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| Course Description |
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| Course Name |
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Use of new media in foreign language instruction II |
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| Course Code |
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ADE 732 |
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| Course Type |
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Optional |
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| Level of Course |
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Second Cycle |
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| Year of Study |
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1 |
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| Course Semester |
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Spring (16 Weeks) |
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| ECTS |
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6 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. ALİ SAMİ AKSÖZ
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| Learning Outcomes of the Course |
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Has some knowledge about internet based education
Knows the features of internet based education
Plans an internet based education project
Knows the positive and negative effects of the Internet
Knows the Main Concepts of Educational Technology and Computer Assisted Instruction
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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One of the main factors that negatively affect the learning process of the students are traditional teaching and learning environment, restrictions in time and space, to full classes and to lower and incorrect use of technical media. In order to eliminate these negative factors and to ensure an individual learning, especially after the second one has World War tried to develop different methods. Among these, the computer-assisted learning and Internet use have prevailed in the learning process. |
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| Course Contents |
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One of the main factors that negatively affect the learning process of the students are traditional teaching and learning environment, restrictions in time and space, to full classes and to lower and incorrect use of technical media. In order to eliminate these negative factors and to ensure an individual learning, especially after the second one has World War tried to develop different methods. Among these, the computer-assisted learning and Internet use have prevailed in the learning process. |
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| Language of Instruction |
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Germany |
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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 |
Motivation |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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2 |
learning motivation |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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3 |
Motivational Design: 1-ARCS - Modell |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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4 |
2-SuperMotivation |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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5 |
Internet projects and motivation |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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6 |
Internet projects: technical requirements |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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7 |
The role of the teacher in the classroom |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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8 |
Midterm exam |
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9 |
Internet as a medium of instruction |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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10 |
Internet in Foreign Language Teaching |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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11 |
Internet in the preparation of lessons |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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12 |
Disadvantages or problems of hypertext |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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13 |
Technical requirements in Daf lessons |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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14 |
Technical requirements in Daf lessons |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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15 |
Technical requirements in Daf lessons |
Reading and research related resources |
lecture, discussion, brain storm, Powerpoint presentation |
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16/17 |
Final exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Baumgartner, P./ Payr, S. (1999), Lernen mit Software (2. Auflage), Innsbruck: Studien Verlag.
Betz, M (2000), „Curriculum, Instruction and the Internet” (Online Publikation), http://ifets.ieee.org/discusssions/discuss_jan2000.htlm (14.09.2001).
Issing, Ludwig J. (1997a), „Instruktionsdesign für Multimedia“, in: Informationen und Lernen mit Multimedia (2., überarbeitete Auflage), Hrsg.: Ludwig J. Issing u.a. (Weinheim: Psychologie Verlags Union), S. 195-220.
Bubenheimer, Felix (2001), „E-Mail-Projekte im Deutsch als Fremdsprache-Unterricht“, www.deutschservice.de/felix/daf/emdafkom.html (07.12.2002).
Deimann, Markus (2002), „Motivationale Bedingungen beim Lernen mit Neuen Medien“, in: Medienunterstütztes Lernen – Beiträge von der WissPro-Wintertagung 2002, S. 61-70.
Eiwan, Barbara (1998), Lehren und Lernen mit dem Computer: Eine experimentelle Studie zum Einfluß von Lerner- und Programmerkmalen auf Lernprozeß und Lernergebnis, Regensburg: S. Roderer Verlag.
Finselbach, Michael (2001), „Vorbedingungen für eine erfolgreiche Projektdurchführung mit E-Mail“, in: Internet praktisch im Unterricht, Martin Geisz (Mülheim: Verlag an der Ruhr), S. 20.
Grigoleit, Frank (1999), Internet im Unterricht, Kilchberg: SmartBooks Publishing AG
Heyder, Friedrich (2000), Autorensysteme – Moderne Werkzeuge für die Schule: Hypermediaentwicklungsumgebungen als neuartige Lernarrangements zum multimedialen Dokumentieren und Präsentieren, Bad Heilbrunn: Klinkhardt Verlag.
Huber, Peter (1999), Internet im Unterricht (2., überarbeitete Auflage), Neuried: Care-Line Verlag.
Moser, Heinz (2000), Abenteuer Internet: Lernen mit WebQuests, Zürich: Pestalozzianum Verlag.
Reihnberg, Falko (1986), „Lernmotivation“, in: Psychologie für die Erwachsenenbildung – Weiterbildung, Hrsg.: W. Sarges&R.Fricke (Göttingen: Hogrefe), S. 360-365.
Döring, Nicola (1997a), „Lernen mit dem Internet“, in: Informationen und Lernen mit Multimedia (2., überarbeitete Auflage), Hrsg.: Ludwig J. Issing u.a. (Weinheim: Psychologie Verlags Union), S. 305-336.
Schulmeister, Rolf (1997), Grundlagen hypermedialer Lernsysteme (2., aktualisierte Auflage), München: Oldenbourg Verlag.
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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 |
40 |
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Homeworks/Projects/Others |
1 |
60 |
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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 |
Equips students with necessary skills to study individually or in teams for intra-disciplinary and and inter-disciplinary subjects. |
2 |
|
2 |
Equips students with effective intra-cultural and inter-cultural communication skills. |
3 |
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3 |
Evaluates the learned information with a critical approach gaining self-learning ability. |
4 |
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4 |
Uses information and communication technologies in education of German language effectively. |
5 |
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5 |
Equips students with analytical and critical thinking skills. |
4 |
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6 |
Equips students with the original knowledge production skills. |
2 |
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7 |
Equips students with analysis skills by thinking, reasoning and building connections among various ideas. |
3 |
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8 |
Equips students with Scientific Research Methods and to help them use the knowledge and skills related to these methods in practice. |
2 |
|
9 |
Equips students with assessment and evaluation skills. |
2 |
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10 |
Equips students with necessary skills to produce national and international projects. |
0 |
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11 |
Equips students with necessary theoretical and practical skills related to the field of German Language Teaching. |
4 |
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12 |
Equips students with necessary skills to apply the scientific concepts and methods in practice in the field of German Language Teaching. |
4 |
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13 |
Equips students with necessary skills to build scientific connections among several knowledge fields. |
3 |
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14 |
Equips students with relevant skills to examine the native language and German in terms of grammatical, linguistic and literary perspectives and to utilize similarities and differences didactically throughout this examination. |
4 |
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15 |
Equips students with necessary skills to be able to do scientific presentations at national and international meetings. |
2 |
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16 |
Equips students with the information about national and international contemporary education. |
4 |
| * 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) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
5 |
70 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
10 |
10 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
20 |
20 |
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Final Exam |
1 |
20 |
20 |
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Total Workload: | 162 |
| Total Workload / 25 (h): | 6.48 |
| ECTS Credit: | 6 |
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