Information Package / Course Catalogue
EDS 206 Instructional Technology and Material Design
MEF University
Degree Programs
English Language Teaching
General Information For Students
Diploma SupplementErasmus Policy Statement
English Language Teaching
Bachelor Length of the Programme: 4 Number of Credits: 240 TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF: Level 6

Ders Genel Tanıtım Bilgileri

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 Seçiniz
Semester Spring
Contact Hours per Week
Lecture: 3 hours Recitation: Lab: 3 hours Other:
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 Competences

Upon 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) Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge.
2) Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning.
3) Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration.
4) Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education.
5) Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies.
6) Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration.
7) Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching.
8) Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability.
9) Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides.
10) Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations.
11) Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License.
12) Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment.
13) Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education.
14) Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language.

Relation to Program Outcomes and Competences

N None S Supportive H Highly Related
     
Program Outcomes and Competences Level Assessed by
1) Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. S Project
2) Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. N
3) Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. S Project
4) Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. S Project
5) Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. S Project
6) Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. H Presentation
7) Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. N
8) Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. N
9) Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. H Presentation,Project
10) Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. N
11) Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. H Presentation,Project
12) Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. S Project
13) Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. H Project
14) Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. S Presentation,Project
Prepared by and Date SERKAN ÖZEL ,
Course Coordinator BENGİ BİRGİLİ
Semester Spring
Name of Instructor Öğr. Gör. PAKER DOĞU ÖZDEMİR

Course Contents

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 ReadingsRequired 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 MethodsFlipped 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 ProjectsThe 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 WorkLaboratory will be used during classes.
Computer UseComputer will be used for follow the assignments individually.
Other Activities
Assessment Methods
Assessment Tools Count Weight
Attendance 1 % 5
Laboratory 3 % 40
Midterm(s) 1 % 20
Final Examination 1 % 35
TOTAL % 100
Course Administration ozels@mef.edu.tr

ECTS Student Workload Estimation

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