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Course Description Course Name : Learning Theories I Course Code : BTE 701 Course Type : Optional Level of Course : Second Cycle Year of Study : 1 Course Semester : Fall (16 Weeks) ECTS : 5 Name of Lecturer(s) : Asst.Prof.Dr. HABİBE ALDAĞ Learning Outcomes of the Course : Explains the basic concepts and principles of learning theories. Applies the basic concepts and principles of learning theories to deal with learning and teaching problems. Compares and contrasts the effects when different learning theories are put into practice. Explains the interaction among the socio-cultural perspective to learning and instruction, the main approach in the educational system and the learning theories applied. Applies the principles of learning theories to instructional technology environments (C-S, CBI, DE etc.) in an effective and creative way. Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : Defining the basic concepts of behavioral, cognitive and constructivist learning theories. Discussing how teaching/learning environments and procedures can change according to the theory applied. Teaching how to apply the theoretical perspectives to learning-teaching problems. Teaching how to implement these concepts and principles into computer supported applications and learning environments competently. Course Contents : Behavioral, cognitive and constructivist learning theories Language of Instruction : Turkish Work Place : Classroom   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 Examining the basic concepts and existing perceptions to learning Lecture, questions-answers, discussions 2 Behaviourism: Classical conditioning-Pavlov Related readings, drawing concept map for the unit (or an alternative assignment ) Lecture, questions-answers, discussions 3 Classical conditioning: Pavlov Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 4 Operant conditioning:Skinner Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 5 Drive reduction: Hull Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 6 Applications of Behavouristic Learning Theories Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 7 Gestalt theory: Tolman, Wertheimer, Köhler, Koffka Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 8 Mid-term exam Related readings Essay, multiplechoice, short questions-answer etc. 9 Information processing theories, schema theory: Miller, Piaget Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 10 Epistemology, instructional styles Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 11 Social learning theory: Bandura Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 12 Costructivist Theories Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 13 Situated cognition Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 14 Comparing different learning theories Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 15 Applications of theories in different instructional environments Related readings, drawing concept map for the unit Lecture, questions-answers, discussions 16/17 Final EXAM Related readings Written exam   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Woolfolk, A. (1998). Educational Psychology. Allyn Bacon. MA.  Driscoll, M. P. (1994) Psychology of Learning for Instruction., Allyn-Bacon, MA.  Senemoğlu, Nuray (2005). Gelişim, Öğrenme ve Öğretim: Kuramdan Uygulamaya. Gazi Kitabevi. (12. Baskı). Required Course Material(s)   Assessment Methods and Assessment Criteria Semester/Year Assessments Number Contribution Percentage     Mid-term Exams (Written, Oral, etc.) 1 40     Homeworks/Projects/Others 2 60 Total 100 Rate of Semester/Year Assessments to Success 40   Final Assessments 100 Rate of Final Assessments to Success 60 Total 100   Contribution of the Course to Key Learning Outcomes # Key Learning Outcome Contribution* 1 Takes responsibility for the dissemination of local and national developments in the field. 1 2 Supports the protection and learning of scientific and ethical values by considering them in his academic studies. 3 3 Transfers the developments in the other fields to the field of instructional technologies. 2 4 Creates a productive cooperative working environment and maintains it by developing an insight into the behavior of stakeholders. 1 5 Defines the unified structure of instructional technologies with other related fields. 3 6 Lists the applications of scientific research and related statistical techniques in the field of educational technology. 3 7 Follows the scientific developments in the field of educational technology, and implements them in his professional practice. 3 8 Follows the current problems and practices, identifies the knowledge and skills which will be required in the next stage and takes on new learning tasks. 4 9 Can supply or develop systems, methods, or tools to reduce the workload. 3 10 Interprets, develops and evaluates the strategies, policies and implementation plans related to the issues about the future of the field. 3 11 On the basis of qualifications acquired at undergraduate level, integrates and defines sub-areas of instructional technology, at the level of expertise. 5 12 Applies the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies. 3 13 Uses scientific research and statistical techniques in the area of classical applications of educational technology. 1 14 Evaluates the current complex theoretical problems in the scope of instructional technologies with integrity by understanding their multi-dimensional causes. 5 15 Develops a plan related to the solutions of complex, theoretical and current problems in the field, implements the plan and evaluates the results with a scientific perspective. 4 16 Takes personal responsibility in solving problems related to/in the field. 2 17 Communicates effectively with the students, teachers, school administrators, families and individuals in the study group . 2 18 Has foreign language knowledge to review the international resources in the field . 2 * Contribution levels are between 0 (not) and 5 (maximum).   Student Workload - ECTS Works Number Time (Hour) Total Workload (Hour) Course Related Works     Class Time (Exam weeks are excluded) 13 3 39     Out of Class Study (Preliminary Work, Practice) 13 3 39 Assesment Related Works     Homeworks, Projects, Others 2 10 20     Mid-term Exams (Written, Oral, etc.) 1 10 10     Final Exam 1 20 20 Total Workload: 128 Total Workload / 25 (h): 5.12 ECTS Credit: 5