| 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 |
| EDT6116 | Cognition, Learning and Technology | Fall | 3 | 0 | 3 | 12 |
| 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. YAVUZ SAMUR |
| Course Objectives: | This course is to provide both foundational and emerging critical research ideas/topics/themes as they relate to cognition, learning and educational technology, technology management, technology assessment for education . |
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The students who have succeeded in this course; In the course learning experience, learners will be able to: 1. Attend and participate effectively in class discussions; 2. Develop a personal understanding of what plagiarism is and avoid it; 3. Complete the IU’s plagiarism certificate tutorial fully; 4. Create a productive personal agenda/list of future research ideas for the future; 5. Design and deliver an effective discussion leadership on given course readings; 6. Lead to conceptual understanding through their discussion leadership; 7. Meaningfully integrate technology an technology management into their discussion leadership; 8. Design, develop and implement an effective technology-‐enabled learning experience to foster learning; 9. Provide their partner with quality feedback focusing on learning outcomes; 10. Write a comprehensive 500-‐word reflection on the technology-‐enabled learning experience; 11. Make at least 150 pts on the comprehensive quiz. |
| This course provides students with insights into the intersection between and among cognition, learning, innovation, technology and technology management. The course basically covers historical, theoretical, psychological and philosophical connections between and among educational technology and educational technology management, science of learning and cognition. To this end, learners will go through intensive readings, videos and other relevant materials, and end up with a final exam at the end of the semester. |
| Week | Subject | Related Preparation | |
| 1) | How to get the most out of this course? How? -‐ What are the things in the syllabus that are for me? | ||
| 2) | Seriously, What is technology and technology management? | Active participation and 5 min essay | |
| 3) | What is technology-‐enabled learning? | Read: Ertmer & Ottenbreit-‐Leftwich (2013). | |
| 4) | What is cognition then? | Read: Taylor (2005) | |
| 5) | What on earth is learning? | Read: Houwer et al. (2013) Watch: Learning in Schools https://www.youtube.com/watch?v=1ltswSGAroE&feature=youtu.be | |
| 6) | Working memory 1: What does it look like according to Baddeley? | Read: Baddeley (2003) Watch: Working memory https://youtu.be/vjFw3434SNo | |
| 7) | Working memory work 2: What does it do? | Read: Cowan (2014). | |
| 8) | WM, EFL and multimedia learning: How would they combine? | Read: Kozan et al. (2015) | |
| 9) | Two devils: WM and Long-‐term memory… Can there be one long-‐term working memory? | Read: Foroughi et al. (2016); Delaney & Ericsson (2016) | |
| 10) | WM, LTM and instructional design: Cognitive load (WM load) | Read: Sweller (2016) Watch: Cognitive load https://youtu.be/O6WtKeQrJmY | |
| 11) | What about prior knowledge? Does it matter? | Reading: de Boer et al. (2016) Watch: Prior knowledge https://www.youtube.com/watch?v=ZfpUcSdT57c&feature=youtu.be | |
| 12) | Domain-‐specific knowledge or generic knowledge? Which one would you prefer? | Read: Tricot & Sweller (2014) | |
| 13) | How does memory change over time? | Read: Ofen, & Shing (2013). | |
| 14) | Going backing to learning: Learning strategies | Read: Lucariello et al. (2016) Watch: The science of learning https://youtu.be/TrAitbuk3fM | |
| Course Notes: | o Articles: o Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4. 829-‐839. o Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197-‐223. o De Boer, J., Kommers, P.A.M., de Brock, B., & Tolboom, J. (2016). The influence of prior knowledge and viewing repertoire on learning from video. Education and Information Technologies, 21(5), 1135-‐1151. o De Houwer, J., Barnes-‐Holmes, D., & Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning. Psychonomic Bulletin & Review, 20(4), 631-‐642. o Delaney, P. F., & Ericsson, K. A. (2016). Long-‐term memory and transient storage in reading comprehension: What is the evidence? Comment on Foroughi, Werner, Barragan, and Boehm-‐Davis (2015). Journal of Experimental Psychology: General, 145(10), 1406-‐1409. o Ertmer, P. A., & Ottenbreit-‐Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-‐enabled learning. Computers & Education, 64, 175-‐182. o Forughi, C. K., Barragan, D., & Boehm-‐Davis, D. (2016). Interrupted reading and working memory capacity. Journal of Applied Research in Memory and Cognition, 5, 395-‐400. o Kozan, K., Ercetin, G., & Richardson, J. (2015). Input modality and working memory: Effects on second language text comprehension in a multimedia learning environment. System, 55, 63-‐73. o Lucariello, J.M., Nastasi, B.K., Anderman, E.M., Dwyer, C., Ormiston, H., & Skiba, R. (2016). Science supports education: The behavioral research based for psychology’s top 20 principles for enhancing teaching and learning. Mind, Brain, and Education, 1-‐13. o Ofen, N. & Shing, Y.L. (2013). From perception to memory: Changes in memory systems across the lifespan. Neuroscience and Biobehavioral Reviews 37, 2258–2267. o Sweller, J. (2016). Working memory, long-‐term memory and instructional design. Journal of Applied Research in Memory and Cognition, 5, 360-‐367. o Tricott, A., & Sweller, J. (2014). Domain-‐specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265-‐283. o Chapter(s) in: o Stolovitch, H. D., & Keeps, E. J. (2011). Telling ain’t training. Danvers, MA: ASTD Press. o Taylor, L. (2005). Introducing cognitive development. Hove: Psychology Press. |
| References: | Additional reading will be available on itslearning platform. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 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 | 1 | % 30 |
| Seminar | 1 | % 30 |
| Midterms | 0 | % 0 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 40 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 30 | |
| PERCENTAGE OF FINAL WORK | % 70 | |
| 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 | 1 | 90 | 90 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 3 | 10 | 30 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 2 | 30 | 60 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 70 | 70 |
| Total Workload | 292 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |