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Information
| Code | ELT823 |
| Name | Individualized Instructional Design in ELT |
| Term | 2023-2024 Academic Year |
| 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 / Objective
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 | 1 |
| PLO02 | Bilgi - Kuramsal, Olgusal | The students can develop themselves professionally | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | The students can critically evaluate the research studies in the field | 1 |
| 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 | 2 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | The students can think creatively to construct novice ideas | 2 |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | The students can apply scientific research methods in novel studies | 1 |
| PLO08 | Bilgi - Kuramsal, Olgusal | The students can be aware of the ethical issues in their research studies | 2 |
| 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 | 1 |
| 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 | Behaviorism and the basics of Cognitivism | Lecture, question-answer, discussion, brainstorming | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 4 | The Basics of Constructivism and related research in ELT context | Lecture, question-answer, discussion, brainstorming | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Anlatım |
| 5 | Behaviorism and Instructional Design, related research in ELT context | Lecture, question-answer, discussion, brainstorming | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 6 | Cognitivism and Instructional Design | Lecture, question-answer, discussion, brainstorming | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Anlatım |
| 7 | Constructivism and Instructional Design and related research in ELT context | Lecture, question-answer, discussion, brainstorming | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Lecture, question-answer, discussion, brainstorming | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 9 | Learning Theories and the Practice of Instructional Design (critical analysis) and related research in ELT context | Lecture, question-answer, discussion, brainstorming | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Learning Theories-Some Strengths and Weaknesses | Self-study, problem-solving, group work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Discussing whether one best learning theory for instructional design exists. | Self-study, problem-solving, group work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Course Reflection. | Self-study | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Article analysis process | Project design | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Submitting articles to an appropriate journal in the field | Proje Temelli Öğrenme | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Reflection on Articles | Proje Temelli Öğrenme | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Testing | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 17 | Term Exams | Testing | Ölçme Yöntemleri: 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 | 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 | ||