| PSYCHOLOGICAL COUNSELING AND GUIDANCE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS1222 | Open and Distance 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. ÖZLEM KARAIRMAK TEKDURMAZ |
| Course Objectives: | Distance education is an important component of higher education and corporate learning. This course will cover application of theory, principles, and instructional practice in distance education. It will also provide instruction to learners separated from the instructor by distance and/or time. We will also address characteristics (planning, development, implementation, administration, and evaluation), technologies (telecommunications, course or learning management systems, virtual environments with 3D, wikis, blogs, and Google apps), and current issues that exist in a distance educational environment. It should be noted that this course does not teach development techniques for specific media, even though some media development may be required. The student will develop the skills and knowledge to advance their instructional effectiveness in varied settings through application of technology theory and practice. The student will learn about the importance of integrating the principles of instructional design into the development of training, support, and all facets of instructional technology management for various environments. |
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The students who have succeeded in this course; • To develop an understanding of a systematic view of distance education in K-12, higher education, business, government, and military settings. • To synthesize the various theories of distance education. • To experience how each medium for interacting across distance shapes the cognitive, affective, and social dimensions of learning and indicate the range of individual responses to these media. • To identify the characteristics of the distance users (learner, instructor, and administrator) and environments |
| History, Today's Overall Picture of Distance Education ,Terminology , The Scope of Distance Education,Philosophies and Theories of Distance Education ,Learning Theories of Distance Education Technologies in Distance Education I,Technologies, Materials, and LMS Systems in DE ,Technologies in Distance Education II, Qualities of a Distance Educator & Learner, Challenges in DE, Design and Development of Interactive Distance Learning Media I, Presentation Instructional Design and DE Design and Development of Interactive Distance Learning Media II,Web-based Course Design and Development II, – Policies, Administration, and Management in DE Teleconference Session:Management of Distance Education Technologies I, – Presentation Assessment and Evaluation in DE Management of Distance Education Technologies II, – Presentation Research in Distance Education e-Research I Teaching Methods and Techniques Used in the Course -Case Study -Technology Assisted Learning -Reading -Simulation -Individual Work -Cooperative Learning |
| Week | Subject | Related Preparation |
| 1) | Orientation Review of Syllabus Introduction | |
| 2) | Philosophies and Theories of Distance Education | |
| 3) | Learning Theories of Distance Education Technologies in Distance Education I | |
| 4) | Technologies, Materials, and LMS Systems in DE Technologies in Distance Education II | |
| 5) | Qualities of a Distance Educator & Learner, Challenges in DE | |
| 6) | Design and Development of Interactive Distance Learning Media I | |
| 7) | Presentation Instructional Design and DE Design and Development of Interactive Distance Learning Media II | |
| 8) | Presentation Ethics and Student Guidance in DE | |
| 9) | Web-based Course Design and Development II | |
| 10) | Policies, Administration, and Management in DE | |
| 11) | Presentation Assessment and Evaluation in DE Management of Distance Education Technologies II | |
| 12) | Presentation Research in Distance Education, e-Research I | |
| 13) | Revision | |
| 14) | Group Presentations |
| Course Notes / Textbooks: | |
| References: | • Rudestam, K. J., & Schoenholtz-Read, J. (2009). Handbook of online learning (2nd Ed.). Thousand Oaks, CA: Sage. • Bates, A. W. (2005). Technology, e-learning and distance education. New York: Routledge. • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education (4th Ed.) Upper Saddle River, NJ: Prentice Hall. • Moore, M. G. & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Quizzes | 1 | % 10 |
| Homework Assignments | 3 | % 30 |
| Presentation | 1 | % 10 |
| 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 |
| Study Hours Out of Class | 14 | 7 | 98 |
| Presentations / Seminar | 1 | 5 | 5 |
| Homework Assignments | 1 | 5 | 5 |
| Quizzes | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 140 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. | |
| 2) | School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. | 2 |
| 3) | School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. | 5 |
| 4) | School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. | |
| 5) | School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. | 2 |
| 6) | School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. | |
| 7) | School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. | |
| 8) | School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. | 2 |
| 9) | School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. | |
| 10) | School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. | |
| 11) | School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. | |
| 12) | School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program. | |
| 13) | School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. | |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | |
| 15) | School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. | 2 |