ELT823 Individualized Instructional Design in ELT

6 ECTS - 3-0 Duration (T+A)- . Semester- 3 National Credit
Information About Course

Information
Goal, Content & Resources
Course Learning Outcomes
Relation with Program Learning Outcome
Week Plan
Student Workload - ECTS

Information

Code ELT823
Name Individualized Instructional Design in ELT
Semester . Semester
Duration (T+A) 3-0 (T-A) (17 Week)
ECTS 6 ECTS
National Credit 3 National Credit
Teaching Language İngilizce
Level Doktora Dersi
Type Normal
Mode of study Yüz Yüze Öğretim
Catalog Information Coordinator Prof. Dr. YONCA ÖZKAN


Course Goal

Applying learning theories as well as models into ELT context and language pedagogy by raising awareness of course participants on the targeted issues.

Course Content

Learning theories, instructional models, instructional models in ELT, theory into practice examples

Course Precondition

Language learning methods

Resources

Bednar, A.K., Cunningham, D., Duffy, T.M., Perry, J.P. (1995). Theory into practice: How do we link? In G.J. Anglin (Ed.), Instructional technology: Past, present and future. (2nd ed., pp. 100-111)., Englewood, CO: Libraries Unlimited, Inc.

Notes

Crandall, J., & Peyton, J. K. (1993). Approaches to adultESL literacy instruction. McHenry, IL & Washington, DC: Delta Systems & National Center for ESL Literacy Education. Florez, M. C. (1997). The adult ESL teaching profession.ERIC Digest. Washington, DC: National Center for ESL Literacy Education. (ERICDocument Reproduction Service No. ED413794; also available: http://www.cal.org/ncle/digests/teacher.htm) Florez, M. C. (2001). Reflective teaching practice inadult ESL settings. ERIC Digest. Washington, DC: National Center for ESL Literacy Education.(ERIC Document Reproduction Service No. ED451733; also available: http://www.cal.org/ncle/digests/reflect.htm) McKay, H., & Tom, A. (2000). Teaching adult secondlanguage learners. New York: Cambridge UniversityPress.


Course Learning Outcomes

Order Course Learning Outcomes
LO01 Course participants will gain insight into instructional design and learning theory.
LO02 Apply learning theory strategies and technology to find solutions to learning requirements of today.
LO03 Optimize teaching processes more effectively by fully digesting the instructional design theory.
LO04 Put theory into practice reflecting what they have learned related to classroom teaching.
LO05 Course participants will handle each model its historical background.
LO06 Potential application in and contribution to ELT.


Relation with Program Learning Outcome

Order Type Program Learning Outcomes Level
PLO01 Bilgi - Kuramsal, Olgusal The students can critically analyze language learning theories
PLO02 Bilgi - Kuramsal, Olgusal The students can develop themselves professionally
PLO03 Bilgi - Kuramsal, Olgusal The students can critically evaluate the research studies in the field
PLO04 Bilgi - Kuramsal, Olgusal The students can join in collaborative team work
PLO05 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği The students can present his knowledge and share his experience in the field
PLO06 Beceriler - Bilişsel, Uygulamalı The students can think creatively to construct novice ideas
PLO07 Yetkinlikler - Öğrenme Yetkinliği The students can apply scientific research methods in novel studies
PLO08 Bilgi - Kuramsal, Olgusal The students can be aware of the ethical issues in their research studies
PLO09 Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği The students can discuss their arguments with evidence
PLO10 Beceriler - Bilişsel, Uygulamalı The students can implement higher order thinking skills in solving problems
PLO11 Bilgi - Kuramsal, Olgusal The students can contribute to their fields by publishing their studies in journals
PLO12 Yetkinlikler - Öğrenme Yetkinliği The students can contribute to the goal of becoming an intellectual community


Week Plan

Week Topic Preparation Methods
1 Language Learning Theories and Models Lecture, question-answer, discussion, brainstorming Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası
2 The Basics of the Learning Theories and Related Research in ELT Context Lecture, question-answer, discussion, brainstorming Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası
3 The Basic of Behaviorism and the basics of Cognitivism Lecture, question-answer, discussion, brainstorming
4 The Basics of Constructivism and related research in ELT context Lecture, question-answer, discussion, brainstorming
5 Behaviorism and Instructional Design, related research in ELT context Lecture, question-answer, discussion, brainstorming
6 Cognitivism and Instructional Design Lecture, question-answer, discussion, brainstorming
7 Constructivism and Instructional Design and related research in ELT context Lecture, question-answer, discussion, brainstorming
8 Mid-Term Exam Lecture, question-answer, discussion, brainstorming
9 Learning Theories and the Practice of Instructional Design (critical analysis) and related research in ELT context Lecture, question-answer, discussion, brainstorming
10 Learning Theories-Some Strengths and Weaknesses Self-study, problem-solving, group work
11 Discussing whether one best learning theory for instructional design exists. Self-study, problem-solving, group work
12 Course Reflection. Self-study
13 Submitting articles to an appropriate journal in the field Project design
14 Submitting articles to an appropriate journal in the field Proje Temelli Öğrenme
15 Submitting articles to an appropriate journal in the field Proje Temelli Öğrenme
16 Term Exams Testing
17 Term Exams Testing


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 5 70
Assesment Related Works
Homeworks, Projects, Others 0 0 0
Mid-term Exams (Written, Oral, etc.) 1 15 15
Final Exam 1 30 30
Total Workload (Hour) 157
Total Workload / 25 (h) 6,28
ECTS 6 ECTS