TYPE OF COURSE UNIT	Compulsory Course
LEVEL OF COURSE UNIT	Bachelor's Degree
YEAR OF STUDY	2
SEMESTER	Fourth Term (Spring)
NUMBER OF ECTS CREDITS ALLOCATED	4
NAME OF LECTURER(S)	Associate Professor Emine Cabı
LEARNING OUTCOMES OF THE COURSE UNIT	At the end of this course, the students; 1) Will be able to do need analysis, 2) Will be able to do task anaysis 3) Will be able to to analyse learner characteristics, 4) Will be able to develop learning objectives, 5) Will be able to develop testing tools, 6) Will be able to determine instructional strategies, 7) Will be able to select / develop instructional materials, 8) Will be able to make formative and summative evaluation.
MODE OF DELIVERY	Face to face
PRE-REQUISITES OF THE COURSE	No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT	None
COURSE DEFINITION	Importance of instructional design, system approach and generic modeling, models of instructional design, needs analysis, content, context and learner analysis, determination of prerequisites, determination of goals, statement of objectives, measurement and evaluation criteria, learning theories, design of learning systems, design, development, use and evaluation of instruction in light of instructional theories and models. Project management and investigation of knowledge dissemination.
COURSE CONTENTS	WEEK TOPICS 1st Week The meaning and importance of instructional design 2nd Week Models of instructional design 3rd Week Comparison of models of instructional design 4th Week Needs analysis 5th Week Needs Analysis 6th Week Content, context and learner analysis 7th Week Determination of prerequisites 8th Week Mid Term Exam 9th Week Determination of goals 10th Week Statement of objectives 11th Week Measurement and evaluation criteria 12th Week Selection and development of teaching material 13th Week Instructional design theories and models of teaching using the design, development 14th Week Implementation and evaluation
RECOMENDED OR REQUIRED READING	1) Yalın, H. İ. (2017). Öğretim Teknolojileri ve Materyal Geliştirme, 29. Baskı,Nobel Yayın Dağıtım, Ankara. 2) Akkoyunlu, B., Altun, A., Soylu M., (2008), Öğretim Tasarımı, Maya Akademi 3) Fer, S., Öğretim Tasarımı. Ankara: Anı Yayıncılık, 2008. 4) Doğan, H. (1997). Eğitimde Program ve Öğretim Tasarımı, Önder Matbaacılık, Ankara 5) Seels, B., Glasgow, Z. (1990). Exercises in Instructional Design, OH: Merrill 6) Gagne, R. M., Wager, W. W., Golas, K. C., Keller, J. M., & Russell, J. D. (2005). Principles of instructional design. Performance Improvement, 44(2), 44-46. 7) Leshin, C. B.; Pollock, J., Reigeluth, C. M. (1992). Instructional Design Strategies and Tactices 8) Dick, W., Carey, L. (1992). The Systematic Design of Instruction 10) Reigeluth, C. M. (Ed.). (2013). Instructional design theories and models: An overview of their current status. Routledge.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS	Lecture,Questions/Answers,Practice,Project,Other
ASSESSMENT METHODS AND CRITERIA	Quantity Percentage(%) Mid-term 1 30 Assignment 2 10 Practice 4 10 Project 1 20 Total(%) 70 Contribution of In-term Studies to Overall Grade(%) 70 Contribution of Final Examination to Overall Grade(%) 30 Total(%) 100
LANGUAGE OF INSTRUCTION	Turkish
WORK PLACEMENT(S)	No