| 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 |
| EDS1219 | Adult Education and Lifelong Learning | Spring | 2 | 0 | 2 | 4 |
| 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: | Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. BERNA GÜLOĞLU |
| Course Objectives: | This is a course that aims to provide some basic background on the field and practice of education of adults. It focuses on the history, content, context, theories and aims of adult education. Adult psychology and concept of andragogy will be discussed as well as adult education policies and practices. |
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The students who have succeeded in this course; Discuss the role and necessity of adult education and lifelong learning today. Explain the basic concepts and terminology related to education and adult education. Analyze the historical development of adult education and educational approaches in different periods. evaluate the changing context of adult education. explain the social, economic and cultural reasons for adult education. compare and evaluate adult learning theories (e.g. Androgogy, Transformational Learning). Explain effective program planning processes for adult education. Improve programs by using program evaluation and feedback mechanisms. Define the concept of critical pedagogy and apply it in the context of adult education. Analyze the main characteristics and processes of adult learning. Describe adult education program areas (e.g., vocational education, personal development). Explain the concept and importance of adult literacy. Analyze the effects of literacy programs on social change and participation. Discuss the effects of globalization on adult education. Analyze the changing learning needs and opportunities with globalization. Evaluate adult education approaches in the context of cultural diversity. |
| Historical Development of Adult/Public Education Reasons for Adult Education Changing Landscape of Adult Learning Theory Androgogy: A New Technology in Adult Learning Program Planning in Adult Education Paulo Freire: On his Life, Philosophy and Practice of Education Adult Learning Program Areas in Adult Education Adult Literacy Globalization and Adult Education Teaching Methods and Techniques Used in the Course -Case Study -Technology Assisted Learning -Reading -Simulation -Individual Work -Cooperative Learning |
| Week | Subject | Related Preparation |
| 1) | Meeting & Introduction | |
| 2) | General concepts / terminology regarding education and adult education (Ahmet Duman - ch 1 – pdf in Itslearning) Yetişkin/ Halk Eğitiminin Tarihsel Gelişimi | |
| 4) | General concepts/terminology of education and adult education Historical Development of Adult/Public Education | |
| 5) | Reasons for Adult Education The Changing Landscape of Adult Learning Theory Androgogy: A New Technology for Adult Learning | |
| 6) | Reasons for Adult Education The Changing Landscape of Adult Learning Theory Androgogy: A New Technology for Adult Learning | |
| 7) | Reasons for Adult Education The Changing Landscape of Adult Learning Theory Androgogy: A New Technology for Adult Learning | |
| 8) | Reasons for Adult Education The Changing Landscape of Adult Learning Theory Androgogy: A New Technology for Adult Learning | |
| 9) | Program Planning in Adult Education | |
| 10) | Program Planning in Adult Education | |
| 11) | Paulo Freire: On His Life, Philosophy and Practice of Education | |
| 12) | Adult Learning, Program Areas in Adult Education | |
| 13) | Adult Literacy | |
| 14) | Globalization and Adult Education | |
| 14) | Globalization and Adult Education |
| Course Notes / Textbooks: | |
| References: | Paulo Freire: Yaşamı, Eğitim Felsefesi ve Uygulaması Üzerine / Serap Ayhan Yetişkin Öğrenmesi / Ahmet Duman Yetişkin Eğitiminde Program Alanları / Ozana Ural Yetişkin Okuryazarlığı / Ahmet Yıldız Küreselleşme ve Yetişkin Eğitimi / Fevziye Sayılan |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Field Work | 1 | % 15 |
| Homework Assignments | 1 | % 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 | 2 | 28 |
| Field Work | 1 | 10 | 10 |
| Study Hours Out of Class | 14 | 4 | 56 |
| Homework Assignments | 2 | 25 | 50 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 148 | ||
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. | |
| 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. |