TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGY PR. | |
| Code | BTE214 |
| Name | Instructional Design |
| Term | 2017-2018 Academic Year |
| Semester | 4. Semester |
| Duration (T+A) | 2-2 (T-A) (17 Week) |
| ECTS | 5 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Üniversite Dersi |
| Type | Normal |
| Label | C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi HABİBE ALDAĞ |
| Course Instructor |
Dr. Öğr. Üyesi HABİBE ALDAĞ
(Bahar)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
Gaining instructional design knowledge and skills based on content
Course Content
ADDIE model, Bloom's taxonomy, Gagne: Conditions of Learning, Meriill: Component Display Theory, Reigeluth: Elaboration Theory etc. main theories and model in instructional design will be utilized for designing instruction
Course Precondition
Resources
Notes
Kutlu, M. (1999). Öğretimi ayrıntılama kuramına dayalı matematik öğretimi ve bilgisayar destekli sunumun başarıya ve kalıcılığa etkisi. Yayımlanmamış doktora tezi, Çukurova Üniversitesi, Adana.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | - | Explain sub-fields of instructional technologies and integral structure of its process and also its relation to the other fields. Explain the integral structure of instructional technologies and information technologies or computer science applications. Explain concepts that constitutes the basis for scientific thinking in the scope of the field and the related fields. | |
| PLO02 | - | Apply the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies. Utilize information technologies and computer science applications in order to create an effective and productive learning environment. Utilize concepts and applications of scientific research and basic statistics, which are the basis of scientific thinking, for the conditions in the scope of the field and related fields. | |
| PLO03 | - | Apply the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies. Utilize information technologies and computer science applications in order to create an effective and productive learning environment. Utilize concepts and applications of scientific research and basic statistics, which are the basis of scientific thinking, for the conditions in the scope of the field and related fields. | |
| PLO04 | - | Develop a plan, apply the plan and assess the results based on scientific view for the solution of the problems presented in the scope of the field or related fields. Put forward new products or processes on the basis of components of instructional technologies, computer science, for the related situations. | |
| PLO05 | - | Develop a personal proposal, a product or a group of processes for the solution of a problem related to the field as an indicator of the skills of working independently and taking responsibility. Take responsibility of an individual or group projects and accomplishing his/her undertaken missions. | |
| PLO06 | - | Follow current problems and applications and determining information and skills to undertake learning missions for the following stage. Apply the solution for the problem on the basis of scientific and ethical values when she/he confronts a learning problem. | |
| PLO07 | - | Build a healthy communication with students, teachers, school administration, and the individuals in the study group. Comprehend a foreign language in order to follow the international resources that can be utilized for the solution of problems related to the field. Take responsibilities for the distribution and dissemination of the developments in the field on local or national range. | |
| PLO08 | - | Act on the basis of scientific and ethical values in her/his works and also support preservation and learning of these values. Develop and evaluate strategic views on topic related to the future of the field. Transfer related progresses in other related fields to the field of instructional technologies. Create and maintain a cooperative and productive working environment by developing an insight related to the behaviors of the shareholders. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Principles and processes of instructional system design | ||
| 2 | Instructional system design and ADDIE model | Related readings | |
| 3 | Obcetives, taxanomies: Bloom-Krathwohl-Simpson I | Related readings | |
| 4 | Obcetives, taxanomies: Bloom-Krathwohl-Simpson II | Related design work | |
| 5 | Obcetives, taxanomies: Bloom-Krathwohl-Simpson III | Related readings | |
| 6 | Gagne-Dick and Carry Model I | Related readings | |
| 7 | Gagne-Dick and Carry Model II | Design for selected content | |
| 8 | Mid-term exam | Related readings | |
| 9 | Analyzing for content structures | Design for selected content | |
| 10 | Component display teori-Merrill I | Related readings | |
| 11 | Component display teori-Merrill II | Design for selected content | |
| 12 | Elaboration theory: Reigeluth I | Related readings | |
| 13 | Elaboration theory: Reigeluth II | Design for selected content | |
| 14 | Comparing models | Related readings | |
| 15 | Comparing models | Related readings | |
| 16 | FINAL EXAM | ||
| 17 | FINAL EXAM |
Assessment (Exam) Methods and Criteria
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Midterm Exam | 100 | 40 |
| General Assessment | ||
| Midterm / Year Total | 100 | 40 |
| 1. Final Exam | - | 60 |
| Grand Total | - | 100 |