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| Course Description |
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| Course Name |
: |
Learning Theories I |
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| Course Code |
: |
BTS203 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
2 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
4 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. HABİBE ALDAĞ
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| Learning Outcomes of the Course |
: |
explains the basic concepts and principles of learning theories
Applies the basic concepts and principles of learning theories to learning and teaching problems.
compares the differences of applications between various learning theories
presents the connection among the socio-cultural perspective to learning and instruction, main approach in educational system and learning theories in use.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
Defining the basic concepts of behavioral, cognitive and constructive learning theories. Explaining difference between learning environments based on different learning theories. Applying theoretical perspective to learning-teaching problems. Applying these concepts and principles into computer supported applications and learning environments with qualified competency level. |
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| Course Contents |
: |
Behavioral, cognitive and constructive learning theories |
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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 |
Examining the basic concepts,epistomology,social and existing perceptions to learning |
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Lecture, questions-answers, discussions |
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2 |
Classical conditioning: Pavlov |
Related readings, drawing concept map for the unit (or an alternative assignment ) |
Lecture, questions-answers, discussions |
|
3 |
Contiguity theory: Gutrie, Watson, Connectionism:Thondike |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
4 |
Operant conditioning:Skinner |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
5 |
Drive reduction: Hull |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
6 |
Applications of behavioral theories |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
7 |
Gestalt theory: Tolman, Wertheimer, Köhler, Koffka |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
8 |
Mid-term exam |
Related readings |
Essay, multiplechoice, short questions-answer etc. |
|
9 |
İnformation processing theories, schema theory: Miller, Piaget vd. |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
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10 |
Epistemology, instructional styles |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
11 |
Social learning theory: Bandura |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
12 |
Costructivism: Bruner etc. |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
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13 |
Situated cognition- distrubuted cognition |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
14 |
Comparing different learning theories |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
|
15 |
Review |
Related readings, drawing concept map for the unit |
Lecture, questions-answers, discussions |
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16/17 |
FINAL EXAM |
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Essay, multiplechoice, short questions-answer etc. |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Senemoğlu, Nuray (2005). Gelişim, Öğrenme ve Öğretim: Kuramdan Uygulamaya. Gazi Kitabevi. (12. Baskı)
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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 |
60 |
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Homeworks/Projects/Others |
10 |
40 |
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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. |
1 |
|
2 |
Explain sub-fields of instructional technologies and integral structure of its process and also its relation to the other fields. |
4 |
|
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. |
4 |
|
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. |
2 |
|
5 |
Put forward new products or processes on the basis of components of instructional technologies, computer science, for the related situations. |
1 |
|
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. |
2 |
|
7 |
Take responsibility of an individual or group projects and accomplishing his/her undertaken missions. |
1 |
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8 |
Follow current problems and applications and determining information and skills to undertake learning missions for the following stage. |
1 |
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9 |
Explain the integral structure of instructional technologies and information technologies or computer science applications. |
3 |
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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. |
2 |
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12 |
Utilize information technologies and computer science applications in order to create an effective and productive learning environment. |
1 |
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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. |
2 |
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14 |
Build a healthy communication with students, teachers, school administration, and the individuals in the study group. |
1 |
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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. |
1 |
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16 |
Take responsibilities for the distribution and dissemination of the developments in the field on local or national range. |
1 |
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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. |
2 |
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18 |
Develop and evaluate strategic views on topic related to the future of the field. |
2 |
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19 |
Transfer related progresses in other related fields to the field of instructional technologies. |
2 |
|
20 |
Create and maintain a cooperative and productive working environment by developing an insight related to the behaviors of the shareholders. |
1 |
| * 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 |
|
Class Time (Exam weeks are excluded) |
13 |
3 |
39 |
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Out of Class Study (Preliminary Work, Practice) |
13 |
2 |
26 |
| Assesment Related Works |
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Homeworks, Projects, Others |
10 |
2 |
20 |
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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: | 89 |
| Total Workload / 25 (h): | 3.56 |
| ECTS Credit: | 4 |
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