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| Course Description |
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| Course Name |
: |
Instructional Design |
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| Course Code |
: |
EPÖ 757 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Res.Asst. MÜKERREM AKBULUT TAŞ
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| Learning Outcomes of the Course |
: |
Defines ID and explains the relationship between ID and curriculum development
Comments on the historical development of ID
Explains the system approach in ID
Explains the effects of learning theories on ID
Explains the instructional theories that form the base of ID
Explains the relationship between ID and learning-instruction theories.
Explains the similarities and differences between ID models
Explains the steps of ID
Does need analysis for an example of ID
Determines course objectives for ID
Analyzes the content for ID
Determines evaluation criteria and methods for ID
Improves an original example of ID choosing the content type of a subject matter
Improves proper materials according to the content of the design
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
|
|
| Recommended Optional Programme Components |
: |
none |
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| Aim(s) of Course |
: |
This course aims to provide the students with the basic knowledge about instructional design, system approach in instruction, components and steps of instructional design and instructional design models |
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| Course Contents |
: |
The course covers instructional design, system approach in instruction, components and steps of instructional design and instructional design models, |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
The concept of Instructional Design |
Reading the related sources |
lecture, question-answer, discussion |
|
2 |
The historical development of ID |
Reading the related sources |
lecture, question-answer, discussion |
|
3 |
The system approach in ID |
Reading the related sources |
lecture, question-answer, discussion |
|
4 |
The theorical foundations of ID: Learning and instruction theories |
Reading the related sources |
lecture, question-answer, discussion |
|
5 |
The theorical foundations of ID: Learning and instruction theories |
Reading the related sources |
lecture, question-answer, discussion |
|
6 |
The models of ID |
Reading the related sources |
lecture, question-answer, discussion |
|
7 |
Assignment |
Literature review |
discussion |
|
8 |
Need analysis in ID |
Reading the related sources |
lecture, question-answer, discussion |
|
9 |
Steps of ID:Analysis- Design-development-implementation-evaluation |
Reading the related sources |
lecture, question-answer, discussion |
|
10 |
The instructional models based on content types |
Reading the related sources |
lecture, question-answer, discussion |
|
11 |
Research project |
Studying on the project |
group work |
|
12 |
Research project |
Studying on the project |
group work |
|
13 |
Research project |
Studying on the project |
group work |
|
14 |
Research project |
Studying on the project |
group work |
|
15 |
General evaluation and homework submission |
none |
lecture, question-answer, discussion |
|
16/17 |
Final exam |
none |
none |
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|
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Smith, P.L. & Ragan, T.J. (1999). Instructional design. New York: Wiley
Morrison, G.R., Ross, S. M., Kemp, J.E. (2004). Designing effective instruction. NewJersey: Wily/Jossey Bass Education.
Dick, W., Carey, L. , Carey, J.O. (2005). The Systematic Design of Instruction. Boston: Pearson.
Other text documents suggested by the instructor
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| |
| Required Course Material(s) | |
|
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
0 |
50 |
|
Homeworks/Projects/Others |
1 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise.
|
4 |
|
2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
5 |
|
3 |
Analyzes a scientific article in the field of educational sciences. |
5 |
|
4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
5 |
|
5 |
Uses and develops individual assessment techniques. |
3 |
|
6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
4 |
|
7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
4 |
|
8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
4 |
|
9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
5 |
|
10 |
Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. |
5 |
|
11 |
Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications.
|
3 |
|
12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
3 |
|
13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
5 |
|
14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
4 |
|
15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
4 |
|
16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
4 |
|
17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
5 |
|
18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
4 |
|
19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
4 |
|
20 |
Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
5 |
70 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
5 |
70 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
1 |
10 |
10 |
|
Mid-term Exams (Written, Oral, etc.) |
0 |
0 |
0 |
|
Final Exam |
1 |
6 |
6 |
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Total Workload: | 156 |
| Total Workload / 25 (h): | 6.24 |
| ECTS Credit: | 6 |
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