{"id":105,"date":"2020-09-03T15:35:27","date_gmt":"2020-09-03T12:35:27","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-28\/"},"modified":"2020-09-03T15:35:27","modified_gmt":"2020-09-03T12:35:27","slug":"__unknown__-28","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-28\/","title":{"raw":"4.2 \u015ei\u015fe yeni ama i\u00e7indeki eski: s\u0131n\u0131f tipi \u00e7evrim i\u00e7i \u00f6\u011frenme","rendered":"4.2 \u015ei\u015fe yeni ama i\u00e7indeki eski: s\u0131n\u0131f tipi \u00e7evrim i\u00e7i \u00f6\u011frenme"},"content":{"raw":"\n

\"OEBPS\/images\/image0042.jpg\"<\/p>\n\u015eekil 4.2.1 Konferans\u0131n canl\u0131 video ak\u0131\u015f\u0131 G\u00f6rsel: Planet eStream, 2019<\/span><\/i><\/span><\/span>\n

Konuya, tasar\u0131m ilkelerinde yap\u0131lan k\u00fc\u00e7\u00fck de\u011fi\u015fikliklerle teknolojik h\u00e2le getirilen s\u0131n\u0131f-i\u00e7i \u00f6\u011fretim y\u00f6ntemleriyle ba\u015fl\u0131yoruz. Bu k\u0131s\u0131mda, bu t\u00fcr uygulamalar\u0131n eski bir \u015farab\u0131 yeni \u015fi\u015fe i\u00e7inde sunmaktan bir fark\u0131 olmad\u0131\u011f\u0131n\u0131 iddia edece\u011fim.<\/span><\/span><\/p>\n\n

4.2.1 Ak\u0131\u015fkan videolar<\/span><\/h3>\n

Bu, temel olarak uzaktaki \u00f6\u011frencilere verilen bir s\u0131n\u0131f dersidir (derste haz\u0131r bulunmakta olan \u00f6\u011frenciler de olabilir). Uzaktaki \u00f6\u011frenciler kendi ba\u015flar\u0131na evde, i\u015fte ya da yolda hareket h\u00e2lindeyken veya (daha s\u0131k olarak) k\u00fc\u00e7\u00fck gruplar h\u00e2linde ba\u015fka bir kamp\u00fcste ya da yerel \u00f6\u011frenme merkezinde izliyor olabilirler. Tasar\u0131mda herhangi bir de\u011fi\u015fiklik yoktur ancak e\u011fitmenin, sorular veya tart\u0131\u015fmalar olursa uzaktaki \u00f6\u011frencilerin g\u00f6z ard\u0131 edilmemesi gerekti\u011finden emin olmas\u0131 gerekebilir. \u00d6rnek i\u00e7in buraya bak\u0131n\u0131z.<\/span><\/span><\/span><\/p>\n

Bu genellikle e\u011fitmenlerin \u00e7evrim i\u00e7i \u00f6\u011frenmeye att\u0131\u011f\u0131 ilk ad\u0131md\u0131r \u00e7\u00fcnk\u00fc ekipman\u0131 nas\u0131l kuracaklar\u0131n\u0131 ve a\u00e7acaklar\u0131n\u0131 \u00f6\u011frenmek d\u0131\u015f\u0131nda ba\u015fka bir \u015fey yapmalar\u0131 gerekmez. Teknoloji daha ucuz olduk\u00e7a ve kullan\u0131m\u0131 kolayla\u015ft\u0131k\u00e7a canl\u0131 yay\u0131nlanm\u0131\u015f derslerin kullan\u0131m\u0131 Kanada'da 2016 ile 2017 y\u0131llar\u0131 aras\u0131nda ikiye katland\u0131 (Bates vd., 2018).<\/span><\/span><\/span><\/p>\n

Baz\u0131 e\u011fitmenler tart\u0131\u015fma sa\u011flamak i\u00e7in t\u00fcm \u00f6\u011frencilerin canl\u0131 konferans s\u0131ras\u0131nda haz\u0131r bulunmalar\u0131n\u0131 ister ancak \u00e7evrim i\u00e7i olma amac\u0131 \u00f6\u011frencilerin esnekli\u011fini art\u0131rmaksa bu durum tam tersine d\u00f6nebilir. Bu, bir \u00f6\u011frenme y\u00f6netim sisteminde \u00e7evrim i\u00e7i bir asenkron tart\u0131\u015fma forumu kullanarak giderilebilir (bunun hakk\u0131nda daha fazla bilgi i\u00e7in bkz. B\u00f6l\u00fcm 4.4). Yine de \u00e7o\u011fu durumda, \u00f6\u011fretim \u00fcyeleri canl\u0131 yay\u0131n\u0131 kaydetmeyi tercih eder b\u00f6ylece t\u00fcm \u00f6\u011frenciler derse istedikleri zaman eri\u015febilirler (sonraki b\u00f6l\u00fcme bak\u0131n\u0131z).<\/span><\/span><\/span><\/p>\n\n

4.2.2<\/span> Derslerin kay\u0131t alt\u0131na al\u0131nmas\u0131<\/span><\/h3>\n

S\u0131n\u0131fta verilen bir dersi otomatik olarak video kayd\u0131na almaktan ibaret olan bu teknoloji, derslere d\u00fczenli olarak devam eden \u00f6\u011frencilerin dersi tekrar edebilmelerini sa\u011flayarak s\u0131n\u0131f modelinin etkin kullan\u0131labilirli\u011fine katk\u0131 vermek amac\u0131yla tasarlanm\u0131\u015ft\u0131r.<\/span><\/span><\/p>\n

