| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS1228 | Using Artificial Intelligence in Education | Fall | 2 | 0 | 2 | 6 |
| 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: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. ÖZLEM KARAIRMAK TEKDURMAZ |
| Course Objectives: | This is a open to any undergraduate students who want to have a good understanding and hands-on experience in designing, developing and delivering high quality open and distance learning material using evidence-based approaches and high-end technology tools. |
|
The students who have succeeded in this course; · the historical development, foundations , · concepts, technologies, and issues related to the design, development, delivery, policy-making, and evaluation of open and distance learning (ODL) · learning environments of distance education, one-way and two-way technologies and their specifications, · The researches about distance education, open courses and programs for children and adults · ODL system , learning managements systems and their features. |
| Basic concepts, Historical perspective, Development Stages in the World and in Turkey, Advantages, Disadvantages of ODL, Types and Characteristics of ODL, First and Pioneer Application, Theory, Method and Approaches-1, Theory, Method and Approaches-2, Open Access , Open Course Materials -Examples Massive Open Online Courses (MOOC), Examples & Fair Use (Creative Commons-CC) License Types, Instructional Design in ODL, Quality Assurance in ODL, Measuremnet & Evaluation in ODL & Communication & Collaboration Tools & Social Networks in ODL, Recents ODL Research Studies Teaching Methods and Techniques Used in the Course -Case Study -Technology Assisted Learning -Reading -Simulation -Individual Study -Cooperative Learning |
| Week | Subject | Related Preparation | |
| 1) | 1. Meeting 2. Orientation 3. Syllabus | ||
| 2) | 1.Basic concepts 2.Historical perspective 3.Development Stages in the World and in Turkey | ||
| 3) | 1.Advantages and 2.Disadvantages of ODL 3.Types and Characteristics of ODL 4.First and Pioneer Application | ||
| 4) | Theory, Method and Approaches-1 | ||
| 5) | Theory, Method and Approaches-2 | ||
| 6) | Open Access , Open Course Materials -Examples Massive Open Online Courses (MOOC) | ||
| 7) | Examples & Fair Use (Creative Commons-CC) License Types | ||
| 8) | Examples & Fair Use (Creative Commons-CC) License Types | ||
| 9) | Instructional Design in ODL | ||
| 10) | Quality Assurance in ODL | ||
| 11) | Measuremnet & Evaluation in ODL & Communication & Collaboration Tools & Social Networks in ODL | ||
| 12) | Recents ODL Research Studies | ||
| 13) | Course reflections | ||
| 14) | Course wrap-up | ||
| Course Notes: | |
| References: | https://www.udemy.com/course/online-teaching-course-basics-of-teaching-online/ · (https://learn.uncw.edu/webapps/login/) · Sakai (http://www.sakaiproject.org/try-sakai-cle) · e-Front (http://www.efrontlearning.net/open-source) · Moodle (https://moodle.org/) · Edmodo (http://wse-mit.edmodo.com) H5p.org |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 2 | % 30 |
| Presentation | 1 | % 20 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 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 | 2 | 28 |
| 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 | 14 | 5 | 70 |
| Presentations / Seminar | 1 | 10 | 10 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 2 | 20 | 40 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 150 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards | |
| 2) | Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively. | |
| 3) | To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 4) | Speaks English well and uses concepts related to English Language education and pedagogical formation effectively. | |
| 5) | Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 6) | Develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 7) | Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 8) | Design English language teaching curriculum and lesson plans. | |
| 9) | Organize effective classrooms that promote English language learning. | |
| 10) | Assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | |
| 11) | Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
| 12) | Take into consideration professional and ethical rules and principles. | |
| 13) | Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
| 14) | Take on responsibility in individual and group projects by working cooperatively and meeting the requirements. | |
| 15) | Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | |
| 16) | Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | |
| 17) | Utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |