| ENGLISH LANGUAGE EDUCATION (ENGLISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT6104 | Designing Integrated Media Environments | Spring | 3 | 0 | 3 | 10 |
| 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 : | Assist. Prof. ZEYNEP CÖMERT |
| Course Objectives: | Multimedia is becoming increasingly important in education and industry as both a teaching tool and a learning activity for students and workers. If educators of these two media want to make the best use of multimedia, they must make the most of its potential to create an effective multimedia design. One of the best ways to do this is to develop and implement simple multimedia materials. This course aims to introduce students to the process of designing and creating an interactive multimedia environment that combines text, sound, animation, graphics and video practically. Students will prepare the most effective multimedia materials using video, audio, and text with different programs. Students will also learn design principles and try to design new media in multimedia in the most effective way according to these principles. The four most general areas covering multimedia are content, aesthetics, usability, and usability. When students feel competent with multimedia principles and software, they will prepare interactive projects through individual and group assignments, and students are expected to reflect on the methods, techniques, and theories they have learned for these projects to be used in environments such as education and industry. |
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The students who have succeeded in this course; 1. En son çoklu ortam türlerini, etkili çoklu ortam çözümlerini, ve çoklu ortam standartlarını okulda, evde, işte ve sanal gerçeklikte kullanmak üzere inceleyecekler, 2. Öğrenme teorilerinin çoklu ortamın gelişmesine ve teknoloji entegrasyon stratejilerine etkisini irdeleyecekler; 3. Etkili medya tekniklerini sınıfı bir aktif sorgulama, işbirliği ile keşfetme ve destekleyici etkileşim gibi yollarla şekillendirebilecekler; 4. Çoklu ortamın eğitimdeki tarihini öğrenecekler; 5. Öğrenmenin nasıl gerçekleştiğini anladıktan sonra etkileşimli çoklu ortam uygulamaları tasarlayarak becerilerini geliştirecekler; 6. Etkileşimli çoklu ortam uygulamalarını geliştirmek için Adobe Flash programını kullanacaklar; 7. Tasarım ve yapıyı kontrol etmek için yazı ve bilgisayar dili ile uğraşacaklar; 8. Ses ve resimlerin her bir özelliği ile çalışacaklar; 9. Animasyonu ve videoyu kullanacaklar; 10. Öğretim tasarım ilkelerini uygulayacaklar; 11. Çoklu ortam planlamadaki, tasarımdaki ve üretimindeki maliyetleri bilecektir. |
| Orientation Review of the course syllabus Expectations What is Multimedia? Multimedia Learning Opportunities and Risks Homework planning Foundations of multimedia learning theory Multimedia and cognitive architecture Cognitive load, dual channel theories Multimedia Learning Basic Principles-I Multimedia policy Form principle Principle of redundancy Principle of inconsistency Multimedia Learning Basic Principles-II Principle of division into parts Worked example principle The principle of attracting attention Proximity principle Video and Multimedia Design View Principle Guiding principle Embodiement Dynamic drawing Subtitle Advanced Multimedia Design Principles Guided Discovery Worked example Feedback Multiple Representation Learning Control Animation Co-operation The Backlash of Expertise Individuality Midterm Exam Current Multimedia Design Studies Web 2.0 tools in education (Visual, presentation, VR/AR etc.) Web 2.0 tools in education (Visual, presentation, VR/AR etc.) Multimedia Material with AI Development (Gamma, Synestsia etc.) Final Presentations |
| Week | Subject | Related Preparation | |
| 1) | Orientation | ||
| 2) | The promise of Multimedia World | ||
| 3) | Cognitive Theory of Multimedia Learning | ||
| 4) | Cognitive Theory of Multimedia Learning | ||
| 5) | Cognitive Theory of Multimedia Learning | ||
| 6) | Advanced Principles of Multimedia Learning | ||
| 7) | Advanced Principles of Multimedia Learning | ||
| 8) | Assessment and Evaluation in Multimedia Applications | ||
| 9) | 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 | ||
| 10) | 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 | ||
| 11) | Multimedia Learning with Hypermedia Multimedia Learning in e-Courses | ||
| 12) | Multimedia Learning with Hypermedia Multimedia Learning in e-Courses | ||
| 13) | Usability in Multimedia Environments | ||
| 14) | Current research | ||
| Course Notes: | Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 2 | % 15 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |