| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5003 | Instructional Design | Fall | 3 | 0 | 3 | 8 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. TUFAN ADIGÜZEL |
| Course Lecturer(s): |
Prof. Dr. TUFAN ADIGÜZEL Dr. Öğr. Üyesi YAVUZ SAMUR Dr. Öğr. Üyesi ENİSA MEDE |
| Course Objectives: | This course provides introductory information and application of skills and techniques necessary in the process of specifying conditions of learning. Primary areas of focus include instructional systems design and instructional strategies. This course will consider these issues at both the curriculum (macro) and lesson (micro) level. These skills are particularly useful for efficient and cost-effective development of solutions to novel instructional problems. This is an application course in which participants produce portfolio pieces. Students analyze an instructional environment as well as design, develop, and evaluate an instructional product as the major course project. In order to maximize relevance, students are encouraged to identify a client for whom to create products. Possible clients include local businesses, local schools, Bahçeşehir faculty and the local medical community. It should be noted that this course does not teach development techniques for specific media, even though some media development may be required. |
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The students who have succeeded in this course; At the end of the course, you will be able to: 1. Provide rationales for using a systematic approach to instructional design. 2. Identify and summarize the major elements commonly included in instructional development models. 3. Define terms used to describe the phases and strategies of the instructional design process. 4. Conduct a needs assessment. 5. Demonstrate the following competency in the completion of an instructional development project: a. identify an instructional problem, b. plan and implement an instructional analysis, c. analyze learner, task, and situational characteristics, d. specify terminal and enabling learning objectives, e. design criterion measures, f. select appropriate instructional strategies, g. select appropriate instructional media, h. construct a prototype product, i. prepare appropriate testing instruments and procedures, j. plan and conduct formative evaluations, and k. specify revisions resulting from formative evaluation. 6. Function independently and cooperatively in team development activities. 7. Compare and contrast various instructional design perspectives and philosophies. |
| Teaching medium, analysis of students, contents and organization. Specification and writing of educational purposes, teaching theories and strategies, selection and development of teaching materials suitable for objectives. |
| Week | Subject | Related Preparation | |
| 1) | Orientation Preface and Introduction in The ID CaseBook Group Learning Contracts | ||
| 2) | Systematically Designed Instruction Preface and Introduction in The ID CaseBook Group Learning Contracts Review | • Chapter 1 D & C: Introduction to Instructional Design • Chapter 1 MRK: Introduction to the Instructional Design Process | |
| 3) | Needs Assessment/Analyzing the Learning Context Case Studies 1 & 2 in The ID CaseBook | • Chapter 2 D & C: Assessing Needs to Identify Instructional Goal(s) • Chapter 5 D & C: Analyzing Learners and Contexts (pages 93 - 110) • Chapters 2 MRK: Identifying the Need for Instruction • Chapters 3 MRK: Learner and Contextual Analysis | |
| 4) | Goal Analysis/Analyzing the Learning Task Case Studies 3 & 4 in The ID CaseBook | • Chapters 3 D & C: Conducting a Goal Analysis • Chapters 4 D & C: Identifying Subordinate Skills and Entry Behaviors • Chapter 4 MRK: Task Analysis | |
| 5) | Analyzing the Learners Case Studies 5 & 6 in The ID CaseBook | • Chapter 5 D & C: Analyzing Learners and Contexts (pages 88-93) • Chapter 3 MRK: Learner and Contextual Analysis | |
| 6) | Developing Objectives Case Studies 7 & 8 in ID CaseBook | • Chapter 6 D & C: Writing Performance Objectives • Chapter 5 MRK: Instructional Objectives • Chapter 6 MRK: Designing the Instruction: Sequencing | |
| 7) | Review Case Studies 9 & 10 in The ID CaseBook | ||
| 8) | Assessing Learner Performance Case Studies 11 & 12 in The ID CaseBook | • Chapter 7 D & C: Developing Assessment Instruments | |
| 9) | Developing Strategies Case Studies 13 & 14 in The ID CaseBook | • Chapter 8 D & C: Developing Instructional Strategy • Chapter 7 MRK: Designing the Instruction: Strategies • Chapter 8 MRK: Designing the Instructional Message | |
| 10) | Delivery and Management Systems Case Studies 15 & 16 in The ID CaseBoo | • Chapters 14 MRK: The Role of the Instructional Designer at Work • Chapters 15 MRK: Planning for Instructional Implementation | |
| 11) | Developing Instructional Materials Case Studies 17 & 18 in The ID CaseBook | • Chapter 9 D & C: Developing Instructional Materials • Chapter 9 MRK: Developing Instructional Materials | |
| 12) | Designing and Conducting Formative Evaluation Case Studies 19 & 20 in The ID CaseBook | • Chapter 10 D & C: Designing and Conducting Formative Evaluations • Chapter 10 MRK: The Many Faces of Evaluation • Chapter 11 MRK: Developing Evaluation Instruments | |
| 13) | Revising Instructional Materials Case Studies 21 & 22 in The ID CaseBook | • Chapter 11 D & C: Revising Instructional Materials • Chapter 12 MRK: Conducting Formative and Summative Evaluations | |
| 14) | Review | ||
| Course Notes: | • Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th Ed.). Boston: Allyn & Bacon. • Ertmer, P. A., & Quinn, J. (2003). The ID Casebook: Case studies in instructional design (2nd Ed.). Upper Saddle River, NJ: Prentice-Hall Inc. |
| References: | • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th Ed.). New York: John Wiley & Sons, Inc. • Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd Ed.). New York: John Wiley & Sons, Inc. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 7 | % 25 |
| Presentation | 2 | % 20 |
| Project | 1 | % 45 |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 55 | |
| PERCENTAGE OF FINAL WORK | % 45 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 2 | 15 | 30 |
| Project | 1 | 50 | 50 |
| Homework Assignments | 7 | 10 | 70 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 0 | 0 | 0 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |