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| Course Description |
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| Course Name |
: |
Instructional Design Theories |
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| Course Code |
: |
BTE214 |
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| Course Type |
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Compulsory |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
2 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
4 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. HABİBE ALDAĞ
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| Learning Outcomes of the Course |
: |
Explains the basic concepts, principles, processes
Compares instructional design models
Designs the same or different contents with different models based on system approach
selects the appropriate design model for differnt conditions and for different contexts
designs instruction based on content structures
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
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Gaining instructional design knowledge and skills. |
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| Course Contents |
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ADDIE model, Bloom taxonomi, Gagne: conditions of learning, Meriill: component display theory, Reigeluth: elaboration theory etc. main theories and model in instructional design will be utilized for designing instruction |
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| Language of Instruction |
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Turkish |
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| Work Place |
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Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Principles and processes of instructional system design |
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Choosing groups, lecture, questions-answers |
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2 |
Instructional system design and ADDIE model |
Related readings |
Content selection, lecture, questions-answers |
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3 |
Obcetives, taxanomies: Bloom-Krathwohl-Simpson I |
Related readings |
Examining example design projects, lecture, questions-answers |
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4 |
Obcetives, taxanomies: Bloom-Krathwohl-Simpson II |
Related design work |
Small group studies and examining designs |
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5 |
Obcetives, taxanomies: Bloom-Krathwohl-Simpson III |
Related readings |
Small group studies and examining designs |
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6 |
Gagne-Dick and Carry Model I |
Related readings |
Examining example design projects, lecture, questions-answers |
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7 |
Gagne-Dick and Carry Model II |
Design for selected content |
Small group studies and examining designs |
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8 |
Mid-term exam |
Related readings |
Written exam |
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9 |
Analyzing for content structures |
Design for selected content |
Examining example design projects, lecture, questions-answers |
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10 |
Component display teori-Merrill I |
Related readings |
Examining example design projects, lecture, questions-answers |
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11 |
Component display teori-Merrill II |
Design for selected content |
Small group studies and examining designs |
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12 |
Elaboration theory: Reigeluth I |
Related readings |
Examining example design projects, lecture, questions-answers |
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13 |
Elaboration theory: Reigeluth II |
Design for selected content |
Small group studies and examining designs |
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14 |
Comparing models |
Related readings |
Small group studies and comparing different designs |
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15 |
Comparing models |
Related readings |
Small group studies and comparing different designs |
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16/17 |
FINAL EXAM |
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Written exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Sönmez, Veysel (2003). Program geliştirmede öğretmen el kitabı. Ankara: Anı Yayıncılık
Akkoyunlu,B., Altun, A., Soylu, M.Y. (2008). Öğretim Tasarımı, Maya Akademi Yay., Ankara.
Şimşek,A. (2009). Öğretim Tasarımı, Nobel Yay.Dağıtım, Ankara
Fer, S. (2009). Öğretim Tasarımı, Anı Yay., Ankara
Coşkun, M. (1999). Ögeleri belirleme kuramına dayalı kavram öğretiminin akademik başarı ve kalıcılığa etkisi. Yayınlanmamış doktora tezi, Çukurova Üniversitesi, Adana.
Kutlu, M. (1999). Öğretimi ayrıntılama kuramına dayalı matematik öğretimi ve bilgisayar destekli sunumun başarıya ve kalıcılığa etkisi. Yayımlanmamış doktora tezi, Çukurova Üniversitesi, Adana.
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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 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
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Homeworks/Projects/Others |
5 |
40 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Utilize concepts and applications of scientific research and basic statistics, which are the basis of scientific thinking, for the conditions in the scope of the field and related fields. |
1 |
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2 |
Explain sub-fields of instructional technologies and integral structure of its process and also its relation to the other fields. |
4 |
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3 |
Put forward the complex structure of the problems related to learning and teaching for the given situations based on the knowledge of instructional technologies and related fields. |
3 |
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4 |
Develop a plan, apply the plan and assess the results based on scientific view for the solution of the problems presented in the scope of the field or related fields. |
3 |
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5 |
Put forward new products or processes on the basis of components of instructional technologies, computer science, for the related situations. |
2 |
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6 |
Develop a personal proposal, a product or a group of processes for the solution of a problem related to the field as an indicator of the skills of working independently and taking responsibility. |
2 |
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7 |
Take responsibility of an individual or group projects and accomplishing his/her undertaken missions. |
4 |
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8 |
Follow current problems and applications and determining information and skills to undertake learning missions for the following stage. |
3 |
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9 |
Explain the integral structure of instructional technologies and information technologies or computer science applications. |
1 |
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10 |
Explain concepts that constitutes the basis for scientific thinking in the scope of the field and the related fields. |
2 |
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11 |
Apply the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies. |
5 |
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12 |
Utilize information technologies and computer science applications in order to create an effective and productive learning environment. |
1 |
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13 |
Apply the solution for the problem on the basis of scientific and ethical values when she/he confronts a learning problem. |
3 |
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14 |
Build a healthy communication with students, teachers, school administration, and the individuals in the study group. |
2 |
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15 |
Comprehend a foreign language in order to follow the international resources that can be utilized for the solution of problems related to the field. |
2 |
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16 |
Take responsibilities for the distribution and dissemination of the developments in the field on local or national range. |
1 |
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17 |
Act on the basis of scientific and ethical values in her/his works and also support preservation and learning of these values. |
2 |
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18 |
Develop and evaluate strategic views on topic related to the future of the field. |
3 |
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19 |
Transfer related progresses in other related fields to the field of instructional technologies. |
2 |
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20 |
Create and maintain a cooperative and productive working environment by developing an insight related to the behaviors of the shareholders. |
1 |
| * 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 |
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Class Time (Exam weeks are excluded) |
13 |
4 |
52 |
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Out of Class Study (Preliminary Work, Practice) |
10 |
2 |
20 |
| Assesment Related Works |
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Homeworks, Projects, Others |
5 |
4 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
2 |
2 |
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Final Exam |
1 |
2 |
2 |
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Total Workload: | 96 |
| Total Workload / 25 (h): | 3.84 |
| ECTS Credit: | 4 |
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