\"OEBPS\/images\/image0043.jpg\"<\/p>\n\u015eekil 4.2.2 MIT'ler arac\u0131l\u0131\u011f\u0131yla kaydedilen ve sunulan bir MIT s\u0131n\u0131f dersi A\u00e7\u0131k Ders Malzemeleri . Dersi g\u00f6rmek i\u00e7in g\u00f6rselin \u00fczerine t\u0131klay\u0131n.<\/span><\/i><\/span><\/span>\n

Dersten \u00f6nce kaydedilen ders anlat\u0131mlar\u0131n\u0131n \u00f6\u011frenciler taraf\u0131ndan izlendi\u011fi ve daha sonra ders saati i\u00e7inde anlat\u0131mlar\u0131n \u00fczerine s\u0131n\u0131f tart\u0131\u015fmalar\u0131n\u0131n y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc ters-y\u00fcz s\u0131n\u0131flar, bu potansiyelin tam olarak kullan\u0131lmas\u0131na y\u00f6nelik iyi bir \u00f6rnektir. <\/span>Telafi dersinin temel avantaj\u0131, \u00f6zellikle \u00f6\u011frenciler gelmek i\u00e7in uzun bir yol gidip geliyorlarsa ya da sert hava ko\u015fullar\u0131 varsa eri\u015fimin artt\u0131r\u0131lmas\u0131d\u0131r. Baz\u0131 durumlarda, \u00f6\u011frenci terkini \u00f6nemli \u00f6l\u00e7\u00fcde azaltabilir. \u00d6rnek i\u00e7in buraya bak\u0131n\u0131z.<\/span><\/span><\/span><\/p>\n

Ders kay\u0131tlar\u0131n\u0131n en b\u00fcy\u00fck etkilerinden biri, Coursera, Udacity ve edX taraf\u0131ndan sunulanlar gibi \"yap\u0131salc\u0131\" b\u00fcy\u00fck a\u00e7\u0131k \u00e7evrim i\u00e7i dersler (gKA\u00c7D'ler) olmu\u015ftur. Bununla birlikte bu t\u00fcr KA\u00c7D'ler bile ger\u00e7ekten temel bir s\u0131n\u0131f tasar\u0131m modelidir.(<\/span>KA\u00c7D'ler Tema 5'de daha ayr\u0131nt\u0131l\u0131 i\u015flenecektir <\/span><\/span>). KA\u00c7D\u2019lerle s\u0131n\u0131f modeli aras\u0131ndaki en b\u00fcy\u00fck fark, s\u0131n\u0131f\u0131n okuldaki herkese (\u00fcniversitedeki \u00e7o\u011fu ders anlat\u0131mlar\u0131 gibi) a\u00e7\u0131k olmas\u0131 ancak KA\u00c7D\u2019lerin uzaktan s\u0131n\u0131rs\u0131z say\u0131da ki\u015fi taraf\u0131ndan eri\u015filebilir olmas\u0131d\u0131r. <\/span>Bu nedenle, e\u011fer bir kurum kay\u0131tl\u0131 t\u00fcm derslerini a\u00e7\u0131k\u00e7a eri\u015filebilir bir sunucuya veya YouTube'a koymaya karar verdiyse, bunlar KA\u00c7D' ler olacakt\u0131r.<\/span><\/span>. Bununla birlikte ister derse isterse de KA\u00c7D'ye kay\u0131tl\u0131 \u00f6\u011frencilere y\u00f6nelik olsun, \u00f6\u011fretimin tasar\u0131m\u0131 \u00f6nemli derecede de\u011fi\u015fmemi\u015ftir. Bunun bir istisnas\u0131, KA\u00c7D\u2019ler \u00fczerinde yap\u0131lan ara\u015ft\u0131rmalar\u0131n bulgular\u0131na dayanarak, ders kay\u0131tlar\u0131n\u0131n giderek daha k\u00fc\u00e7\u00fck par\u00e7alar h\u00e2linde yap\u0131l\u0131yor olmas\u0131d\u0131r (ara\u015ft\u0131rma hakk\u0131nda daha fazla bilgi i\u00e7in bkz.<\/span>Tema 8.4<\/span><\/span>).<\/span><\/span><\/p>\n\n

4.2.2 \u00d6\u011frenme y\u00f6netim sistemlerinin kullan\u0131ld\u0131\u011f\u0131 dersler<\/span><\/h3>\n

\u00d6\u011frenme y\u00f6netim sistemleri (\u00d6YS), \u00f6\u011frenci ve e\u011fitmenlerin parola korumal\u0131 bir \u00e7evrim i\u00e7i \u00f6\u011frenme ortam\u0131na ba\u011flan\u0131p \u00e7al\u0131\u015fmalar\u0131na olanak sa\u011flayan yaz\u0131l\u0131mlard\u0131r. Blackboard, Desire2Learn ve Moodle gibi bir\u00e7ok \u00f6\u011frenme y\u00f6netim sistemi, asl\u0131nda s\u0131n\u0131f tasar\u0131m modelinin kopyalanmas\u0131nda kullan\u0131lmaktad\u0131r. Haftal\u0131k birimler veya mod\u00fcller vard\u0131r,e\u011fitmen ders materyalini s\u0131n\u0131ftaki t\u00fcm \u00f6\u011frencilere ayn\u0131 zamanda sunar, mevcudu y\u00fcksek olan s\u0131n\u0131flar kendi i\u00e7lerinde daha k\u00fc\u00e7\u00fck k\u0131s\u0131mlara b\u00f6l\u00fcnebilir, (\u00e7evrim i\u00e7i) tart\u0131\u015fma olana\u011f\u0131 vard\u0131r, \u00f6\u011frenciler ders materyalleri \u00fczerinde yakla\u015f\u0131k olarak ayn\u0131 zaman\u0131 harcar ve de\u011ferlendirme dersin sonunda uygulanan testler veya deneme yaz\u0131lar\u0131 yoluyla yap\u0131l\u0131r.<\/span><\/span><\/p>\n

\"OEBPS\/images\/image0044.jpg\"<\/p>\n\u015eekil 4.2.3 British Columbia \u00dcniversitesi \u00d6\u011frenme Y\u00f6netim Sistemi\u2019nin (Blackboard Connect) ekran g\u00f6r\u00fcnt\u00fcs\u00fc<\/span><\/i><\/span><\/span>\n

Tasar\u0131m a\u00e7\u0131s\u0131ndan en temel farkl\u0131l\u0131klar; i\u00e7eri\u011fin s\u00f6zl\u00fc de\u011fil metin tabanl\u0131 olmas\u0131 (her ne kadar \u00f6\u011frenme y\u00f6netim sistemlerinde video ve ses dosyalar\u0131 giderek artan miktarda kullan\u0131lmaktaysa da), \u00e7evrim i\u00e7i tart\u0131\u015fmalar\u0131n e\u015f zamanl\u0131 de\u011fil daha \u00e7ok farkl\u0131 zamanl\u0131 (asenkron) olarak yap\u0131lmas\u0131 ve ders i\u00e7eri\u011fine internet ba\u011flant\u0131s\u0131yla istenilen yerden istenilen zamanda eri\u015filebiliyor olmas\u0131d\u0131r. Bunlar \u00f6\u011frenme y\u00f6netim sistemlerinin fiziksel s\u0131n\u0131flardan \u00f6nemli \u00f6l\u00e7\u00fcde farkl\u0131la\u015ft\u0131klar\u0131 noktalard\u0131r. Gerekli beceriye sahip \u00f6\u011fretmen ve \u00f6\u011frenciler \u00d6YS\u2019lerini farkl\u0131 \u00f6\u011frenme ve \u00f6\u011fretme ortamlar\u0131na uyarlayabilirler ancak \u00d6YS\u2019nin temel \u00e7er\u00e7evesi s\u0131n\u0131f\u0131nkiyle ayn\u0131 kalacakt\u0131r.<\/span><\/span><\/p>\n

Bununla birlikte \u00d6YS h\u00e2la internette sadece \u00f6nceden kaydedilmi\u015f videolar olarak dersler veren veya ne yaz\u0131k ki bir\u00e7ok \u00e7evrim i\u00e7i programda oldu\u011fu gibi Powerpoint ders notlar\u0131n\u0131n pdf kopyalar\u0131n\u0131 y\u00fckleyen \u00e7evrim i\u00e7i tasar\u0131mlara g\u00f6re ileri bir teknolojidir. \u00d6\u011frenme y\u00f6netim sistemleri, ayn\u0131 zamanda, geleneksel s\u0131n\u0131f modelinden tasar\u0131m a\u00e7\u0131s\u0131ndan \u00e7ok daha esnek bir yap\u0131ya sahiptir. Bu \u00f6zellik olduk\u00e7a \u00f6nemlidir \u00e7\u00fcnk\u00fc \u00e7evrim i\u00e7i tasar\u0131mlar\u0131n \u00e7evrim i\u00e7i \u00f6\u011frencilerin \u00f6zel gereksinimlerini dikkate almas\u0131 ve s\u0131n\u0131f modelinden farkl\u0131 \u015fekilde tasarlanmas\u0131 gerekir.<\/span><\/span><\/p>\n\n

4.2.3 S\u0131n\u0131f tasar\u0131m modelinin \u00e7evrim i\u00e7i \u00f6\u011frenme a\u00e7\u0131s\u0131ndan s\u0131n\u0131rl\u0131l\u0131klar\u0131<\/span><\/h3>\n

\u015ei\u015fe yeni de eski de olsa eski su asl\u0131nda `iyi\u2019 bir su olabilir. \u00d6nemli olan s\u0131n\u0131f tasar\u0131m modelinin dijital \u00e7a\u011f\u0131n gereksinimlerini kar\u015f\u0131lay\u0131p kar\u015f\u0131lam\u0131yor olmas\u0131d\u0131r. Eldeki sistemin i\u00e7ine teknolojiyi \u2018ekleyivermek\u2019 veya ayn\u0131 tasar\u0131m\u0131 \u00e7evrim i\u00e7i ortama ta\u015f\u0131mak, otomatik olarak de\u011fi\u015fen gereksinimlere cevap vermek anlam\u0131na gelmez.<\/span><\/span><\/p>\n

Dolay\u0131s\u0131yla yeni teknolojilerin e\u011fitsel a\u00e7\u0131dan avantajlar\u0131n\u0131 en iyi \u015fekilde kullanan tasar\u0131mlara bakmam\u0131z gerekir. Tasar\u0131m teknolojinin sahip oldu\u011fu potansiyelin tamam\u0131n\u0131 kullanacak \u015fekilde de\u011fi\u015fmezse, elde edilecek sonu\u00e7 `taklit edilen\u2019 fiziksel s\u0131n\u0131f modelinin bile \u00e7ok alt\u0131nda olacakt\u0131r. \u00d6rnek vermek gerekirse, bir KA\u00c7D kapsam\u0131nda kullan\u0131lan ders kay\u0131tlar\u0131 veya bilgisayar tabanl\u0131 \u00e7oktan se\u00e7meli s\u0131navlar gibi yeni teknolojiler daha fazla \u00f6\u011frencinin daha geni\u015f bir i\u00e7eri\u011fi \u00f6\u011frenmesine katk\u0131 sa\u011flayacak olsa bile dijital \u00e7a\u011f\u0131n gerektirdi\u011fi \u00fcst basamak becerileri kar\u015f\u0131lamada yetersiz kalacakt\u0131r.<\/span><\/span><\/p>\n

Teknolojiyi s\u0131n\u0131f tasar\u0131m\u0131na ekleyivermenin bir tehlikesi de sonucu de\u011fi\u015ftirmeden hem teknoloji hem de \u00f6\u011fretmenlerin harcad\u0131\u011f\u0131 zaman anlam\u0131nda maliyeti art\u0131r\u0131yor olabilece\u011fimizdir.<\/span><\/span><\/p>\n

Kar\u015f\u0131 kar\u015f\u0131ya kald\u0131\u011f\u0131m\u0131z en \u00f6nemli problem, \u00e7evrim i\u00e7i \u00f6\u011frencilerin s\u0131n\u0131ftaki \u00f6\u011frencilerden farkl\u0131 bir \u00f6\u011frenme ortam\u0131nda olmalar\u0131 ve \u00f6\u011fretim tasar\u0131m\u0131n\u0131n da bunu mutlaka dikkate almas\u0131 gerekti\u011fidir. Bu problem, kitab\u0131n kalan\u0131nda enine boyuna tart\u0131\u015f\u0131lacakt\u0131r.<\/span><\/span><\/p>\n

Teknolojinin kendine ait potansiyeli bulunana kadar ba\u015flang\u0131\u00e7ta yaln\u0131zca eski tasar\u0131m modellerinin kopyas\u0131 olarak kullan\u0131lmas\u0131 olgusu e\u011fitim alan\u0131 i\u00e7in de ge\u00e7erlidir. Ancak, dijital \u00e7a\u011f\u0131n t\u00fcm taleplerinin kar\u015f\u0131lanmas\u0131 ve yeni teknolojilerin t\u00fcm potansiyelinin e\u011fitim niteli\u011fini art\u0131rmak i\u00e7in kullan\u0131lmas\u0131 isteniyorsa, temel tasar\u0131m modelinin de\u011fi\u015fmesi gerekir.<\/span><\/span><\/p>\n\n

Kaynak\u00e7a<\/span><\/h3>\n

Bates, A. et al. (2018) <\/span>Tracking Online and Distance Education in Canadian Universities and Colleges: 2018<\/i><\/span><\/em> Halifax NS: Canadian Digital Learning Research Association<\/span><\/span><\/p>\n\n

\n

Etkinlik 4.2 S\u0131n\u0131f modelinin \u00e7evrim i\u00e7ine ta\u015f\u0131nmas\u0131<\/span><\/p>\n\n<\/header>\n

\n

1. S\u0131n\u0131f tasar\u0131m modelinin 19. y\u00fczy\u0131l\u0131n bir \u00fcr\u00fcn\u00fc oldu\u011funa ve dijital \u00e7a\u011fda \u00f6\u011fretim i\u00e7in de\u011fi\u015ftirilmesi gerekti\u011fine inan\u0131yor musunuz? Yoksa s\u0131n\u0131f modelinin g\u00fcn\u00fcm\u00fcz i\u00e7in h\u00e2la kullan\u0131labilir esnek bir model oldu\u011funu mu d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/span><\/span><\/p>\n

2. Size g\u00f6re \u00d6YS kullanan dersler temelde s\u0131n\u0131f modelinin \u00e7evrim i\u00e7i ortama ta\u015f\u0131nd\u0131\u011f\u0131 ortamlar m\u0131d\u0131r, yoksa kendilerine \u00f6zg\u00fc tasar\u0131m modelleri midir? E\u011fer kendilerine \u00f6zg\u00fc modellerse, onlar\u0131 e\u015fsiz k\u0131lan nedir?<\/span><\/span><\/p>\n

3. 50 dakikal\u0131k bir ders anlat\u0131m\u0131n\u0131, video kayd\u0131 i\u00e7in 10\u2019ar dakikal\u0131k be\u015f b\u00f6l\u00fcme ay\u0131rman\u0131n avantaj ve dezavantajlar\u0131 nelerdir? Bu sizce anlaml\u0131 bir tasar\u0131m de\u011fi\u015fikli\u011fi midir? E\u011fer cevab\u0131n\u0131z evet ise sizce bunu anlaml\u0131 yapan nedir?<\/span><\/span><\/p>\n

Bu \u00fc\u00e7 soru hakk\u0131ndaki ki\u015fisel g\u00f6r\u00fc\u015flerim i\u00e7in a\u015fa\u011f\u0131daki podcast'den dinleyebilirsiniz:<\/span><\/span><\/p>\n

