TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGY PR. | |
| Code | BTEZ207 |
| Name | Instructional Design |
| Term | 2021-2022 Academic Year |
| Semester | 3. Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | FE Field Education Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi HABİBE ALDAĞ |
| Course Instructor |
Dr. Öğr. Üyesi HABİBE ALDAĞ
(Güz)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The main knowledge, theories, models and skills in instructional design: ADDIE model, Bloom's taxonomy, Gagne: Conditions of Learning, Merill: Component Display Theory, Reigeluth: Elaboration Theory etc.
Course Content
The goal of this course is to develop foundational instructional design knowledge and skills based on content structures
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic concepts, principles, processes of instructional design |
| LO02 | Compares instructional design models and clasiffications |
| LO03 | Selects the appropriate design model for different conditions and for different contexts |
| LO04 | Designs instruction based on content structures |
| LO05 | Designs instruction based on various instructional models |
| LO06 | Evaluates instructional design products or processes based on criterions |
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. | 4 |
| 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. | 5 |
| 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. | 4 |
| 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. | 4 |
| 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. | 4 |
| 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. | 3 |
| 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. | 2 |
| 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. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to basic concepts in instructional system design and history | Review of related previous educational course content | |
| 2 | The main processes of instructional system design I | Related readings | |
| 3 | The main processes of instructional system design II | Related readings | |
| 4 | The basic principles and focus of instructional design | Related readings | |
| 5 | Models and classifications in instructional design I | Related readings | |
| 6 | Models and classifications in instructional design II | Related readings | |
| 7 | Techniques in analysis phase: instructional design as problem solution | Practice with case studies | |
| 8 | Mid-Term Exam | Study for an exam | |
| 9 | Bloom's taxanomy of educational objectives: Bloom-Krathwohl-Simpson | Design for selected content | |
| 10 | Gagne-Dick and Carey Model | Design for selected content | |
| 11 | Component display theory: Merrill | Design for selected content | |
| 12 | Elaboration theory: Reigeluth | Design for selected content | |
| 13 | Evaluation of instructional designs | Evaluating instructional design homework | |
| 14 | Comparing models | Analyzing and comparing the design work | |
| 15 | Review | Related readings | |
| 16 | Term Exams | Study for an exam | |
| 17 | Term Exams | Study for an 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 |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 7 | 7 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 109 | ||
| Total Workload / 25 (h) | 4,36 | ||
| ECTS | 4 ECTS | ||