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Programme |
Graduate School of Natural and Applied Sciences Educational Technologies |
Course Information |
Course Unit Code | Course Unit Title | | Credit Pratic | Credit Lab/A | Credit Total | Credit Ects | Semester |
01ETK5102 | Design of E-learning Environments | 3.00 | 0.00 | 0.00 | 3.00 | 6.00 | 1 |
Course Information |
Language of Instruction | Turkish |
Type of Course Unit | Elective |
Course Coordinator | Assistant Professor Dr. Muhammet DEMİRBİLEK |
Course Instructors | |
Course Assistants | |
Course Aims | This course is designed to develop an understanding of and an appreciation for the importance of educational games and simulations in the Interactive Educational Technology Program.
The purpose of the course is to explore the theory and implementation of educational games, simulations, and virtual environments for improved instructional engagement and to examine various facets of the application of educational games and simulations to teaching and learning process.
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Course Goals | |
Learning Outcomes of The Course Unit | 1. Demonstrate an awareness of current trends and research in educational gaming and simulations.
2. Expose learners to practical knowledge on educational games, simulations and related concepts, and of various strategies of integrating games and simulations into the curriculum.
3. Understand the characteristics, advantages, limitations, and instructional applications of games and simulations
4. Apply educational gaming activities and/or applications that successfully engage learners and are appropriate to their discipline.
5. Expose learners to Second Life learning environments and exposed social issues and factors currently related to gaming and simulations and virtual worlds.
6. Assess and evaluate an instructional games and simulations |
Course Contents | This course deals with various aspects of the games and simulations for teaching and learning. In this course, learners will have the opportunity to explore the theories of educational gaming, and the practical aspects of evaluating and implementing digital games and simulations for teaching and learning. We will examine how educators can arouse learners? interests in digital culture to extend their learning and keep them engaged. |
Prerequisities and Co-requisities Courses | |
Recommended Optional Programme Components | |
Mode Of Delivery | |
Level of Course Unit | |
Assessment Methods and Criteria | ECTS / Table Of Workload (Number of ECTS credits allocated) |
Studies During Halfterm | Number | Co-Efficient | Activity | Number | Duration | Total |
Visa | 1 | 50 | Course Duration (Excluding Exam Week) | 14 | 3 | 42 |
Quiz | 0 | 0 | Time Of Studying Out Of Class | 14 | 4 | 56 |
Homework | 5 | 50 | Homeworks | 5 | 10 | 50 |
Attendance | 0 | 0 | Presentation | 0 | 0 | 0 |
Application | 0 | 0 | Project | 0 | 0 | 0 |
Lab | 0 | 0 | Lab Study | 0 | 0 | 0 |
Project | 0 | 0 | Field Study | 0 | 0 | 0 |
Workshop | 0 | 0 | Visas | 1 | 10 | 10 |
Seminary | 0 | 0 | Finals | 1 | 10 | 10 |
Field study | 0 | 0 | Workload Hour (30) | 30 |
TOTAL | 100 | Total Work Charge / Hour | 168 |
The ratio of the term to success | 50 | Course's ECTS Credit | 6 |
The ratio of final to success | 50 | |
TOTAL | 100 | |
Recommended or Required Reading |
Textbook | |
Additional Resources | 1. Salen, K., & Zimmerman, E. (2004). Rules of Play: Game Design Fundamentals. Cambridge MA, MIT Press.
2. Salen, K., & Zimmerman, E. (2005). Game Design and Meaningful Play. In J. Raessens & J. Goldstein (Eds.), Handbook of Computer Game Studies. Cambridge MA, MIT Press.
3. Gibson, D., Aldrich, C. & Prensky, M. (2007). Games and simulations in online learning: Research and development frameworks. Information Science
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Material Sharing |
Documents | |
Assignments | |
Exams | |
Additional Material | |
Planned Learning Activities and Teaching Methods |
Lectures, Practical Courses, Presentation, Seminar, Project, Laboratory Applications (if necessary) |
Work Placements |
As with any other educational component, credits for work placements are only awarded when the learning outcomes have been achieved and assessed. If a work placement is part of organised mobility (such as Farabi and Erasmus), the Learning Agreement for the placement should indicate the number of credits to be awarded if the expected learning outcomes are achieved. |
Program Learning Outcomes |
No | Course's Contribution to Program | Contribution |
1 | Have adequate knowledge about the foundational concepts, theoretical basis and contemporary approaches in the field of educational technology. | 4 |