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Week |
Subject |
Related Preparation |
1) |
Unfolding the thresholds in the history of Berlin |
Compiled Material |
2) |
Tracing political, social and economical transformations throughout German history |
Compiled Material |
3) |
Tracing political, social and economical transformations throughout German history |
Compiled Material |
4) |
German Philosophy: Kant, Hegel, Nietsche, Heidegger and Habermas in relation to ontology, epistemology, aesthetics and power relations. |
Compiled Material |
5) |
German Philosophy: Kant, Hegel, Nietsche, Heidegger and Habermas in relation to ontology, epistemology, aesthetics and power relations. |
Compiled Material |
6) |
German Literature: from Weimar Classicism up to modern German Literature (Goethe, Schiller, Keeler Storm, Brecht, Bachman etc.) |
Compiled Material |
7) |
German music, from classical composers (Bach, Beethoven, Lizst, Brahms and Wagner) up to 21st century exploring the potentials of extended techniques. |
Compiled Material |
8) |
Tracing the sound of Berlin |
Compiled Material |
9) |
Unfolding the thresholds in German art and architecture |
Compiled Material |
10) |
Unfolding the thresholds in German art and architecture |
Compiled Material |
11) |
Berlin, the open air museum of contemporary architecture |
Compiled Material |
12) |
Review of the semester |
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13) |
Presentations |
|
14) |
Presentations |
|
15) |
Final Exam |
|
16) |
Final Exam |
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Course Notes: |
Dersler, öğrenci sunumları ve site gezilere ek olarak verilen okuma materyalleri üzerine tartışmalar içermektedir.
Tartışmalara iyi katılım dersi geçmek için zorunludur.
rian Ladd, The Ghosts of Berlin: Confronting German History in Urban Landscape, University of Chicago Press, 1998.
Alexandra Richie, Faust’s Metropolis: A History of Berlin, Caroll and Graff Publishers, 1999
Thomas Flemming, Berlin in the Cold War: The Battle for the Divided City; the Rise and the Fall of the Wall, Berlinica, 2010.
Andrew Bowie, Introduction to German Philsophy: From Kant to Habermas, Polity, 2003
Magdalena Droste, The Bauhus: 1919-1933: Reform and Avat-garde, Taschen 2006.
Michael Imhof and Leon Krempel, Berlin New Architecture: A Guide to New Buildings from 1989 to Today, Verlag, 2009. |
References: |
The course comprises lectures, student presentations and discussions on the given reading materials in addition to site excursions.
Good attendance and participation to the discussions is obligatory to pass the course.
Brian Ladd, The Ghosts of Berlin: Confronting German History in Urban Landscape, University of Chicago Press, 1998.
Alexandra Richie, Faust’s Metropolis: A History of Berlin, Caroll and Graff Publishers, 1999
Thomas Flemming, Berlin in the Cold War: The Battle for the Divided City; the Rise and the Fall of the Wall, Berlinica, 2010.
Andrew Bowie, Introduction to German Philsophy: From Kant to Habermas, Polity, 2003
Magdalena Droste, The Bauhus: 1919-1933: Reform and Avat-garde, Taschen 2006.
Michael Imhof and Leon Krempel, Berlin New Architecture: A Guide to New Buildings from 1989 to Today, Verlag, 2009. |
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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. |
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3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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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. |
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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. |
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10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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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. |
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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. |
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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. |
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15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |