models | |
| 7) | Midterm | |
| 8) | System Design in Curriculum Development – Lesson Plan | |
| 9) | Effective Teaching & Learner Diversity | |
| 10) | Presentation 1: Planning the Curriculum Development Process - Formation of working committees - Needs analysis - Approaches and techniques - Evaluation Presentation 2: Setting goals – Lesson Plan | |
| 11) | Presentation 3: Determining Content Presentation 4: Learning Experiences | |
| 12) | Presentation 5: Evaluation Presentation 6: Brain-Based Learning | |
| 13) | Presentation 7: Story-Based Learning Presentation 8: Social Learning Theory | |
| 14) | Presentation 9: 21st Century Skills Presentation 10: Cognitive Load Theory |
| Course Notes / Textbooks: | Demirel, Ö. (2017). Eğitimde Program Geliştirme - Kuramdan Uygulamaya. Pegem Akademi Eggen, P. & Kauchak, D. (2013). Student Study Guide to Accompany Educational Psychology: Windows on Classrooms. Pearson Ornstein, A. C., Hunkins, F. P. (2003). Curriculum: Foundations, principles, and issues. Allyn & Bacon. Print, M.(2020). Curriculum Development and Design. Taylor & Francis Schunk, D. L. (2011). Learning Theories and Educational Perspectives. Pearson Santrock, J.W. (2011). Educational Psychology. McGraw Hill. Weiner, I. B., Reynolds, W. M., & Miller, G. E. (2013). Handbook of psychology. John Wiley & Sons. |
| References: | Demirel, Ö. (2017). Eğitimde Program Geliştirme - Kuramdan Uygulamaya. Pegem Akademi Eggen, P. & Kauchak, D. (2013). Student Study Guide to Accompany Educational Psychology: Windows on Classrooms. Pearson Ornstein, A. C., Hunkins, F. P. (2003). Curriculum: Foundations, principles, and issues. Allyn & Bacon. Print, M.(2020). Curriculum Development and Design. Taylor & Francis Schunk, D. L. (2011). Learning Theories and Educational Perspectives. Pearson Santrock, J.W. (2011). Educational Psychology. McGraw Hill. Weiner, I. B., Reynolds, W. M., & Miller, G. E. (2013). Handbook of psychology. John Wiley & Sons. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 20 |
| Presentation | 1 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 7 | 20 | 140 |
| Presentations / Seminar | 5 | 3 | 15 |
| Homework Assignments | 0 | 10 | 0 |
| Final | 1 | 3 | 3 |
| Total Workload | 200 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 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 |
| 2) | To be able to comprehend the interdisciplinary interaction with which the field is related. | 2 |
| 3) | To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. | 3 |
| 4) | To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. | 1 |
| 5) | To be able to solve the problems encountered in the field by using research methods. | 2 |
| 6) | 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. | 1 |
| 7) | 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. | 3 |
| 8) | To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | 4 |
| 9) | 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. | 3 |
| 10) | 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. | 2 |
| 11) | To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | 3 |
| 12) | Being able to independently carry out a work that requires expertise in the field. | 3 |
| 13) | 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. | 4 |
| 14) | Being able to lead in environments that require the resolution of problems related to the field. | 5 |