Doç. Dr. Erhan Şengel drerhansengel@gmail.com, +90 (224) 294 21 80 Eğitim Fakültesi A Blok Oda: 413
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Website:
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Objective of the Course:
It is the purpose of this course to help students learn the fundamental concepts and principles for designing, developing and evaluating software for educational contexts. Students gain skills to develop and evaluate educational multimedia. They reinforce their understanding by working on multimedia hands-on through up-to-date educational design software.
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Contribution of the Course to Professional Development
Learning the application steps of the integration methods of educational technologies and carrying out the process of planning the process in practice will ensure more effective integrations in professional life.
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Learning Outcomes:
1
Explains the concept of computer-based instruction.;
2
Recognizes the authoring software common to the PC environment.;
3
Uses at least one type of authoring software to prepare educational software.;
4
Defines the process of course software preparation and plans the process according to the authoring software. ;
5
Knows the purpose, the importance and the function of scenarios in software design and is able to prepare scenario.;
6
Knows and is able to perform user interaction, feedback, navigation, graphical design and arrangement in multimedia design.;
7
Is able to add images, videos, animation, and so forth based on instructional design principles.;
8
Knows the test design principles in computer-based instruction and is able to design tests.;
9
Defines the procedures and the techniques for preparing and evaluating multimedia applications.;
10
Is able to evaluate multimedia applications.;
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Course Content:
Week
Theoretical
Practical
1
The history and evolution of computer-based instruction (CBI)
2
Types of CBI I – Tutorials.
Types of CBI II – Hypermedia.
3
Types of CBI III Practice-Application Software
Types of CBI IV – Simulations.
Getting to know the Adobe Captivate program.
Getting to know the Adobe Captivate interface.
4
Types of CBI V – Educational Games.
Types of CBI VI – Open-ended Learning Environments.
Software training (recording modes).
Full motion recording (FMR).
Image slideshows.
5
Slides
Text captions.
Images and drawing objects.
6
Types of CBI VII – Measurement and Assessment.
Types of CBI VIII – Web-based Instruction.
7
Pointers and highlight boxes.
Rollovers and zoom areas.
Working with audio.
8
Working with media.
Organizing projects and interactive objects.
Scenario Design.
9
Variables, actions and widgets.
10
Templates.
Questions and question pools.
11
Publishing and exporting.
Reviewing a project.
Aggregator.
12
Aggregator.
Learning management systems (LMS).
SCORM.
13
SCORM (continued).
Evaluating computer based instructional materials – the concept of quality software.
14
The purpose and the methods in software evaluation.
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Textbooks, References and/or Other Materials:
Alessi, M. & Trollip, S. (2001). Multimedia for learning: Methods and development (3rd. ed). Boston: Allyn & Bacon. İpek, İ. (2001). Bilgisayarla öğretim, tasarım, geliştirme ve yöntemler. Ankara: Tıp Teknik. Şimşek, N. (1998). Bilgisayar yazılımlarının değerlendirilmesi. Ankara: Siyasal Kitabevi. Silverman, F. H. (1998). Authoring books and materials for students. Academics and Professionals. Diğer Kaynaklar Odabaşı, F. (1998). Bilgisayar destekli eğitim (Ünite 8). Hoşcan, Ş. ve diğerleri (editörler) İlköğretim öğretmenliği lisans tamamlama programı: Bilgisayar içinde. Anadolu Üniversitesi Yayınları: Eskişehir
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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
3 grades will be reflected in the automation: Midterm Exam (20%), Homework (20%) and Final Exam. (60%). Written exams and a project will play a role in the formation of these three grades.
Information
A report and software to be submitted for the final project; there is also a presentation to be made. Each group prepares one project. The report is delivered on the day it is submitted. Each student gets a personal note from all exams and reports. The value attached to a group's report and presentation is the biggest factor in determining a personal rating. Each report must contain “Group Evaluation Forms” prepared individually. Students evaluate their groupmates and themselves in this evaluation form, and this information is one of the elements in determining the personal grade that everyone gets from the project.
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ECTS / WORK LOAD TABLE
Activites
NUMBER
TIME [Hour]
Total WorkLoad [Hour]
Theoretical
14
2
28
Practicals/Labs
0
0
0
Self Study and Preparation
9
2
18
Homeworks, Performances
1
15
15
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
1
5
5
Others
0
0
0
Final Exams
1
50
50
Total WorkLoad
116
Total workload/ 30 hr
3,87
ECTS Credit of the Course
4
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CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
