| School/Faculty/Institute |
Graduate School |
| Course Code |
LSC 505 |
| Course Title in English |
Instructional Design |
| Course Title in Turkish |
Instructional Design |
| Language of Instruction |
EN |
| Type of Course |
Flipped Classroom,Lecture |
| Level of Course |
Intermediate |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: - |
Lab: - |
Other: - |
|
| Estimated Student Workload |
130 hours per semester |
| Number of Credits |
5 ECTS |
| Grading Mode |
Standard Letter Grade
|
| Pre-requisites |
None |
| Expected Prior Knowledge |
Instructional Technologies and Material Design |
| Co-requisites |
None |
| Registration Restrictions |
Graduate Students Only |
| Overall Educational Objective |
To enable students to systematically design instructional processes appropriate to their needs by introducing instructional design models. |
| Course Description |
This course provides introductory information and application of skills and techniques necessary in the process of specifying conditions of learning. Primary areas of focus include instructional systems design and instructional strategies. This course will consider these issues at both the curriculum (macro) and lesson (micro) level. These skills are particularly useful for efficient and cost-effective development of solutions to novel instructional problems. |
| Course Description in Turkish |
Bu ders, öğrenme koşullarının belirlenmesinde gerekli bilgi, beceri ve teknikleri öğrencilere sağlamayı hedeflemektedir. Temel odak alanları, öğretim sistemleri tasarımı ve öğretim stratejileridir. Bu ders bu konuları, hem müfredat (makro) hem de ders (mikro) düzeyinde ele alacaktır. Öğrencilerin bu becerileri, yeni öğretim sorunlarına çözümlerin verimli ve uygun maliyetli geliştirilmesi için kullanması amaçlanmaktadır. |
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) Provide rationales for using a systematic approach in instructional design
2) Identify and summarize key elements commonly found in instructional development models.
3) Define terms used to describe the stages and strategies of the instructional design process
4) Producing an instructional design project.
5) Using instructional technologies effectively in instructional design.
6) Comparing various instructional design perspectives and philosophies.
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| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
5 |
6 |
| 1) Ability to investigate innovative ideas in education, evaluate and design best teaching practices |
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| 2) Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education |
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| 3) Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues |
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| 4) Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students |
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| 5) Capability to use technological tools to design educational settings and lessons |
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| 6) Awareness of the importance of being a lifelong learner |
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| 7) Ability to situate themselves in ‘learner’ position when planning educational settings |
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| 8) Competence to evaluate educational research articles |
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| 9) Competence to communicate academically, in writing and orally. |
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Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
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Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
Ability to investigate innovative ideas in education, evaluate and design best teaching practices |
N |
|
| 2) |
Deep knowledge related to research in education, psychology of K-12 children and social issues affecting success in education |
N |
|
| 3) |
Appreciation of interdisciplinary views from Psychology, Engineering, and Education that will be effective in decision making in educational issues |
N |
|
| 4) |
Ability to design and implement educational programs that will be permanent and good for the benefits of K-12 students |
N |
|
| 5) |
Capability to use technological tools to design educational settings and lessons |
N |
|
| 6) |
Awareness of the importance of being a lifelong learner |
N |
|
| 7) |
Ability to situate themselves in ‘learner’ position when planning educational settings |
N |
|
| 8) |
Competence to evaluate educational research articles |
N |
|
| 9) |
Competence to communicate academically, in writing and orally. |
N |
|
| Prepared by and Date |
, |
| Course Coordinator |
RUKİYE DİDEM TAYLAN |
| Semester |
Fall |
| Name of Instructor |
Öğr. Gör. DUYGU UMUTLU |
Course Contents
| Week |
Subject |
| 1) |
introduction |
| 2) |
Fundamentals of Instructional Design
|
| 3) |
Fundamentals of Instructional Design
|
| 4) |
Fundamentals of Instructional Design |
| 5) |
Instructional Design Models I |
| 6) |
Instructional Design Models II |
| 7) |
Learning Theories |
| 8) |
Learning Theories |
| 9) |
Learning Theories
|
| 10) |
Instructional Technologies |
| 11) |
Instructional Technologies |
| 12) |
Instructional Technologies
|
| 13) |
Project Presentations |
| 14) |
Project Presentations |
| 15) |
End of Term Exams |
| 16) |
End of Term Exams |
| Required/Recommended Readings | Weekly readings will be given. No single source will necessarily be followed. |
| Teaching Methods | There will be 1 day of synchronous and 1 day of asynchronous lessons per week. In synchronous courses, course topics and current examples from Turkey and the world will be discussed interactively. For asynchronous courses, students will be given weekly assignments. And in asynchronous lessons, these tasks will be discussed and feedback will be given to the student. Student active participation will be kept at a high level. |
| Homework and Projects | - |
| Laboratory Work | - |
| Computer Use | - |
| Other Activities | - |
| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Attendance |
1 |
% 20 |
| Midterm(s) |
1 |
% 40 |
| Final Examination |
1 |
% 40 |
| TOTAL |
% 100 |
|
| Course Administration |
Ödevler hazırlanırken akademik yazım kurallarına dikkat edilmesi gerekmektedir.
Derste kayıt almak yasaktır.
Etik kurallara aykırılık ve intihale müsamaha gösterilmez ve bu durumların tespiti halinde öğrenci dersten başarısız olur. Ayrıca durum Enstitü’ye bildirilir.
Kopya çekmek veya çektirmek ve intihal yapmak 2547 Sayılı Yüksek Öğretim Kanunu'nun 54. Maddesi’ne tabi olacaktır. |
Information Package / Course Catalogue