| 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 |
| EDT6004 | Integrated Media Design | Fall | 3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Course Objectives: | Q1. What is the relationship between working memory and multimedia learning? Q2. How do cognitive load theory, dual coding theory, and active learning affect multimedia learning? Q3. How and why is multimedia-learning research conducted? Q4. What multimedia learning principles have been derived from multimedia learning research? Q5. How are the multimedia learning principles applied in various content areas? Q6. How is multimedia learning employed in a game-based or simulation-based environment? Q7. What are the emergent areas of multimedia environments and how to student learn in these environments? Q8. How do we decide on when multimedia instruction is appropriate for teaching and learning? Q9. What are various institutions of higher learning doing with multimedia? Q10. What might multimedia environments look like in the future? |
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The students who have succeeded in this course; Q1. What is the relationship between working memory and multimedia learning? Q2. How do cognitive load theory, dual coding theory, and active learning affect multimedia learning? Q3. How and why is multimedia-learning research conducted? Q4. What multimedia learning principles have been derived from multimedia learning research? Q5. How are the multimedia learning principles applied in various content areas? Q6. How is multimedia learning employed in a game-based or simulation-based environment? Q7. What are the emergent areas of multimedia environments and how to student learn in these environments? Q8. How do we decide on when multimedia instruction is appropriate for teaching and learning? Q9. What are various institutions of higher learning doing with multimedia? Q10. What might multimedia environments look like in the future? |
| 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 will understand the theoretical and empirical foundations of multimedia learning and cognition. Students will understand how multimedia cognition research is conducted and its resultant principles. 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. |
| Week | Subject | Related Preparation | |
| 1) | Orientation | Syllabus | |
| 2) | The promise of Multimedia World | The promise of Multimedia World | |
| 3) | Cognitive Theory of Multimedia Learning | Cognitive Theory of Multimedia Learning | |
| 4) | • Tutorials, Hypermedia, Drills • Simulations, Educational Games, Digital Storytelling | • Tutorials, Hypermedia, Drills • Simulations, Educational Games, Digital Storytelling | |
| 5) | Basic Principles of Multimedia Learning – I • Multimedia Principle • Split-Attention Principle • Modality Principle • Redundancy Principle | Basic Principles of Multimedia Learning – I • Multimedia Principle • Split-Attention Principle • Modality Principle • Redundancy Principle | |
| 6) | 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 | 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 | |
| 7) | Creating Multimedia • Text, Sound, Images Animation and Video | Creating Multimedia • Text, Sound, Images Animation and Video | |
| 8) | Advanced Principles of Multimedia Learning - I • The Guided Discovery Principle in Multimedia Learning The Worked-Out Example Principle in Multimedia Learning | Advanced Principles of Multimedia Learning - I • The Guided Discovery Principle in Multimedia Learning The Worked-Out Example Principle in Multimedia Learning | |
| 9) | Advanced Principles of Multimedia Learning – Content Areas Pedagogical Agents in Multimedia Learning | Advanced Principles of Multimedia Learning – Content Areas Pedagogical Agents in Multimedia Learning | |
| 10) | Advanced Principles of Multimedia Learning - III Pedagogical Agents in Multimedia Learning | Advanced Principles of Multimedia Learning - III Pedagogical Agents in Multimedia Learning | |
| 11) | -Assessment and Evaluation in Multimedia Applications | -Assessment and Evaluation in Multimedia Applications | |
| 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 in Advanced Computer-Based Contexts • Multimedia Learning with Animated Pedagogical Agents • Multimedia Learning in Virtual Reality • Multimedia Learning with Games, Simulations, and Micro worlds | |
| 13) | • Multimedia Learning with Hypermedia Multimedia Learning in e-Courses | • Multimedia Learning with Hypermedia Multimedia Learning in e-Courses | |
| 14) | Usability in Multimedia Environments | Usability in Multimedia Environments | |
| Course Notes: | • Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. • Mayer, R. (2007). Multimedia Learning. New York: Cambridge University Press. • Related book chapters |
| References: | • Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. • Mayer, R. (2007). Multimedia Learning. New York: Cambridge University Press. • Related book chapters |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 0 | % 0 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 0 | % 0 |
| Project | 5 | % 10 |
| Seminar | 0 | % 0 |
| Midterms | 3 | % 60 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 30 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| 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 | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 5 | 10 | 50 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 3 | 60 | 180 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 30 | 30 |
| Total Workload | 302 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |