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\u015eekil 5.3 KA\u00c7D tasar\u0131mlar\u0131ndaki \u00e7e\u015fitlilik\nG\u00f6rsel: \u00a9 Dairy Cattle, India, 2014\u00a9 Dairy Cattle, India, 2014<\/i><\/span><\/span><\/p>\n Bu b\u00f6l\u00fcmde ana KA\u00c7D tasar\u0131mlar\u0131 analiz edilecektir. Ancak unutmayal\u0131m ki KA\u00c7D\u2019ler nispeten yeni bir olgu oldu\u011fu i\u00e7in tasar\u0131m modelleri h\u00e2la geli\u015fmektedir.<\/span><\/p>\n\n Ba\u015flang\u0131\u00e7ta Stanford \u00dcniversitesi profes\u00f6rleri ve daha sonras\u0131nda MIT ve Harvard profes\u00f6rleri taraf\u0131ndan geli\u015ftirilen KA\u00c7D\u2019ler, temel olarak olduk\u00e7a davran\u0131\u015f\u00e7\u0131 bir bilgi aktar\u0131m\u0131 modeline dayal\u0131 olarak kullan\u0131lan \u00f6\u011fretim y\u00f6ntemi a\u00e7\u0131s\u0131ndan \u00e7evrim i\u00e7i olarak kaydedilmi\u015f ders anlat\u0131m videolar\u0131 ile bilgisayar otomasyonlu s\u0131navlar\u0131n ve bazen de akran de\u011ferlendirmesinin bile\u015fiminden ibarettir. Bu KA\u00c7D\u2019ler, Coursera, edX ve FutureLearn gibi \u00f6zel bulut tabanl\u0131 yaz\u0131l\u0131m platformlar\u0131nda verilmektedir.<\/span><\/span><\/p>\n gKA\u00c7D, Coursera, Udacity ve edX taraf\u0131ndan geli\u015ftirilen dersler i\u00e7in Stephen Downes (2012) taraf\u0131ndan ortaya at\u0131lm\u0131\u015f bir terimdir. Bu kitab\u0131n\u0131n yaz\u0131ld\u0131\u011f\u0131 2019 y\u0131l\u0131nda, gKA\u00c7D\u2019ler en yayg\u0131n KA\u00c7D modeli olarak piyasadayd\u0131. E\u011fitmenlerin ders tasar\u0131m\u0131nda hat\u0131r\u0131 say\u0131l\u0131r bir esnekli\u011fe sahip oldu\u011fu gKA\u00c7D\u2019lerde birtak\u0131m \u00e7e\u015fitlilikler g\u00f6r\u00fclse de, genelde b\u00fct\u00fcn gKA\u00c7D\u2019ler a\u015fa\u011f\u0131daki ortak tasar\u0131m \u00f6zelliklerine sahiptir:<\/span><\/p>\n\n \u00c7ok b\u00fcy\u00fck gKA\u00c7D\u2019ler, \u00f6zel olarak tasarlanm\u0131\u015f Coursera, edX veya FutureLearn gibi platform yaz\u0131l\u0131mlar\u0131 kullan\u0131rlar. Bu yaz\u0131l\u0131mlar \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n derse kay\u0131t olmas\u0131na izin vermekte, dijital materyallerin iste\u011fe ba\u011fl\u0131 payla\u015f\u0131lmas\u0131 ve depolanmas\u0131nda kolayl\u0131klar sa\u011flamakta ve de\u011ferlendirme s\u00fcre\u00e7lerini ve \u00f6\u011frenci performans\u0131n\u0131n izlenmesini otomatik h\u00e2le getirmektedir. Bu yaz\u0131l\u0131mlar, ayn\u0131 zamanda, yaz\u0131l\u0131m\u0131 sa\u011flayan \u015firketlerin \u00f6\u011frenci verilerini toplamas\u0131na ve \u00e7\u00f6z\u00fcmlemesine de izin vermektedir.<\/span><\/p>\n Ancak, gittik\u00e7e daha k\u00fc\u00e7\u00fck kurumlar, s\u00fcrekli e\u011fitim \u00e7evrim i\u00e7i kay\u0131t i\u015flemlerini, kendi video sunucular\u0131n\u0131 ve 'kullan\u0131ma haz\u0131r' otomatik geri bildirim, test etme ve markalama ara\u00e7lar\u0131n\u0131 kullanarak veya uyarlayarak kendi gKA\u00c7D'ler sunmaktad\u0131r.<\/span><\/span><\/p>\n\n gKA\u00c7D\u2019ler talep \u00fczerine kaydedilmi\u015f video dersleri indiren kat\u0131l\u0131mc\u0131lar taraf\u0131ndan \u00e7evrim i\u00e7i olarak sunulan standart ders modunu kullan\u0131r. Bu ders anlat\u0131m videolar\u0131, 10 ila 13 haftal\u0131k bir ders s\u00fcreci i\u00e7inde haftal\u0131k olarak kat\u0131l\u0131mc\u0131lar\u0131n eri\u015fimine a\u00e7\u0131kt\u0131r. Ba\u015flang\u0131\u00e7ta bunlar yakla\u015f\u0131k 50 dakika s\u00fcren ders videolar\u0131yd\u0131, fakat edinilen deneyimler sonucunda baz\u0131 gKA\u00c7D\u2019ler daha k\u0131sa videolar kullan\u0131yorlar (hatta videolar bazen 15 dakikan\u0131n da alt\u0131nda olabiliyor) dolay\u0131s\u0131yla daha fazla say\u0131da video olabiliyor. Bunun yan\u0131 s\u0131ra gKA\u00c7D\u2019lerin s\u00fcreleri de giderek k\u0131salmakta, g\u00fcn\u00fcm\u00fczde baz\u0131 <\/span>dersler<\/i><\/span><\/em> yaln\u0131zca be\u015f hafta s\u00fcrmektedir. Ders anlat\u0131m videolar\u0131nda farkl\u0131 video i\u015fleme y\u00f6ntemleri kullan\u0131lmaktad\u0131r. Bunlardan baz\u0131lar\u0131 kamp\u00fcste y\u00fcz y\u00fcze verilen derslerin videoya \u00e7ekilerek depolanmas\u0131 ve daha sonra talep \u00fczerine yay\u0131nlanmas\u0131 \u015feklindedir.<\/span><\/span><\/p>\n\n \u00d6\u011frenciler, derste \u00e7evrim i\u00e7i olarak verilen test usul\u00fc bir s\u0131nav olmakta ve s\u0131nav bitti\u011fi anda sonuca ili\u015fkin geri bildirim elde etmektedir. