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Information
| Code | BTEZ207 |
| Name | Instructional Design |
| 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 |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Dr. Öğr. Üyesi HABİBE ALDAĞ |
Course Goal
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 instructional design knowledge and skils.
Course Precondition
No prerequisities
Resources
Şimşek, Ali (2009). Öğretim Tasarımı. Nobel Yayın Dağıtım. Seval Fer. Öğretim Tasarımı. Akkoyunlu, Buket, Altun, Arif ve Soylu Yılmaz, Meryem (2008). Öğretim Tasarımı. Maya Akademi.
Notes
Altun, Eralp ve Demirel, Özcan (2009). Öğretim Teknolojileri ve Materyal Tasarımı. 4. Baskı. Ankara: Pegem A Yayıncılık. Yanpar Şahin, Tuğba ve Soner Yıldırım. (1999). Öğretim Teknolojileri ve Materyal Geliştirme. Ankara: Anı Yayıncılık. Serkan Şendağ (2021) Öğretim Teknolojileri, Nobel yayıncılık 2. basım. Ö. Özgür Dursun. H. Ferhan Odabaşı (2011) Çoklu Ortam Tasarımı, Pegem Akademi. Nuray Senemoğlu Gelişim, Öğrenme ve Öğretim
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 | Bilgi - Kuramsal, Olgusal | Knows and acts in accordance with the basic values, principles, laws, regulations and ethical rules required by the field of Computer and Instructional Technologies. | |
| PLO02 | Beceriler - Bilişsel, Uygulamalı | Knows the basic principles of Mainstream theories, methods and techniques related to Learning and Teaching, Instructional Technologies, Information Technologies. | 4 |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | Selects and uses instructional technologies required by educational problems or activities. | 2 |
| PLO04 | Yetkinlikler - Alana Özgü Yetkinlik | Organizes activities for teaching the field of information technologies and develops appropriate teaching materials. | 2 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Uses theoretical knowledge in computer and educational sciences for solution purposes in learning environments . | 4 |
| PLO06 | Yetkinlikler - Alana Özgü Yetkinlik | Identifies learning and teaching problems and designs solutions, selects and applies appropriate methods for this design. | 5 |
| PLO07 | Yetkinlikler - Alana Özgü Yetkinlik | Develops an individual proposal, a product or a set of processes for solving a problem in the field as an indicator of independent working skills and the ability to take responsibility. Takes responsibility in individual or team projects and effectively fulfills the task. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It engages in learning and self-development activities in order to follow current problems and changes in our country and in the world, and to acquire the knowledge and skills that the society in the near future will require.. | |
| PLO09 | Yetkinlikler - Öğrenme Yetkinliği | She undertakes new learning tasks in new situations and, when faced with a learning problem, applies problem solving that will lead her and her team to success on the basis of scientific and ethical values. | |
| PLO10 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Establishes effective and healthy communication with students, teachers, school management, families and individuals in the study group. It takes responsibility for the dissemination and distribution of developments in the field at the local or national level. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Acting on the basis of scientific and ethical values in its works, it supports the protection and learning of these values. | |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | It carries the relevant developments in other fields to the field of instructional technologies. It creates and maintains an efficient collaborative working environment in cooperation with stakeholders. | |
| PLO13 | Yetkinlikler - Alana Özgü Yetkinlik | Has the knowledge of software and hardware to teach Information and Communication Technologies courses and support other teachers; uses information and communication technologies and communicates using these technologies. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Within the scope of instructional technologies, it produces individual and group projects to solve the current problems of society. | |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | In order to access information, it conducts resource research and uses up-to-date information sources, evaluates the accuracy and timeliness of the information obtained from different sources. | |
| PLO16 | Yetkinlikler - Öğrenme Yetkinliği | He has the skills of learning to learn, critical thinking and creative thinking. | 4 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Works effectively individually and in interdisciplinary groups. | 4 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Learns and uses emerging new technologies; In accordance with the basics of instructional technologies, it prepares content compatible with these new environments and presents it in a way that is effective in learning. | 5 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Knows distance learning theories and uses mainstream distance learning applications, media, tools, platforms and technologies for learning and teaching purposes. | 4 |
| PLO20 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Follows the information in the field and communicates with colleagues by using a foreign language at least at the European Language portfolio B1 level. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to basic concepts in instructional system design and history | Review of related previous educational course content | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 2 | The main processes of instructional system design I | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 3 | The main processes of instructional system design II | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 4 | The basic principles and focus of instructional design | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Grup Çalışması |
| 5 | Models and classifications in instructional design I | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 6 | Models and classifications in instructional design II | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap |
| 7 | Techniques in analysis phase: instructional design as problem solution | Practice with case studies | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması, Örnek Olay |
| 8 | Mid-Term Exam | Study for an exam | Ölçme Yöntemleri: Yazılı Sınav, Sözlü Sınav, Ödev, Proje / Tasarım, Performans Değerlendirmesi |
| 9 | Bloom's taxanomy of educational objectives: Bloom-Krathwohl-Simpson | Design for selected content | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 10 | Gagne-Dick and Carey Model | Design for selected content | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Grup Çalışması |
| 11 | Component display theory: Merrill | Design for selected content | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 12 | Elaboration theory: Reigeluth | Design for selected content | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 13 | Evaluation of instructional designs | Evaluating instructional design homework | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması |
| 14 | Comparing models | Analyzing and comparing the design work | Öğretim Yöntemleri: Tartışma, Grup Çalışması, Beyin Fırtınası, Örnek Olay |
| 15 | Review | Related readings | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Study for an exam | Ölçme Yöntemleri: Yazılı Sınav, Sözlü Sınav, Ödev, Proje / Tasarım, Performans Değerlendirmesi |
| 17 | Term Exams | Study for an exam | Ölçme Yöntemleri: Yazılı Sınav, Sözlü Sınav, Ödev, Proje / Tasarım, Performans Değerlendirmesi |
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 | ||