| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | EDS 206 | |||||
| Course Title in English | Instructional Technology and Material Design | |||||
| Course Title in Turkish | Instructional Technology and Material Design | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Select | |||||
| Semester | Spring | |||||
| Contact Hours per Week |
|
|||||
| Estimated Student Workload | 104 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
EDS 101 - Introduction to Educational Sciences |
|||||
| Expected Prior Knowledge | Introduction to Educational Sciences | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To learn instructional technology and instructional design materials for using as a teacher in class. | |||||
| Course Description | Concepts related to instructional technology, characteristics of various types of instructional technologies, role and use of instructional technologies in teaching process, determining instructional technology needs of schools and classrooms, planning how to use appropriate instructional technologies, designing two and three dimensional materials by using instructional technologies, designing instructional tools, exploring educational software, evaluation of instructional tools and software. Distance education, learning about visual design principles, effectiveness of different instructional technologies and materials, use of instructional technologies in Turkey and worldwide. | |||||
| Course Description in Turkish | Öğretim Teknolojisi ile ilgili kavramlar, çeşitli öğretim teknolojilerinin özellikleri, öğretim teknolojilerinin öğretim sürecindeki yeri ve kullanımı, okulun ya da sınıfın teknoloji ihtiyaçlarının belirlenmesi, uygun teknoloji planlamasının yapılması ve yürütülmesi, öğretim teknolojileri yoluyla iki ve üç boyutlu materyaller geliştirilmesi öğretim gereçlerinin geliştirilmesi (çalışma yaprakları, etkinlik tasarlama, tepegöz saydamları, slaytlar, görsel medya (VCD, DVD) gereçleri, bilgisayar temelli gereçler), eğitim yazılımlarının incelenmesi, çeşitli nitelikteki öğretim gereçlerinin değerlendirilmesi, İnternet ve uzaktan eğitim, görsel tasarım ilkeleri, öğretim materyallerinin etkinlik durumuna ilişkin araştırmalar, Türkiye’de ve dünyada öğretim teknolojilerinin kullanım durumu. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) explore various ways of thinking about the use of technology in education 2) demonstrate how to use a variety of multimedia tools to enrich learning opportunities 3) identify appropriate teaching methods and electronic media to support objective-based lessons; 4) design learning experiences that engage learners in individual and collaborative learning activities; 5) create electronic multimedia to support specific learning objectives 6) use technology to represent topics or concepts in a static or interactive format. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | SERKAN ÖZEL , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Spring |
| Name of Instructor | PAKER DOĞU ÖZDEMİR |
| Week | Subject |
| 1) | Transforming Education through Emerging Educational Technologies • Conceptual framework for emerging technologies • Analyzing a vision about the role of digital technologies in life |
| 2) | Transforming Education through Emerging Educational Technologies (continued) Teaching with technology How people learn Learning through argumentation Embodied learning |
| 3) | Immersive Learning: Virtual, Augmented, and Mixed Realities Immersive learning Various forms of mixed reality (e.g., augmented reality (AR), tangible interfaces) |
| 4) | Dynamic Mathematics Software Geometer’s Sketchpad GeoGebra |
| 5) | Dynamic Mathematics Software Cabri 3D |
| 6) | Dynamic Mathematics Software TinkerPlots |
| 7) | Instructional Design Process Introduction to instructional design Foundations of instructional design |
| 8) | Instructional Technology and Media Technology, media, and learning Instructional systems |
| 9) | Educational Technology Eight views of instructional design and what they should mean to instructional designers? |
| 10) | Communication and Media Literacy Evolution of communication Media Literacy Media Planning and production |
| 11) | Video as a Tool for Flipped Learning The flipped approach to higher education |
| 12) | Instructional Technology in the Eye of the Beholder Teachers and multimedia Multimedia in schools |
| 13) | Educational and Pedagogical Standpoints on Instructional Technology The life cycle of instructional technology Lessons to be learned |
| 14) | Entrepreneurship and Technology Innovations in Education How is entrepreneurship anchored in the field of education? How may the learning processes be understood and handled according to an entrepreneurial approach? How to witness instructional technology innovations to highly personalize learning, increase access, and create new affordable schools? |
| 15) | none |
| 16) | Final Examination Period |
| Required/Recommended Readings | Required Textbooks: Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning (8th ed.). Upper Saddle River, NJ: Pearson Education. Recommended Textbooks: Roblyer, M. D., Edwards, J., &Havriluk, M. A. (1997). Integrating educational technology into teaching (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. Mayer, R. E. (2001). Multimedia learning. Cambridge University Press. Additional Readings: The “Reading Pack” is available upon request from the instructor. Where to buy/find the required textbook? There will be 3 copies of the required textbook at the university library. Learners may also buy the required textbook by ordering from Çağlayan Bookstore or Pearson Education Publications (contact info: ErkanGürdal, erkan@caglayan.com; AtillaAkbaşatilla.akbas@pearson.com). | ||||||||||||||||||
| Teaching Methods | Flipped Classroom model will be used while teaching Instructional Technology and Materials Design for Teaching. Learners will gain first exposure to new course material outside of class, usually via reading or watching lecture videos/audios, and then class time will be used to assimilate that prior theoreticalknowledge through classroom discourse. Learners will access key Instructional Technology and Materials Design for Teaching content individually or in small groups prior to class time, generate their questions, underline the points that they find most difficult or hardly understand, and then meet face-to-face in the larger group with similar misunderstandings to explore content through active learning and engagement strategies. Learners will take the responsibility of their own learning, and study core content either individually or in groups before class and then apply mathematical knowledge and skills to a range of activities using higher order thinking. Lecturing is still important but there will be a greater focus on gaining significant learning opportunities through facilitating active learning, engaging learners in the use of language, guiding learning, correcting misunderstandings and providing timely feedback, etc. In the Flipped Classroom setting, there will be a greater focus on concept exploration, meaning making, and demonstration or application of knowledge face-to-face. Learners are expected to watch the relevant week’s video/audio before attending to the class, and track their progress toward fulfilling the requirements of the course. | ||||||||||||||||||
| Homework and Projects | The course requires the comprehension of the arguments and a careful reading of the lecture notes, the textbooks, and the reading pack provided by the instructor. It should be noted that an important part of the homework assigned is reading the requiredchapters/articles in the reading pack. This is a study habit that many learners are not accustomed to, but is essential to thoroughly understanding the course. Learners should attempt to read all of the chapters, and regularly keep in touch with the instructor about questions that they cannot understand. Homework will not be graded or corrected. Learners are strongly recommended to have the suggested textbook in order to fully understand the course and successfully understand the core ideas underlying instructional technology and multimedia learning. In addition, learners are strongly recommended not to miss any of the practice hours as a substantial percent of the assignments will be about the electronic media covered in at the computer lab. | ||||||||||||||||||
| Laboratory Work | Laboratory will be used during classes. | ||||||||||||||||||
| Computer Use | Computer will be used for follow the assignments individually. | ||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
|
||||||||||||||||||
| Course Administration |
ozels@mef.edu.tr |
||||||||||||||||||
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Laboratory | 14 | 1 | 0.5 | 21 | |||
| Homework Assignments | 1 | 20 | 20 | ||||
| Total Workload | 111 | ||||||
| Total Workload/25 | 4.4 | ||||||
| ECTS | 5 | ||||||