EBS
English

01030 COMPUTER and INSTRUCTIONAL TECHNOLOGIES EDUCATION -
LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Defines basic concepts related to Computer and Instructional Technology Education. %84.00
2 The Computer and Instructional Technology Education (BÖTE) analyzes the relationship between the basic concepts in the courses and information technologies and applications. %84.25
3 Analyzes the developments in the field of Computer and Instructional Technology education with related models. %84.50
4 Evaluates data related to computer and instructional technologies within the scope of scientific processes. %84.25
5 Develops projects related to the field of computer and instructional technology teaching. %84.50
6 Plan the teaching-learning process for Computer and Instructional Technology Education according to the development characteristics and individual differences of the students. %84.25
7 Through computer technology, visual design is gaining importance in industry and education. %84.50
8 Compares the aims and principles of the Basic Laws of Turkish National Education at every level of education. %84.00
9 Computer and Instructional Technology assesses the cultural, social and psychological elements that will influence practices in the field of education. %84.00
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Uses models, methods and techniques related to instructional technology and design. %84.25
2 Evaluates the basic concepts and principles of Computer and Instructional Technology Education in a multi-faceted way. %83.75
3 Explains concepts of computer installation, internet, web based access and security. %84.25
4 Develops materials and projects with teaching and information technology based on teaching design models. %84.25
5 Plan the teaching-learning process by taking into account the characteristics of each stage and subject area in the field of teaching design modeling approach and Computer and Instructional Technology Education. %84.00
6 Designs activities to develop technical and vocational skills through Computer and Instructional Technology Education. %84.50
7 It plans and implements distance education technology. %84.75
8 Students organize educational environments based on instructional design models for the highest level of learning, taking into account the level of readiness in the field of Computer and Instructional Technology Education. %84.50
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 Uses computer and education technologies effectively and meaningfully in individual and group work related to his field. %84.75
2 It takes responsibility for the correct use of communication technology in school and everyday life (student, teacher, family). %84.25
3 Computer and Instructional Technology Responsible for individual or instructional design team work in the project development process to solve problems related to education. %84.50
4 He manages and develops projects with instructional design models. %84.75
Learning to Learn Percentage of Success
1 The positive effects of the development of new technologies are used in daily life. %85.00
2 Computer Education and Instructional Technology develops a teaching strategy in accordance with the level of readiness of the students. %84.75
3 Creates new examples of approaches to the field of Computer and Instructional Technology Education, taking into account the qualifications and characteristics of students at all levels. %84.75
4 Teaching design models develop material for learners at different levels and for different sectors. %85.00
Communication & Social Percentage of Success
1 In the field of Computer and Instructional Technology Education, students at all levels develop sensitivity about acquiring good habits in technology use. %84.00
2 It follows the national and international developments on the net with communication networks. %84.25
3 In the field of education and training, design, software and technology usage solutions are shared by developing solutions around them. %84.50
4 He is competent in developing projects that will contribute to teaching technologies related to his field. %84.75
Occupational and/or Vocational Percentage of Success
1 It represents the field and the teaching profession in every sector as required. %84.25
2 It provides the necessary security when using communication technologies in the school environment. %84.25
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.