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Course Description Course Name : Analysis in Instructional Sysytems Course Code : BTE 718 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 : Defines instructional performance problems Explains the role of needs assessment in instructional design Knows the techniques to include the learning tasks, content and the learner in the analysis of instructional design Plans and manages the stages of needs assessment in instructional design Evaluates the results of the analysis Implements the instructional programme developed on the basis of the results of the analysis Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : None Recommended Optional Programme Components : None Aim(s) of Course : The course aims to teach the students the basic skills and knowledge related to the analysis of different needs in instructional design and to improve their design skills based on the analysis. Course Contents : Overview of instructional systems design, Identifying performance problems. Basic concepts, techniques and implemetations in needs, work / task, content and learning analysis. Designing instruction based on analysis. Language of Instruction : Turkish Work Place : Classroom and research fields for applications   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 An overview: designing educational-instructional systems Discussions, questions-answers 2 Needs analysis Related readings and selecting a problem Practice, problem solving, discussions 3 Learner analysis and techniques Related readings and exercises Practice, problem solving, discussions 4 Learning environment analysis Related readings and exercises Practice, problem solving, discussions 5 Job analysis Related readings and exercises Practice, problem solving, discussions 6 Content analysis Related readings and exercises Practice, problem solving, discussions 7 Task analysis, budget plan Related readings and exercises Practice, problem solving, discussions 8 Midterm exam Related readings Analysis project and oral exam 9 Planing instruction: Identifying the objectives and the evaluation methods Related readings and exercises Practice, problem solving, discussions 10 Planning instruction: developing instructional materials Related readings and exercises Practice, problem solving, discussions 11 Implementing the plan and evaluating instruction Related readings and exercises Practice, problem solving, discussions 12 Selecting different techniques for different contexts Implementation Discussions 13 Selecting different models for different contexts Related readings and exercises Discussions 14 Defining problems in the analysis of learning and teaching and proposing solutions Completion of report Discussions 15 Discussion on the problems and solutions related to analysis in the existing system Related readings and exercises Discussions 16/17 FINAL EXAM Related readings Analysis project and written exam   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Jonassen, D.H., Tesmer, M. and H annum W.H (1999). task Analysis Method for Instructional Design. Lawrence Erlbaum Inc., NJ.  Allison Rossett (1999) First Things Fast: A handbook for performance analysis. San Diego: Pfeiffer.  Gilbert, T. (1996). Human Competence: Engineering worthy performance. Amherst, Mass & Washington D.C.: HRD Press, Inc. & The International Society for Performance Improvement. 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. 3 2 Supports the protection and learning of scientific and ethical values by considering them in his academic studies. 5 3 Transfers the developments in the other fields to the field of instructional technologies. 3 4 Creates a productive cooperative working environment and maintains it by developing an insight into the behavior of stakeholders. 4 5 Defines the unified structure of instructional technologies with other related fields. 3 6 Lists the applications of scientific research and related statistical techniques in the field of educational technology. 5 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. 3 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. 5 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. 5 16 Takes personal responsibility in solving problems related to/in the field. 4 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 . 2 * 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) 13 3 39     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 10 10     Final Exam 1 20 20 Total Workload: 145 Total Workload / 25 (h): 5.8 ECTS Credit: 6