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Information
| Code | BTE744 |
| Name | Instructional Design Theories |
| 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
The goal of this course is to develop instructional design knowledge and skills.
Course Content
The fundementals of instructional design theories, models, processes anf skills, ADDIE model, Bloom's taxonomy, Gagne nine events of instruction, Identifying Merill's Component Display Theory, Reigeluth's Elaboration theory
Course Precondition
None
Resources
Ali Şimşek, Seval Fer, Buket Akkoyunlu Türkish Öğretim Tasarımı books (1999) Instructional Design Models.
Notes
Smith, Ragan (1999) Instructional Design. John-Willey Sons, Inc
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 |
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. | 5 |
| 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. | |
| 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. | 3 |
| 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. | 2 |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | He/she is a critical thinker, generates new ideas and has the ability to explore and solve problems. | 5 |
| 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. | 2 |
| 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. | 2 |
| 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. | 2 |
| 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. | 3 |
| 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. | 2 |
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: Analysis, design | Related reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | The main processes of instructional system design II: Developing, implementation, evaluation | Related reading | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 4 | The basic principles and focus of instructional design | Related reading | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 5 | Instructional design classifications I: Morrison, Kemp etc. | Related reading | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 6 | Instructional design models II: Generic models | Related reading | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması |
| 7 | Techniques in analysis phase: instructional design as problem solution | Practice with case studies | Öğretim Yöntemleri: Örnek Olay, Tartışma |
| 8 | Mid-Term Exam | Studying for midterm exam | Ölçme Yöntemleri: Ödev, Yazılı Sınav, Sözlü Sınav |
| 9 | Bloom's taxanomy of educational objectives: Bloom-Krathwohl-Simpson | Design for selected content | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma, Grup Çalışması |
| 10 | Gagne-Dick and Carey Model Design for | Design for selected content | Öğretim Yöntemleri: Anlatım, Tartışma, Bireysel Çalışma, Grup Çalışması |
| 11 | Component display theory: Merrill Design for | Design for selected content | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması, Bireysel Çalışma |
| 12 | Elaboration theory: Reigeluth | Design for selected content | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması, Bireysel Çalışma |
| 13 | Evaluation of instructional designs | Evaluating instructional design homework | Öğretim Yöntemleri: Tartışma |
| 14 | Comparing models | Analyzing and comparing the design work | Öğretim Yöntemleri: Tartışma |
| 15 | Review | Review | Öğretim Yöntemleri: Tartışma |
| 16 | Term Exams | Studying for final exams | Ölçme Yöntemleri: Ödev, Sözlü Sınav, Yazılı Sınav |
| 17 | Term Exams | Studying for final exam and submitting design work | Ölçme Yöntemleri: Yazılı Sınav, Sözlü Sınav, Ödev |
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 | 2 | 10 | 20 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 16 | 16 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 150 | ||
| Total Workload / 25 (h) | 6,00 | ||
| ECTS | 6 ECTS | ||