Ses \u00f6gesi, kitab\u0131n bu s\u00fcr\u00fcm\u00fcnden \u00e7\u0131kar\u0131ld\u0131. Buradan \u00e7evrim i\u00e7i olarak dinleyebilirsiniz: https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/?p=118<\/span><\/span><\/p>\n\n<\/div>\n<\/div>\n","rendered":"

\"OEBPS\/images\/image0042.jpg\"<\/p>\n

\u015eekil 4.2.1 Konferans\u0131n canl\u0131 video ak\u0131\u015f\u0131 G\u00f6rsel: Planet eStream, 2019<\/span><\/i><\/span><\/span><\/p>\n

Konuya, tasar\u0131m ilkelerinde yap\u0131lan k\u00fc\u00e7\u00fck de\u011fi\u015fikliklerle teknolojik h\u00e2le getirilen s\u0131n\u0131f-i\u00e7i \u00f6\u011fretim y\u00f6ntemleriyle ba\u015fl\u0131yoruz. Bu k\u0131s\u0131mda, bu t\u00fcr uygulamalar\u0131n eski bir \u015farab\u0131 yeni \u015fi\u015fe i\u00e7inde sunmaktan bir fark\u0131 olmad\u0131\u011f\u0131n\u0131 iddia edece\u011fim.<\/span><\/span><\/p>\n

4.2.1 Ak\u0131\u015fkan videolar<\/span><\/h3>\n

Bu, temel olarak uzaktaki \u00f6\u011frencilere verilen bir s\u0131n\u0131f dersidir (derste haz\u0131r bulunmakta olan \u00f6\u011frenciler de olabilir). Uzaktaki \u00f6\u011frenciler kendi ba\u015flar\u0131na evde, i\u015fte ya da yolda hareket h\u00e2lindeyken veya (daha s\u0131k olarak) k\u00fc\u00e7\u00fck gruplar h\u00e2linde ba\u015fka bir kamp\u00fcste ya da yerel \u00f6\u011frenme merkezinde izliyor olabilirler. Tasar\u0131mda herhangi bir de\u011fi\u015fiklik yoktur ancak e\u011fitmenin, sorular veya tart\u0131\u015fmalar olursa uzaktaki \u00f6\u011frencilerin g\u00f6z ard\u0131 edilmemesi gerekti\u011finden emin olmas\u0131 gerekebilir. \u00d6rnek i\u00e7in buraya bak\u0131n\u0131z.<\/span><\/span><\/span><\/p>\n

Bu genellikle e\u011fitmenlerin \u00e7evrim i\u00e7i \u00f6\u011frenmeye att\u0131\u011f\u0131 ilk ad\u0131md\u0131r \u00e7\u00fcnk\u00fc ekipman\u0131 nas\u0131l kuracaklar\u0131n\u0131 ve a\u00e7acaklar\u0131n\u0131 \u00f6\u011frenmek d\u0131\u015f\u0131nda ba\u015fka bir \u015fey yapmalar\u0131 gerekmez. Teknoloji daha ucuz olduk\u00e7a ve kullan\u0131m\u0131 kolayla\u015ft\u0131k\u00e7a canl\u0131 yay\u0131nlanm\u0131\u015f derslerin kullan\u0131m\u0131 Kanada’da 2016 ile 2017 y\u0131llar\u0131 aras\u0131nda ikiye katland\u0131 (Bates vd., 2018).<\/span><\/span><\/span><\/p>\n

Baz\u0131 e\u011fitmenler tart\u0131\u015fma sa\u011flamak i\u00e7in t\u00fcm \u00f6\u011frencilerin canl\u0131 konferans s\u0131ras\u0131nda haz\u0131r bulunmalar\u0131n\u0131 ister ancak \u00e7evrim i\u00e7i olma amac\u0131 \u00f6\u011frencilerin esnekli\u011fini art\u0131rmaksa bu durum tam tersine d\u00f6nebilir. Bu, bir \u00f6\u011frenme y\u00f6netim sisteminde \u00e7evrim i\u00e7i bir asenkron tart\u0131\u015fma forumu kullanarak giderilebilir (bunun hakk\u0131nda daha fazla bilgi i\u00e7in bkz. B\u00f6l\u00fcm 4.4). Yine de \u00e7o\u011fu durumda, \u00f6\u011fretim \u00fcyeleri canl\u0131 yay\u0131n\u0131 kaydetmeyi tercih eder b\u00f6ylece t\u00fcm \u00f6\u011frenciler derse istedikleri zaman eri\u015febilirler (sonraki b\u00f6l\u00fcme bak\u0131n\u0131z).<\/span><\/span><\/span><\/p>\n

4.2.2<\/span> Derslerin kay\u0131t alt\u0131na al\u0131nmas\u0131<\/span><\/h3>\n

S\u0131n\u0131fta verilen bir dersi otomatik olarak video kayd\u0131na almaktan ibaret olan bu teknoloji, derslere d\u00fczenli olarak devam eden \u00f6\u011frencilerin dersi tekrar edebilmelerini sa\u011flayarak s\u0131n\u0131f modelinin etkin kullan\u0131labilirli\u011fine katk\u0131 vermek amac\u0131yla tasarlanm\u0131\u015ft\u0131r.<\/span><\/span><\/p>\n

\"OEBPS\/images\/image0043.jpg\"<\/p>\n

\u015eekil 4.2.2 MIT’ler arac\u0131l\u0131\u011f\u0131yla kaydedilen ve sunulan bir MIT s\u0131n\u0131f dersi A\u00e7\u0131k Ders Malzemeleri . Dersi g\u00f6rmek i\u00e7in g\u00f6rselin \u00fczerine t\u0131klay\u0131n.<\/span><\/i><\/span><\/span><\/p>\n

Dersten \u00f6nce kaydedilen ders anlat\u0131mlar\u0131n\u0131n \u00f6\u011frenciler taraf\u0131ndan izlendi\u011fi ve daha sonra ders saati i\u00e7inde anlat\u0131mlar\u0131n \u00fczerine s\u0131n\u0131f tart\u0131\u015fmalar\u0131n\u0131n y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc ters-y\u00fcz s\u0131n\u0131flar, bu potansiyelin tam olarak kullan\u0131lmas\u0131na y\u00f6nelik iyi bir \u00f6rnektir. <\/span>Telafi dersinin temel avantaj\u0131, \u00f6zellikle \u00f6\u011frenciler gelmek i\u00e7in uzun bir yol gidip geliyorlarsa ya da sert hava ko\u015fullar\u0131 varsa eri\u015fimin artt\u0131r\u0131lmas\u0131d\u0131r. Baz\u0131 durumlarda, \u00f6\u011frenci terkini \u00f6nemli \u00f6l\u00e7\u00fcde azaltabilir. \u00d6rnek i\u00e7in buraya bak\u0131n\u0131z.<\/span><\/span><\/span><\/p>\n

Ders kay\u0131tlar\u0131n\u0131n en b\u00fcy\u00fck etkilerinden biri, Coursera, Udacity ve edX taraf\u0131ndan sunulanlar gibi “yap\u0131salc\u0131” b\u00fcy\u00fck a\u00e7\u0131k \u00e7evrim i\u00e7i dersler (gKA\u00c7D’ler) olmu\u015ftur. Bununla birlikte bu t\u00fcr KA\u00c7D’ler bile ger\u00e7ekten temel bir s\u0131n\u0131f tasar\u0131m modelidir.(<\/span>KA\u00c7D’ler Tema 5’de daha ayr\u0131nt\u0131l\u0131 i\u015flenecektir <\/span><\/span>). KA\u00c7D\u2019lerle s\u0131n\u0131f modeli aras\u0131ndaki en b\u00fcy\u00fck fark, s\u0131n\u0131f\u0131n okuldaki herkese (\u00fcniversitedeki \u00e7o\u011fu ders anlat\u0131mlar\u0131 gibi) a\u00e7\u0131k olmas\u0131 ancak KA\u00c7D\u2019lerin uzaktan s\u0131n\u0131rs\u0131z say\u0131da ki\u015fi taraf\u0131ndan eri\u015filebilir olmas\u0131d\u0131r. <\/span>Bu nedenle, e\u011fer bir kurum kay\u0131tl\u0131 t\u00fcm derslerini a\u00e7\u0131k\u00e7a eri\u015filebilir bir sunucuya veya YouTube’a koymaya karar verdiyse, bunlar KA\u00c7D’ ler olacakt\u0131r.<\/span><\/span>. Bununla birlikte ister derse isterse de KA\u00c7D’ye kay\u0131tl\u0131 \u00f6\u011frencilere y\u00f6nelik olsun, \u00f6\u011fretimin tasar\u0131m\u0131 \u00f6nemli derecede de\u011fi\u015fmemi\u015ftir. Bunun bir istisnas\u0131, KA\u00c7D\u2019ler \u00fczerinde yap\u0131lan ara\u015ft\u0131rmalar\u0131n bulgular\u0131na dayanarak, ders kay\u0131tlar\u0131n\u0131n giderek daha k\u00fc\u00e7\u00fck par\u00e7alar h\u00e2linde yap\u0131l\u0131yor olmas\u0131d\u0131r (ara\u015ft\u0131rma hakk\u0131nda daha fazla bilgi i\u00e7in bkz.<\/span>Tema 8.4<\/span><\/span>).<\/span><\/span><\/p>\n

4.2.2 \u00d6\u011frenme y\u00f6netim sistemlerinin kullan\u0131ld\u0131\u011f\u0131 dersler<\/span><\/h3>\n

\u00d6\u011frenme y\u00f6netim sistemleri (\u00d6YS), \u00f6\u011frenci ve e\u011fitmenlerin parola korumal\u0131 bir \u00e7evrim i\u00e7i \u00f6\u011frenme ortam\u0131na ba\u011flan\u0131p \u00e7al\u0131\u015fmalar\u0131na olanak sa\u011flayan yaz\u0131l\u0131mlard\u0131r. Blackboard, Desire2Learn ve Moodle gibi bir\u00e7ok \u00f6\u011frenme y\u00f6netim sistemi, asl\u0131nda s\u0131n\u0131f tasar\u0131m modelinin kopyalanmas\u0131nda kullan\u0131lmaktad\u0131r. Haftal\u0131k birimler veya mod\u00fcller vard\u0131r,e\u011fitmen ders materyalini s\u0131n\u0131ftaki t\u00fcm \u00f6\u011frencilere ayn\u0131 zamanda sunar, mevcudu y\u00fcksek olan s\u0131n\u0131flar kendi i\u00e7lerinde daha k\u00fc\u00e7\u00fck k\u0131s\u0131mlara b\u00f6l\u00fcnebilir, (\u00e7evrim i\u00e7i) tart\u0131\u015fma olana\u011f\u0131 vard\u0131r, \u00f6\u011frenciler ders materyalleri \u00fczerinde yakla\u015f\u0131k olarak ayn\u0131 zaman\u0131 harcar ve de\u011ferlendirme dersin sonunda uygulanan testler veya deneme yaz\u0131lar\u0131 yoluyla yap\u0131l\u0131r.<\/span><\/span><\/p>\n

