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Course Description Course Name : Instructional Design Theories Course Code : BTE 702 Course Type : Optional Level of Course : Second Cycle Year of Study : 1 Course Semester : Spring (16 Weeks) ECTS : 6 Name of Lecturer(s) : Asst.Prof.Dr. HABİBE ALDAĞ Learning Outcomes of the Course : Explains the basic concepts, principles, and processes related to instructional design Compares and contrasts instructional design models Based on system approach, uses different models and designs contents for the same or different contexts Selects the appropriate design model for different conditions and contexts Designs instruction based on content structures Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : This course aims to teach instructional design knowledge and skills. Course Contents : Revising instructional system design and skills, analysing and comparing the main theories and models of teaching and learning such as ADDIE model, Bloom´s taxonomy, Gagne: conditions of learning, Meriill: component display theory, and Reigeluth´s elaboration theory. Language of Instruction : Turkish Work Place : Graduate-classroom   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 Principles and processes of instructional system design Lecture, discussion, question-answer 2 Objectives, taxanomies: Bloom-Krathwohl-Simpson I Related readings Question-answer, examining example design projects, discussion 3 ADDİE model Related readings Lecture, discussions 4 Gagne:Instructional conditions Related readings Question-answer, examining example design projects, discussion 5 Gagne-Dick and Carry Model Related readings Question-answer, examining example design projects, discussion 6 4C-ID Model-Merrienboer Related readings Socratic questioning, analyzing, discussion 7 Rapid prototyping Related readings Socratic questioning, analyzing, discussion 8 Mid-term exam Related works Instructional design and oral exam 9 Morrison, Ross ve Kemp Modeli Related readings Socratic questioning, analyzing, discussion 10 Comparing models Related readings Socratic questioning, analyzing, discussion 11 Analysis for content structures Related readings, writing a paper for comparing models work Lecture, question-answer, analyzing, discussions 12 Component display theory-Merrill Related readings, content analysis work for the CDT design project Lecture, Socratic questioning, analyzing, discussions 13 Elaboration theory: Reigeluth Related readings, designwork for the CDT design project Lecture, question-answer, analyzing, discussion 14 Comparing models Related readings and writing on comparisons Discussion 15 Comparing models Related readings and completing the paper on comparison Discussion 16/17 FINAL EXAM Written exam   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Coşkun, M. (1999). Ögeleri belirleme kuramına dayalı kavram öğretiminin akademik başarı ve kalıcılığa etkisi. Yayınlanmamış doktora tezi, Çukurova Üniversitesi, Adana.  Şimşek, A. (2006). içerik türlerine dayalı öğretim içinde (s. 27-70). Ankara: Nobel Yayınları.  Akkoyunlu,B., Altun, A., Soylu, M.Y. (2008). Öğretim Tasarımı, Maya Akademi Yay., Ankara.  Şimşek,A. (2009). Öğretim Tasarımı, Nobel Yay.Dağıtım, Ankara.  Aldağ, H. 2008- Öğretim Tasarım Ders Notları. Yayınlanmamış. BÖTE.EF-ÇÜ  Fer, S. (2009). Öğretim Tasarımı, Anı Yay., Ankara.  Gagne, R. M., Briggs, L. L., & Wager, W. W. (1988). Principles of instructional design. Fort Worth: Holt, Rinehart and Winston.  Reigeluth, C. (1983). Instructional design theories and models : an overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.    Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). A taxonomy of educational objectives: Handbook I: Cognitive domain. New York, NY: David McKay.  Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th ed.). New York, NY: Longman.  Romiszowski, A. J. (1981). Designing Instructional Systems: Decision making in course planning and curriculum design. New York, NY: Nichols.  Robert Gagne (1997) The conditions of learning and theory of instruction. New York: Holt, Rinehart and Winston.  Anglin, G. J. (Ed.). (1995). Instructional Technology: Past, Present, and Future (2nd ed.). Englewood, CO: Libraries Unlimited  Merrill, M. D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications. 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 10 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. 4 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. 2 5 Defines the unified structure of instructional technologies with other related fields. 2 6 Lists the applications of scientific research and related statistical techniques in the field of educational technology. 2 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. 3 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. 5 13 Uses scientific research and statistical techniques in the area of classical applications of educational technology. 2 14 Evaluates the current complex theoretical problems in the scope of instructional technologies with integrity by understanding their multi-dimensional causes. 4 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 . 3 * 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) 14 3 42     Out of Class Study (Preliminary Work, Practice) 12 3 36 Assesment Related Works     Homeworks, Projects, Others 10 4 40     Mid-term Exams (Written, Oral, etc.) 1 3 3     Final Exam 1 30 30 Total Workload: 151 Total Workload / 25 (h): 6.04 ECTS Credit: 6