TÜRKÇE
ENGLISH
Information
| Code | BTE718 |
| Name | Analysis in Instructional Systems |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
To be able to solve performance problems in instructional systems, selecting and developing needs analysis and job/task, content, learner, environment etc. analysis with appropriate techniques, approaches, processes and tools according to the context. To be able to design instruction based on needs analysis.
Course Content
Needs analysis approach, technique, process and tools. Instructional design on the basis of needs analysis and differentiating with other types of analysis.
Course Precondition
None
Resources
Allison Rossett (1996) Training Needs Assesment, Englewood Cliffs, NJ. Jonassen, David H. Wallace H. Hannum, and Martin Tessmer (1989). Handbook of Task Analysis Procedures. Westwood, CT: Greenwood Publishing Group, (1999) Task Analysis Methods for Instructional Design. Mahwah, NJ Lawrence Erlbaum Associates, Inc.
Notes
Belle Ruth Witkin and James W. Altschuld (1995) Planning and Conducting Needs Assessment, Sage Pub. CA. Harold D. Stolovich and Erica J. Keeps (1992) Handbook of Human Performance Technology A comprehensive Guide For Analyzing And Solving Performance Problems In Organizations, Jossey Bass, CA.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Defining the role of needs analysis in the instructional design process |
| LO02 | Differentiating the techniques used in job, task, content, learner and environment analysis in instructional design |
| LO03 | Explaining needs analysis techniques and approaches in instructional design |
| LO04 | Defining needs analysis tools in instructional design |
| LO05 | Planing needs analysis procedures for a a particular problem |
| LO06 | Conducting needs analysis stages in an instructional problem |
| LO07 | Designing instruction on the basis of needs analysis |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Uses the basic concepts and principles of Instructional Technology at the level of expertise in the field. | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Approaches theories or practices related to the field of instructional technologies with high-level thinking skills such as critical thinking and creativity. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | List the applications of scientific research and related statistical techniques in the field of instructional technologies. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Uses advanced information and communication technologies together with the computer software required by the field. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Uses scientific research and related statistical techniques in classical applications of instructional technologies. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Understands the multidimensional causes of complex, theoretical and current problems within the scope of instructional technologies and evaluates them in integrity. | 3 |
| PLO07 | Beceriler - Bilişsel, Uygulamalı | Develops a plan for the solution of complex, theoretical and current problems within the scope of the field with a scientific perspective, implements the plan and evaluates the results. | 3 |
| PLO08 | Yetkinlikler - Öğrenme Yetkinliği | Takes personal responsibilities in solving problems related to the field or within the scope of the field. | 3 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | It follows the scientific developments in the field of instructional technologies and carries it into professional practice. | 3 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | It follows current problems and practices, identifies problems in line with national values and country realities, proposes solutions and evaluates them. | 4 |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | He/she is a critical thinker, generates new ideas and has the ability to explore and solve problems. | 4 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Establishes effective and healthy communication with students, teachers, school management, families and individuals in the study group. | |
| PLO13 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Knows a foreign language at a level to follow foreign sources related to his field. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It takes responsibility for the dissemination and distribution of developments in the field at local and national level. | |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | It supports the protection and learning of these values by acting on the basis of scientific and ethical values in its work in the field. | |
| PLO16 | Yetkinlikler - Öğrenme Yetkinliği | Interprets, develops and evaluates strategy, policy and implementation plans on the future of the field on the basis of quality processes. | 2 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | It carries the relevant developments in other fields to the field of instructional technologies. | 2 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | It creates and maintains an efficient collaborative working environment by developing insight into stakeholder behavior. | 2 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | It develops teaching activities and practices by integrating teaching technologies into different disciplines and thus increases teaching effectiveness. | 3 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Based on the principles of instructional technologies, it designs and develops instructional content suitable for current digital platforms. | 2 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Acquires digital competency skills, which are included in 21st century skills, and literacy related to newly emerging current instructional technologies in accordance with the requirements of the age. | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Overview of instructional systems | Overview of ADDIE | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Analysis in instructional system | Reading related chapter | Öğretim Yöntemleri: Tartışma, Anlatım |
| 3 | Identifying an instructional problem | Reading related chapter and presenting selected problem | Öğretim Yöntemleri: Anlatım, Tartışma |
| 4 | Learner analysis and environment analysis | Reading related chapter | Öğretim Yöntemleri: Anlatım, Tartışma |
| 5 | Job and cost analysis | Reading related chapter | Öğretim Yöntemleri: Anlatım, Tartışma |
| 6 | Task analysis | Reading related chapter | Öğretim Yöntemleri: Anlatım, Tartışma |
| 7 | Content analysis and data analysis | Reading related chapters | Öğretim Yöntemleri: Anlatım, Tartışma |
| 8 | Mid-Term Exam | Studying for the exam | Ölçme Yöntemleri: Yazılı Sınav, Proje / Tasarım |
| 9 | Identifying data analysis tecniques and tools | Presentation of data collection tool | Öğretim Yöntemleri: Tartışma |
| 10 | Development of data collection tools: Questionnaire, observation, interview, etc. development of questions | Drill-practice and project work | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 11 | Data collection | Drill-practice and project work | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 12 | Analysis of data | Presentation for data analysis work | Öğretim Yöntemleri: Tartışma |
| 13 | Designing instruction based on analysis | Drill-practice and project work | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 14 | Final presentations I | Presentation work | Öğretim Yöntemleri: Tartışma |
| 15 | Final presentations II | Presentation work | Öğretim Yöntemleri: Tartışma |
| 16 | Term Exams | Exam study and final projects | Ölçme Yöntemleri: Yazılı Sınav, Sözlü Sınav, Proje / Tasarım |
| 17 | Term Exams | Exam study and final projects | Ölçme Yöntemleri: Yazılı Sınav, Sözlü Sınav, Proje / Tasarım |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 4 | 56 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 2 | 7 | 14 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 10 | 10 |
| Final Exam | 1 | 28 | 28 |
| Total Workload (Hour) | 150 | ||
| Total Workload / 25 (h) | 6,00 | ||
| ECTS | 6 ECTS | ||