\"OEBPS\/images\/image0044.jpg\"<\/p>\n

\u015eekil 4.2.3 British Columbia \u00dcniversitesi \u00d6\u011frenme Y\u00f6netim Sistemi\u2019nin (Blackboard Connect) ekran g\u00f6r\u00fcnt\u00fcs\u00fc<\/span><\/i><\/span><\/span><\/p>\n

Tasar\u0131m a\u00e7\u0131s\u0131ndan en temel farkl\u0131l\u0131klar; i\u00e7eri\u011fin s\u00f6zl\u00fc de\u011fil metin tabanl\u0131 olmas\u0131 (her ne kadar \u00f6\u011frenme y\u00f6netim sistemlerinde video ve ses dosyalar\u0131 giderek artan miktarda kullan\u0131lmaktaysa da), \u00e7evrim i\u00e7i tart\u0131\u015fmalar\u0131n e\u015f zamanl\u0131 de\u011fil daha \u00e7ok farkl\u0131 zamanl\u0131 (asenkron) olarak yap\u0131lmas\u0131 ve ders i\u00e7eri\u011fine internet ba\u011flant\u0131s\u0131yla istenilen yerden istenilen zamanda eri\u015filebiliyor olmas\u0131d\u0131r. Bunlar \u00f6\u011frenme y\u00f6netim sistemlerinin fiziksel s\u0131n\u0131flardan \u00f6nemli \u00f6l\u00e7\u00fcde farkl\u0131la\u015ft\u0131klar\u0131 noktalard\u0131r. Gerekli beceriye sahip \u00f6\u011fretmen ve \u00f6\u011frenciler \u00d6YS\u2019lerini farkl\u0131 \u00f6\u011frenme ve \u00f6\u011fretme ortamlar\u0131na uyarlayabilirler ancak \u00d6YS\u2019nin temel \u00e7er\u00e7evesi s\u0131n\u0131f\u0131nkiyle ayn\u0131 kalacakt\u0131r.<\/span><\/span><\/p>\n

Bununla birlikte \u00d6YS h\u00e2la internette sadece \u00f6nceden kaydedilmi\u015f videolar olarak dersler veren veya ne yaz\u0131k ki bir\u00e7ok \u00e7evrim i\u00e7i programda oldu\u011fu gibi Powerpoint ders notlar\u0131n\u0131n pdf kopyalar\u0131n\u0131 y\u00fckleyen \u00e7evrim i\u00e7i tasar\u0131mlara g\u00f6re ileri bir teknolojidir. \u00d6\u011frenme y\u00f6netim sistemleri, ayn\u0131 zamanda, geleneksel s\u0131n\u0131f modelinden tasar\u0131m a\u00e7\u0131s\u0131ndan \u00e7ok daha esnek bir yap\u0131ya sahiptir. Bu \u00f6zellik olduk\u00e7a \u00f6nemlidir \u00e7\u00fcnk\u00fc \u00e7evrim i\u00e7i tasar\u0131mlar\u0131n \u00e7evrim i\u00e7i \u00f6\u011frencilerin \u00f6zel gereksinimlerini dikkate almas\u0131 ve s\u0131n\u0131f modelinden farkl\u0131 \u015fekilde tasarlanmas\u0131 gerekir.<\/span><\/span><\/p>\n

4.2.3 S\u0131n\u0131f tasar\u0131m modelinin \u00e7evrim i\u00e7i \u00f6\u011frenme a\u00e7\u0131s\u0131ndan s\u0131n\u0131rl\u0131l\u0131klar\u0131<\/span><\/h3>\n

\u015ei\u015fe yeni de eski de olsa eski su asl\u0131nda `iyi\u2019 bir su olabilir. \u00d6nemli olan s\u0131n\u0131f tasar\u0131m modelinin dijital \u00e7a\u011f\u0131n gereksinimlerini kar\u015f\u0131lay\u0131p kar\u015f\u0131lam\u0131yor olmas\u0131d\u0131r. Eldeki sistemin i\u00e7ine teknolojiyi \u2018ekleyivermek\u2019 veya ayn\u0131 tasar\u0131m\u0131 \u00e7evrim i\u00e7i ortama ta\u015f\u0131mak, otomatik olarak de\u011fi\u015fen gereksinimlere cevap vermek anlam\u0131na gelmez.<\/span><\/span><\/p>\n

Dolay\u0131s\u0131yla yeni teknolojilerin e\u011fitsel a\u00e7\u0131dan avantajlar\u0131n\u0131 en iyi \u015fekilde kullanan tasar\u0131mlara bakmam\u0131z gerekir. Tasar\u0131m teknolojinin sahip oldu\u011fu potansiyelin tamam\u0131n\u0131 kullanacak \u015fekilde de\u011fi\u015fmezse, elde edilecek sonu\u00e7 `taklit edilen\u2019 fiziksel s\u0131n\u0131f modelinin bile \u00e7ok alt\u0131nda olacakt\u0131r. \u00d6rnek vermek gerekirse, bir KA\u00c7D kapsam\u0131nda kullan\u0131lan ders kay\u0131tlar\u0131 veya bilgisayar tabanl\u0131 \u00e7oktan se\u00e7meli s\u0131navlar gibi yeni teknolojiler daha fazla \u00f6\u011frencinin daha geni\u015f bir i\u00e7eri\u011fi \u00f6\u011frenmesine katk\u0131 sa\u011flayacak olsa bile dijital \u00e7a\u011f\u0131n gerektirdi\u011fi \u00fcst basamak becerileri kar\u015f\u0131lamada yetersiz kalacakt\u0131r.<\/span><\/span><\/p>\n

