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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
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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
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Chapter 1: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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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
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Chapter 2,3,4, and 5: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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4) |
Methodologies II • Simulations, Educational Games Movie clips, Navigating to any link
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5) |
A Multimedia Starter Kit: Motivation, Tools, Skills • Planning • Fair Use Guidelines Events, Mouse Events, Drag and drop operations, Keyboard Events
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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
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Chapter 6,7,8,9, and 10: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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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
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Chapter 11,12, and 13: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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8) |
Creating Multimedia – I • Text, Sound, Images Audio Controls
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9) |
Creating Multimedia – II • Animation and Video Video and Animation (SWF files) Controls
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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
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Chapter 14,15, 16, and 17: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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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
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Chapter 18,19, 20, 21 and 22: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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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
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Chapter 31,32, 33, 34 and 35: Mayer, R. E. (2005). The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press.
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13) |
Publishing Multimedia • Planning and Costing • Designing and Producing • Delivering MySQL connection through PHP web page
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14) |
Project Presentations |
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Program Outcomes |
Level of Contribution |
1) |
Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. |
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2) |
To be able to comprehend the interdisciplinary interaction with which the field is related. |
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3) |
To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. |
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4) |
To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. |
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5) |
To be able to solve the problems encountered in the field by using research methods. |
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6) |
To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. |
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7) |
To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. |
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8) |
To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
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9) |
To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. |
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10) |
To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. |
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11) |
To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
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12) |
Being able to independently carry out a work that requires expertise in the field. |
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13) |
To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. |
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14) |
Being able to lead in environments that require the resolution of problems related to the field. |
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