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Course Description Course Name : Multimedia Design and Production Course Code : BTE 715 Course Type : Optional Level of Course : First Cycle Year of Study : 1 Course Semester : Spring (16 Weeks) ECTS : 5 Name of Lecturer(s) : Asst.Prof.Dr. HABİBE ALDAĞ Learning Outcomes of the Course : Explains the basic concepts, principles and processes of multimedia learning Explains the interaction among instructional design, content structures and misconceptions Applies the principles, methods and techniques to encourage higher-order thinking in multimedia learning Explains the rationale for the instructional choices in multimedia learning contexts Evaluates the instructional decisions in different learning contexts based on multimedia learning criteria Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : The aim of this course is to teach how to develop instructional software and applications based on instructional design and multimedia theories Course Contents : Multimedia learning theories, theories of thinking, computer-based teaching practices and environments Language of Instruction : Turkish Work Place : Labatory, classroom   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 Assessing and activating prior knowledge; forming groups Activating prior knowledge Questions-answers, discussion 2 Theoretical principles for the design of multimedia Related readings and content selection for courseware/software/CBI Lecture, questions-answers, presentation, collaborative team work 3 The basic principles of learning with multimedia Related readings and content selection for courseware/software/CBI Lecture, questions-answers, presentation, collaborative team work 4 The elaborate principles of learning with multimedia Related readings applying the basic principles of multimedia to courseware/software/CBI development Lecture, questions-answers, presentation, collaborative team work 5 Advanced applications in computer-assisted environments and learning with multimedia Related readings, selection of elaborate principles for development of courseware/software/CBI Lecture, questions-answers, presentation, collaborative team work 6 Misconception, content structure and instructional design Related readings and content selection for courseware/software/CBI Lecture, questions-answers, presentation, collaborative team work 7 Intuitive thinking and multimedia design Related readings; identifying and designing the content Lecture, questions-answers, presentation, collaborative team work 8 Mid-term exam Revision Design work and oral exam 9 Critical thinking and multimedia design Related readings and identifying the possibility of misconception in content design Lecture, questions-answers, presentation, collaborative team work 10 Creative thinking and multimedia design Related readings and encouraging high level thinking Lecture, questions-answers, presentation, collaborative team work 11 Learning styles, strategies and scaffolding Related readings and encouraging high level thinking Lecture, questions-answers, presentation, collaborative team work 12 Analyzing multimedia designs in various fields Adapting design for software/CBI/CSL development in various field Lecture, questions-answers, presentation, collaborative team work 13 Multimedia designs for various fields Re-organizing software, writing reports Lecture, questions-answers, presentation, collaborative team work 14 Multimedia designs for various fields Finalizing designs Lecture, questions-answers, presentation, collaborative team work 15 Presentations and discussions Preparing hand-outs for presentations Presentation, discussion, collaborative team work 16/17 EXAM Revision Multimedia design and written exam   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge Press.  Aldağ, H., & Sezgin, E. (2003). Çok ortamlı öğrenmede ikili kodlama kuramı ve bilişsel model. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(2), 121– 135.  Sezgin, M. E. (2009). Çok ortamlı öğrenmede bilişsel kuram ilkelerine göre hazırlanan öğretim yazılımının bilişsel yüke, öğrenme düzeylerine ve kalıcılığa etkisi. Yayımlanmamış doktora tezi, Çukuroava Üniversitesi, Adana.  Şen, N. (2010). İlköğretim altıncı sınıf matematik dersinde bilgisayar destekli sezgisel düşünme kontrollü olasılık öğretiminin öğrencilerin akademik başarı ve sezgisel düşünme düzeylerine etkisi. Yayımlanmamış yüksek lisans tezi,  Meşe,C. (2011)Çoklu ortam kanal ilkesine ve sunum biçimlerine göre çözümlü örneklerle desteklenerek hazırlanmış yazılımların öğrencilerin akademik erişi ve öğrenme deneyimine etkisi. Yayımlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana. 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 7 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. 3 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. 4 4 Creates a productive cooperative working environment and maintains it by developing an insight into the behavior of stakeholders. 3 5 Defines the unified structure of instructional technologies with other related fields. 5 6 Lists the applications of scientific research and related statistical techniques in the field of educational technology. 3 7 Follows the scientific developments in the field of educational technology, and implements them in his professional practice. 4 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. 4 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. 4 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. 4 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. 3 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. 2 16 Takes personal responsibility in solving problems related to/in the field. 3 17 Communicates effectively with the students, teachers, school administrators, families and individuals in the study group . 3 18 Has foreign language knowledge to review the international resources in the field . 4 * 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) 13 5 65 Assesment Related Works     Homeworks, Projects, Others 7 3 21     Mid-term Exams (Written, Oral, etc.) 1 2 2     Final Exam 1 2 2 Total Workload: 132 Total Workload / 25 (h): 5.28 ECTS Credit: 5