Teknolojiyi s\u0131n\u0131f tasar\u0131m\u0131na ekleyivermenin bir tehlikesi de sonucu de\u011fi\u015ftirmeden hem teknoloji hem de \u00f6\u011fretmenlerin harcad\u0131\u011f\u0131 zaman anlam\u0131nda maliyeti art\u0131r\u0131yor olabilece\u011fimizdir.<\/span><\/span><\/p>\n

Kar\u015f\u0131 kar\u015f\u0131ya kald\u0131\u011f\u0131m\u0131z en \u00f6nemli problem, \u00e7evrim i\u00e7i \u00f6\u011frencilerin s\u0131n\u0131ftaki \u00f6\u011frencilerden farkl\u0131 bir \u00f6\u011frenme ortam\u0131nda olmalar\u0131 ve \u00f6\u011fretim tasar\u0131m\u0131n\u0131n da bunu mutlaka dikkate almas\u0131 gerekti\u011fidir. Bu problem, kitab\u0131n kalan\u0131nda enine boyuna tart\u0131\u015f\u0131lacakt\u0131r.<\/span><\/span><\/p>\n

Teknolojinin kendine ait potansiyeli bulunana kadar ba\u015flang\u0131\u00e7ta yaln\u0131zca eski tasar\u0131m modellerinin kopyas\u0131 olarak kullan\u0131lmas\u0131 olgusu e\u011fitim alan\u0131 i\u00e7in de ge\u00e7erlidir. Ancak, dijital \u00e7a\u011f\u0131n t\u00fcm taleplerinin kar\u015f\u0131lanmas\u0131 ve yeni teknolojilerin t\u00fcm potansiyelinin e\u011fitim niteli\u011fini art\u0131rmak i\u00e7in kullan\u0131lmas\u0131 isteniyorsa, temel tasar\u0131m modelinin de\u011fi\u015fmesi gerekir.<\/span><\/span><\/p>\n

Kaynak\u00e7a<\/span><\/h3>\n

Bates, A. et al. (2018) <\/span>Tracking Online and Distance Education in Canadian Universities and Colleges: 2018<\/i><\/span><\/em> Halifax NS: Canadian Digital Learning Research Association<\/span><\/span><\/p>\n

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Etkinlik 4.2 S\u0131n\u0131f modelinin \u00e7evrim i\u00e7ine ta\u015f\u0131nmas\u0131<\/span><\/p>\n<\/header>\n

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1. S\u0131n\u0131f tasar\u0131m modelinin 19. y\u00fczy\u0131l\u0131n bir \u00fcr\u00fcn\u00fc oldu\u011funa ve dijital \u00e7a\u011fda \u00f6\u011fretim i\u00e7in de\u011fi\u015ftirilmesi gerekti\u011fine inan\u0131yor musunuz? Yoksa s\u0131n\u0131f modelinin g\u00fcn\u00fcm\u00fcz i\u00e7in h\u00e2la kullan\u0131labilir esnek bir model oldu\u011funu mu d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/span><\/span><\/p>\n

2. Size g\u00f6re \u00d6YS kullanan dersler temelde s\u0131n\u0131f modelinin \u00e7evrim i\u00e7i ortama ta\u015f\u0131nd\u0131\u011f\u0131 ortamlar m\u0131d\u0131r, yoksa kendilerine \u00f6zg\u00fc tasar\u0131m modelleri midir? E\u011fer kendilerine \u00f6zg\u00fc modellerse, onlar\u0131 e\u015fsiz k\u0131lan nedir?<\/span><\/span><\/p>\n

3. 50 dakikal\u0131k bir ders anlat\u0131m\u0131n\u0131, video kayd\u0131 i\u00e7in 10\u2019ar dakikal\u0131k be\u015f b\u00f6l\u00fcme ay\u0131rman\u0131n avantaj ve dezavantajlar\u0131 nelerdir? Bu sizce anlaml\u0131 bir tasar\u0131m de\u011fi\u015fikli\u011fi midir? E\u011fer cevab\u0131n\u0131z evet ise sizce bunu anlaml\u0131 yapan nedir?<\/span><\/span><\/p>\n

Bu \u00fc\u00e7 soru hakk\u0131ndaki ki\u015fisel g\u00f6r\u00fc\u015flerim i\u00e7in a\u015fa\u011f\u0131daki podcast’den dinleyebilirsiniz:<\/span><\/span><\/p>\n

Ses \u00f6gesi, kitab\u0131n bu s\u00fcr\u00fcm\u00fcnden \u00e7\u0131kar\u0131ld\u0131. Buradan \u00e7evrim i\u00e7i olarak dinleyebilirsiniz: https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/?p=118<\/span><\/span><\/p>\n<\/div>\n<\/div>\n","protected":false},"author":1,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-105","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":98,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/105","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":0,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/105\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/98"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/105\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=105"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=105"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=105"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=105"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}