COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
CET3028	Multimedia Design and Production in Education	Spring	2	2	3	12

Basic information

Language of instruction:	English
Type of course:	Must Course
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi YAVUZ SAMUR
Course Lecturer(s):	Dr. Öğr. Üyesi YAVUZ SAMUR
Recommended Optional Program Components:	There is no recommended optional program component.
Course Objectives:	This course introduces students to the design and production process of developing interactive multimedia, a combination of text, sound, animation, graphics, and video. Students will be given an opportunity to work with a variety of software including programs used for sound and video production, multimedia presentations, web and desktop publishing, and photo & image editing. Students are also to develop an understanding of new media related guiding design principles for the design of effective multimedia materials and are to apply them in developing multimedia applications. An overarching theme is appreciation of four dimensions of multimedia: content, aesthetics, functionality, and usability.

Learning Outcomes

The students who have succeeded in this course;
1. Explore current multimedia data types, efficient design solutions and established standards for multimedia in respect to business, schools, home, education, and virtual reality;
2. Explore how learning theories influence the development of multimedia and technology integration strategies;
3. Use effective media techniques to shape the classroom into a community of learners engaged in active inquiry, collaborative exploration, and supportive interactions;
4. Develop competencies in designing and creating interactive multimedia applications by explaining how elements of these applications reflect a theory of how learning will occur;
5. Use Adobe Flash to develop interactive multimedia programs;
6. Work with the computer text, all aspects of sound, images, animation and video;
7. Explore the cost involved in multimedia planning, designing, and producing;
8. Utilize the ways to present their multimedia projects.

Course Content

Introduction to authoring systems in PC environment, steps in planning and developing instructional software, screen design principles, software for arranging pictures, audio and video, using animations in software.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Orientation Tools, Align, Timeline, Layers, Library, Masks, Importing objects to library or stage Motion Guide, Timeline Effects, Motion – shape tween
2)	The promise of Multimedia World • Introduction to Multimedia • Working with Multimedia Technologies • A Brief History of Multimedia Introducing AS 3.0 Variables, Operators, Loop statements, Conditionals, Arrays	Chapter 1: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
3)	Cognitive Theory of Multimedia Learning • Implications of Cognitive Load Theory for Multimedia Learning • An Integrated Model of Text and Picture Comprehension • The Four-Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning Methodologies I • Tutorials, Hypermedia, Drills Functions, Base Objects (radio buttons, check boxes, etc.), Buttons	Chapter 2,3,4, and 5: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
4)	Methodologies II • Simulations, Educational Games Movie clips, Navigating to any link
5)	A Multimedia Starter Kit: Motivation, Tools, Skills • Planning • Fair Use Guidelines Events, Mouse Events, Drag and drop operations, Keyboard Events
6)	Basic Principles of Multimedia Learning – I • Multimedia Principle • Split-Attention Principle • Modality Principle • Redundancy Principle Timer Events, Date and Time Operations, Text functions, Cookies	Chapter 6,7,8,9, and 10: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
7)	Basic Principles of Multimedia Learning – II • Principles for Managing Essential Processing: Segmenting, Pre-training, and Modality Principles • Principles for Reducing Extraneous Processing: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles • Principles Based on Social Cues: Personalization, Voice, and Image Principles Dynamic Tween and Transition Effects, Image Galleries, Using of Loader – UI Loader	Chapter 11,12, and 13: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
8)	Creating Multimedia – I • Text, Sound, Images Audio Controls
9)	Creating Multimedia – II • Animation and Video Video and Animation (SWF files) Controls
10)	Advanced Principles of Multimedia Learning - I • The Guided Discovery Principle in Multimedia Learning • The Worked-Out Example Principle in Multimedia Learning • The Collaboration Principle in Multimedia Learning • The Self-Explanation Principle in Multimedia Learning XML Controls (1), Dynamic Menus	Chapter 14,15, 16, and 17: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
11)	Advanced Principles of Multimedia Learning - II • The Animation and Interactivity Principles in Multimedia Learning • Navigational Principles in Multimedia Learning • The Site Map Principle in Multimedia Learning • The Prior Knowledge Principle in Multimedia Learning • The Cognitive Aging Principle in Multimedia Learning XML Controls (2), Various XML using examples in dynamic programming	Chapter 18,19, 20, 21 and 22: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
12)	Multimedia Learning in Advanced Computer-Based Contexts • Multimedia Learning with Animated Pedagogical Agents • Multimedia Learning in Virtual Reality • Multimedia Learning with Games, Simulations, and Micro worlds • Multimedia Learning with Hypermedia • Multimedia Learning in e-Courses Drawing Events	Chapter 31,32, 33, 34 and 35: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
13)	Publishing Multimedia • Planning and Costing • Designing and Producing • Delivering MySQL connection through PHP web page
14)	Project Presentations

Sources

Course Notes / Textbooks:	• Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
References:	• Counts, E. L. (2003). Multimedia Design and Production for Students and Teachers. Boston: Allyn & Bacon. • Akpınar, Y. (2005). Bilgisayar Destekli Öğretim. Ankara, TURKEY: Anı Yayıncılık. • Adobe Flash. Multimedia Author. • Adobe Photoshop. Graphic Editor. • Audacity. The Free, Cross-Platform Sound Editor (http://audacity.sourceforge.net)

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	10	% 10
Application	10	% 10
Quizzes	1	% 10
Homework Assignments	4	% 0
Project	4	% 70
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 30
PERCENTAGE OF FINAL WORK		% 70
Total		% 100

Contribution of Learning Outcomes to Programme Outcomes

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.	5
3)	To develop competencies related to software languages, operating systems, computer networks and computer hardware.	4
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
5)	To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.	4
6)	To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.	3
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.	4
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.	5
9)	To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements.	5
10)	To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.	4
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.	5
12)	To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.	4
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.	4
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.	3
15)	To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.	5