| EDUCATIONAL DESIGN AND EVALUATION (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 |
| 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) | Can develop effective teaching processes by using design principles in learning and teaching | 5 |
| 2) | Can create innovative educational environments by analyzing theories and models related to learning systems design. | 5 |
| 3) | Can develop valid and reliable measurement tools by grounding assessment and evaluation processes in education on scientific principles. | |
| 4) | Can generate evidence-based solutions by conducting design and action research to support educational change. | 2 |
| 5) | Can evaluate new approaches and integrate them into practice by following current educational design research. | 1 |
| 6) | Can analyze assessment and evaluation methods in education to select and apply appropriate models. | 2 |
| 7) | Can analyze computer-based exam systems to develop technology-based assessment processes. | 1 |
| 8) | Can conduct comprehensive analyses by using multivariate research methods in educational evaluations. | |
| 9) | Can develop and implement appropriate measurement tools to assess cognitive, affective, and psychomotor skills. | 3 |
| 10) | Can gain a critical perspective on national and international educational measurement and evaluation by examining current developments. | 2 |
| 11) | Can manage instructional design and learning design processes to enhance the effectiveness of educational programs. | 3 |
| 12) | Can improve assessment and evaluation processes by utilizing data analytics and research techniques in education. | |
| 13) | Can develop unique solutions for educational policies and learning systems by employing interdisciplinary approaches. | 5 |
| 14) | Can develop inclusive assessment and evaluation applications by adhering to ethical and fair evaluation principles in education. | 3 |
| 15) | Can conduct an original thesis study in the field of educational design and evaluation by using scientific research methods. | |
| 16) | Can contribute to the field of education by sharing research findings on academic and professional platforms. |