COURSE SYLLABUS

NEW TECHNOLOGIES IN GERMAN TEACHING

1	Course Title:	NEW TECHNOLOGIES IN GERMAN TEACHING
2	Course Code:	ALM0004
3	Type of Course:	Optional
4	Level of Course:	First Cycle
5	Year of Study:	2
6	Semester:	3
7	ECTS Credits Allocated:	4
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Prof. Dr. YUNUS ALYAZ
16	Course Lecturers:
17	Contactinformation of the Course Coordinator:	Prof. Dr. Yunus Alyaz Uludağ Üniversitesi Eğitim Fakültesi Yabancı Diller Eğitimi Bölümü Alman Dili Eğitimi Anabilim Dalı Görükle Kampüsü 16059 Bursa / Türkiye E-Posta: alyaz@uludag.edu.tr Telefon: + 90 224 294 22 76
18	Website:
19	Objective of the Course:	The aim of this course is introducing contemporary instructional technologies to the prospective German teachers and developing skills to evaluate, choose and use them in their future classes.
20	Contribution of the Course to Professional Development

Learning Outcomes:

1	To be able to grasp the basic concepts related to the novice technology and instructional technology.;
2	To be able to evaluate, choose, and use the latest technological resources to enhance the the productivity in teaching German as a foreign language.;
3	To be able to provide suitable learning environments to integrate the latest technologies to the classroom. ;
4	To be able to prepare curriculum to make use of the novice technologies in the German lessons. ;
5	To be able to use latest technologies in assessment and measurement processes. ;
6	To be able to diagnose the advantages and disadvantages of the novice instructional technologies.;
7	To be able to use the novice Technologies to support the interpersonal and intergroup differences.;
8	To be able to help to the colleagues in using the latest instructional technologies. ;

22	Course Content:

Week	Theoretical	Practical
1	Introducing of semester program, preparing of study plan.
2	Explaining the terms education, instruction and technology. An overview of historical development of instructional technology.
3	Web 3.0 technologies in computer assisted German learning.
4	Introduction to mobile assisted language learning.
5	Analyzing the Android- and IOS-mobile applications for German learning.
6	Introduction to digital game based language learning and gamification.
7	Learning German with entertaining adventure games.
8	Learning German with digital serious games.
9	Learning and teaching German with gamified applications.
10	Analyzing German learning games developed for mobile devices.
11	Introduction to learning and teaching foreign languages using augmented and virtual reality applications.
12	Learning and teaching German with augmented reality applications.
13	Learning and teaching German with virtual reality applications.
14	Evaluation of the semester.

23	Textbooks, References and/or Other Materials:	1) Bensetti-Benbader, H., Brown, D. (2019). Language Acquisition with Augmented and Virtual Reality”, Proceedings of Society for Information Technology & Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE), 1730-1734. 2) Berti, M. 2019. ““You can almost feel like you are in the place presented”: Implementing Virtual Reality in the Language Classroom”, European Association for Computer Assisted Language Learning, EUROCALL/CALICO Virtual Worlds and Serious Games SIG. 3) Allonce, R., Gayles, G., Icel, N., & Kapil, S. (2019). Brocca: Social Language Learning in Virtual Reality. Carnegie Mellon University, Pennsylvania, 1-18. https://static1.squarespace.com/static/5c8ac055840b1615d0ce05f3/t/5ceae838085229ffac093023/1558898747349/Brocca.pdf 4) Gabriel, S. (2016). Spielend Fremdsprachen lernen – Wie können digitale Spiele den Fremdsprachenerwerb unterstützen? Eine kurze Übersicht über den derzeitigen Stand der Forschung. Medienimpulse, 54(3), 1-25. 5)Blume, C. (2019). Games people (don’t) play: An analysis of pre-service EFL teachers’ behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning, 33 (1-6), 109-132, doi: 10.1080/09588221.2018.1552599 6) Wolf, Sebastian (2013). Hausaufgabe: Rette die Prinzessin! Entstehung, Geschichte und Didaktik der Computer- und Videospielemusik. Hamburg: Diplomica Verlag. 7) Dalgarno, B., Lee, M. J. (2010). What Are the Learning Affordances of 3-D Virtual Environments?”, British Journal of Educational Technology, 41(1), 10-32. 8) Boyles, B. (2017). Virtual Reality and Augmented Reality in Education, Center For Teaching Excellence, United States Military Academy, West Point, NY. 9) O'Brien, M. G., Levy, R., ve Orich, A. (2009). Virtual Immersion: The Role of CAVE and PC Technology, CALICO Journal, 26(2), 337. 10) Chinnery, G.M. (2006). Emerging Technologies Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9-16.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	25
Quiz	0	0
Homeworks, Performances	1	25
Final Exam	1	50
Total	3	100
Contribution of Term (Year) Learning Activities to Success Grade		50
Contribution of Final Exam to Success Grade		50
Total		100
Measurement and Evaluation Techniques Used in the Course
Information

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	2	28
Practicals/Labs	0	0	0
Self Study and Preparation	15	3	45
Homeworks, Performances	1	15	15
Projects	1	25	25
Field Studies	0	0	0
Midtermexams	1	2	2
Others	0	0	0
Final Exams	1	2	2
Total WorkLoad			117
Total workload/ 30 hr			3,9
ECTS Credit of the Course			4

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ5	PQ6	PQ7	PQ8	PQ9	PQ10	PQ11	PQ12	PQ13	PQ14	PQ15	PQ16
LO1	1	4	4	5	4	4	1	2	2	1	1	1	1	5	4	1
LO2	1	4	4	5	4	4	3	2	2	1	1	1	1	5	3	1
LO3	1	5	4	5	4	4	5	3	3	1	1	1	1	5	4	1
LO4	1	4	4	5	5	4	4	3	4	1	1	1	1	5	5	4
LO5	1	3	1	1	5	3	5	5	4	1	1	1	1	5	4	1
LO6	1	3	4	0	5	3	4	3	2	1	1	1	1	4	4	1
LO7	1	1	4	5	5	3	4	3	5	1	1	1	1	5	4	1
LO8	1	4	4	5	4	3	4	3	5	1	1	1	1	4	3	1

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High