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Information
| Code | BTE715 |
| Name | Multimedia Instructional Design |
| Term | 2022-2023 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal / Objective
The goal of this course is to develop instructional multimedia materials based on Mayer's cognitive model of multimedia learning, design principles for multimedia learning and applications, cognitive load, reasoning supports in multimedia design.
Course Content
Mayer's cognitive model of multimedia learning, design principles for multimedia learning and applications, cognitive load, reasoning supports in multimedia design
Course Precondition
None
Resources
Mayer R. E. (2009) Multimedia Learning Cambridge. Çoklu Ortam Tasarımı - Özcan Özgür Dursun, H. Ferhan Odabaşı Pegem -Plass, J. L, Moreno, R. and Brünken, R. (2009) Cognitive Load Theory Cambridge
Notes
Thesis
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the Mayer’s theory of cognitive model, underlying models, and cognitive load theory |
| LO02 | Explains the implications of each principle of multimedia learning for multimedia instruction |
| LO03 | Applies the principles, methods and techniques to multimedia instruction |
| LO04 | Explains the relation among instructional design, content structures, students’ reasoning and misconceptions in multimedia learning context |
| LO05 | Applies the principles, methods and techniques to support higher-order thinking in multimedia learning |
| LO06 | Explains the rationale for the instructional choices in multimedia learning contexts |
| LO07 | Evaluates the instructional decisions and choices in various, context dependent multimedia instruction |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Uses the basic concepts and principles of Instructional Technology at the level of expertise in the field. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Approaches theories or practices related to the field of instructional technologies with high-level thinking skills such as critical thinking and creativity. | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | List the applications of scientific research and related statistical techniques in the field of instructional technologies. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Uses advanced information and communication technologies together with the computer software required by the field. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Uses scientific research and related statistical techniques in classical applications of instructional technologies. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Understands the multidimensional causes of complex, theoretical and current problems within the scope of instructional technologies and evaluates them in integrity. | 4 |
| PLO07 | Beceriler - Bilişsel, Uygulamalı | Develops a plan for the solution of complex, theoretical and current problems within the scope of the field with a scientific perspective, implements the plan and evaluates the results. | |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Takes personal responsibilities in solving problems related to the field or within the scope of the field. | |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | It follows the scientific developments in the field of instructional technologies and carries it into professional practice. | 2 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | It follows current problems and practices, identifies problems in line with national values and country realities, proposes solutions and evaluates them. | |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | He/she is a critical thinker, generates new ideas and has the ability to explore and solve problems. | 4 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Establishes effective and healthy communication with students, teachers, school management, families and individuals in the study group. | |
| PLO13 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Knows a foreign language at a level to follow foreign sources related to his field. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It takes responsibility for the dissemination and distribution of developments in the field at local and national level. | |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | It supports the protection and learning of these values by acting on the basis of scientific and ethical values in its work in the field. | |
| PLO16 | Yetkinlikler - Öğrenme Yetkinliği | Interprets, develops and evaluates strategy, policy and implementation plans on the future of the field on the basis of quality processes. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | It carries the relevant developments in other fields to the field of instructional technologies. | |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | It creates and maintains an efficient collaborative working environment by developing insight into stakeholder behavior. | |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | It develops teaching activities and practices by integrating teaching technologies into different disciplines and thus increases teaching effectiveness. | 2 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Based on the principles of instructional technologies, it designs and develops instructional content suitable for current digital platforms. | 3 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Acquires digital competency skills, which are included in 21st century skills, and literacy related to newly emerging current instructional technologies in accordance with the requirements of the age. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction | Overview of general knowledge of instructional design | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Mayer’s cognitive theory of multimedia learning and cognitive load | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Instructional design models, students’ reasoning and misconceptions | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Coherence principle and Pretraining principle | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 5 | Signaling principle | Related readings and submitting practice items | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 6 | Redundancy principle | Related readings and submitting practice items | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Alıştırma ve Uygulama, Tartışma |
| 7 | Spatial contiguity principle Temporal contiguity principle | Related readings and submitting practice items | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama, Tartışma, Soru-Cevap |
| 8 | Mid-Term Exam | Exam | Ölçme Yöntemleri: Ödev, Yazılı Sınav, Sözlü Sınav |
| 9 | Segmenting principle and worked examples | Related readings and submitting practice items | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Alıştırma ve Uygulama, Tartışma |
| 10 | Multimedia principle Modality principle | Related readings and submitting practice items | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 11 | Cognitive load, multimedia learning and reasoning | Related readings and submitting practice items | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 12 | Supporting higher-order thinking via multimedia instruction | Related readings and submitting practice items | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 13 | Explain and evaluate the choices and decisions in multimedia instruction | Submitting multimedia instruction material | Öğretim Yöntemleri: Tartışma |
| 14 | Future of multimedia instruction | Late submission multimedia learning principle drill-practice and instrucional material* | Öğretim Yöntemleri: Tartışma |
| 15 | Review | Review | Öğretim Yöntemleri: Tartışma |
| 16 | Term Exams | Exam-project | Ölçme Yöntemleri: Yazılı Sınav, Sözlü Sınav, Proje / Tasarım |
| 17 | Term Exams | Exam-project | Ölçme Yöntemleri: Proje / Tasarım, Yazılı Sınav, Sözlü Sınav |
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 | 4 | 56 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 2 | 7 | 14 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 28 | 28 |
| Total Workload (Hour) | 150 | ||
| Total Workload / 25 (h) | 6,00 | ||
| ECTS | 6 ECTS | ||