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| Course Description |
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| Course Name |
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Effective Training Strategies |
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| Course Code |
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BTS403 |
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| Course Type |
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Optional |
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| Level of Course |
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First Cycle |
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| Year of Study |
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4 |
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| Course Semester |
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Fall (16 Weeks) |
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| ECTS |
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4 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. MAHMUT OĞUZ KUTLU
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| Learning Outcomes of the Course |
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Explains Learning Concept
Explains the Behavioural learning theories, theorists and approaches
Explains Skinner, Watson and Thorndike´s learning approaches.
Explains the Social cognitive learning approaches.
Explains the remembering and forgetting in learning approaches.
Explains the factors that affect learning.
Lists the principles of learning.
comprehends the constructivist learning theory
explains the Brain-Based Learning Model
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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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Research has revealed that a major difference between the successful and the unsuccessful student is the use of metacognitive strategies. The good student knows what to do when confronting problems with comprehension, memory, concentration, test preparation, or any other type of information processing. Strategies used will differ acccording to learning styles and training, but there will be starategies. Any successful instructor of study skills methods believes that study strategies can be taught, enabling all students to learn to their maximum potential in learning. |
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| Course Contents |
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Knowing how we learn and what we value
Behavioural learning theories, theorists and approach,
Skinner, Watson and Thorndike´s learning approach.
Social cognitive learning approaches.
Remembering and forgetting in learning approaches.
Factors that affect learning.
Principles of learning.
Key to Effective Learning
Critical and Creative Thinking
Mapping the course,
Constructivist Learning Theory,
Brain-Based Learning |
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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 |
First meeting, İntroduction the lesson |
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Lecture, Presenttation Methods and Question-Answer |
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2 |
Behavioural learning theories, theorists and approaches |
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Lecture, Presenttation Methods and Discussion |
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3 |
Behavioural learning theories, theorists and approaches |
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Lecture, Presenttation Methods and Discussion |
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4 |
Behavioural learning theories, theorists and approaches |
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Lecture, Presenttation Methods and Discussion |
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5 |
Skinner, Watson and Thorndike´s learning approaches |
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Lecture, Presenttation Methods and Discussion |
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6 |
Forgetting and Remembering |
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Lecture, Presenttation Methods and Discussion |
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7 |
Social cognitive learning approaches. |
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Lecture, Presenttation Methods and Discussion |
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8 |
Midterm Exam |
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Yazılı Sınav |
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9 |
Excercise Strategies |
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Lecture, Presenttation Methods and Discussion |
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10 |
The factors that affect learning. |
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Lecture, Presenttation Methods and Discussion |
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11 |
Learning Styles |
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Lecture, Presenttation Methods and Discussion |
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12 |
The principles of learning. |
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Lecture, Presenttation Methods and Discussion |
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13 |
Constructivist Learning Theory |
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Lecture Presenttation Methods and Discussion |
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14 |
Constructivist Learning Theory |
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Lecture, Presenttation Methods and Discussion |
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15 |
Brain Based Learning |
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Lecture, Presenttation Methods and Discussion |
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16/17 |
Final Exam |
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Essay Test |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Lefrançois, G.R. (2000). Theories of Human Learning, Watsworth/Thomson Learning, Belmont
Vanderstoep, S.W.; Pintirich, P.R. (2003). Learning to Learn, Prentice Hall, NJ.
Kluwe, R.H.; Lüer, G.; Rösler, F.( 2003). Principles of Learning and Memory, Birkhaüser Verlag, Basel,
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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 |
70 |
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Homeworks/Projects/Others |
2 |
30 |
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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. |
3 |
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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. |
3 |
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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. |
3 |
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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. |
3 |
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7 |
Take responsibility of an individual or group projects and accomplishing his/her undertaken missions. |
2 |
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8 |
Follow current problems and applications and determining information and skills to undertake learning missions for the following stage. |
4 |
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9 |
Explain the integral structure of instructional technologies and information technologies or computer science applications. |
2 |
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10 |
Explain concepts that constitutes the basis for scientific thinking in the scope of the field and the related fields. |
3 |
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11 |
Apply the processes of analysis, design, development, and evaluation on the basis of knowledge of instructional technologies. |
3 |
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12 |
Utilize information technologies and computer science applications in order to create an effective and productive learning environment. |
3 |
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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. |
3 |
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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. |
3 |
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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. |
3 |
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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. |
3 |
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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. |
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 |
3 |
42 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
2 |
4 |
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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: | 92 |
| Total Workload / 25 (h): | 3.68 |
| ECTS Credit: | 4 |
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