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
GEP0602	Community Service Applications	Spring	3	0	3	5

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	GE-Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. BURCU ALARSLAN ULUDAŞ
Course Lecturer(s):	Dr. Öğr. Üyesi NESRİN GÜLÜM
Recommended Optional Program Components:	None
Course Objectives:	•To support Bahçeşehir University students, in becoming responsible and sensitive individuals to human rights, social issues and social environments. •To provide Bahçeşehir University students to become active citizens in the development of participatory democracy and civil society. •To support Bahçeşehir University students in developing their complaisance to diversity and multiculturalism. •To provide Bahçeşehir University students with skills and knowledge to be project producing models to the students of other universities and high schools. •To encourage Bahçeşehir University students to join civil society organizations. •To support Bahçeşehir University students in helping the development of the social environment.

Learning Outcomes

The students who have succeeded in this course;
Students who successfully complete this course;

1.Define the social environment.
2.Together with the students that are from different faculties and departmants can compare the social skills.
3.Use inquiry skills on Lifelong learning
4.Can analyze the process of participatory democracy and civil society development.
5.Can develop competence of information sharing and learning together
6.Assess the importance of social responsibility activities.

Course Content

The content of this course are the social responsibility projects that the students will develop for their environment and their society. Students will prepare for these projects throughout the course and they will be provided help and support individually in their process of developing projects.

The course is totally based on the participation, experience and the collaborative studies of the students. It would be appropriate to define the methodology of the course as learning by doing or pretending to do, that is learning by experience. Although this method makes use of traditional teaching methods and tools, it is fundementally different.

The cours aims changes and development in learning, information integrity, skills and behavior & attitude. Participatory learning techniques will be applied for achieving these goals.

Class presentations and workshops are planned for the generation and the development of knowledge; field work, group work and oral presentations are planned for the development of skills; simulations and group discussions are designed for changes in behaviour and attitude and conferences are planned for the preparation of deeper discussion environment.

The course will follow project cycle steps consecutively the determination of goals, the analysis of shareholders, planning activities, planning the budget and the generation of sources. Parallel to this, the information learned in class will be transferred into practice by field work and group work, providing the development of skills in working in group projects. Weekly studies will be emphasized with class presentations and a dynamic atmosphere will be reached in the class and in the project groups.

Simulations and group discussions will be organized to discuss how the students will act in real life situations. Group discussions will be mostly on real life case studies.

The diversity of the academic programs of the students will enrich the course and will be used to increase the level of learning.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction	information to be acquired on researched areas of interest to social responsibility
2)	Concept of Social Responsibility	Information to be gained about the concepts of social responsibility,
3)	Project and Social Responsibility	The most well-known information about the social responsibility projects to be acquired,
4)	Consciousness of Volunteerism and Project Examples	Information about social responsibility projects to be acquired in the world and in Turkey, their awareness of volunteering to be evaluated,
5)	Social Responsiblity Project Example – ‘’Women’’	Get the preliminary information about Women on social responsibility projects,
6)	Social Responsiblity Project Example – ‘’Women’’	Get the preliminary information about Women on social responsibility projects,
7)	Social Responsiblity Project Example – ‘’Children’’	Get the preliminary information about Children on social responsibility projects,
8)	Presentations of students	Made preparations for the visual and written material of Presentations
9)	Presentations of students	Made preparations for the visual and written material of Presentations
10)	Social Responsiblity Project Example – ‘’Disabled people’’	Get the preliminary information about Disabled People on social responsibility projects,
11)	Social Responsiblity Project Example – ‘’Disabled people’’	Get the preliminary information about Disabled People on social responsibility projects,
12)	Social Responsiblity Project Example – ‘’Environment’’	Get the preliminary information about Environment on social responsibility projects,
13)	Social Responsiblity Project Example – ‘’Old people’’	Get the preliminary information about Old People on social responsibility projects,
14)	Social Responsiblity Project Example – ‘’Children’’	Get the preliminary information about Children on social responsibility projects,
15)	Final exam
16)	Final Exam	-

Sources

Course Notes / Textbooks:

Gülesin Nemutlu ve Evren Sener Ünal (2004), "Sivil toplum, Gönüllük ve Gençlik Çalışmaları"
Gülesin Nemutlu ve Evren Sener Ünal (2004), "Gençler için Proje Yönetimi"
Gülesin Nemutlu ve Evren Sener Ünal (2003), "Kısa Dönemli Projeler için Proje Yönetimi"
Nurhan Yentürk ve Yiğit Aksakoğlu (2006), "Proje Döngüsü Yönetimi I"
Alper Akyüz, İdil Eser ve Emel Kurma (2006), "Proje Döngüsü Yönetimi II"

References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 10
Presentation	1	% 10
Project	1	% 10
Midterms	1	% 20
Final	1	% 50
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	3	5	15
Presentations / Seminar	2	5	10
Project	7	3	21
Midterms	1	3	3
Final	1	3	3
Total Workload			94

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.
3)	To develop competencies related to software languages, operating systems, computer networks and computer hardware.
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)	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.	4
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.	4
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.	4
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.	4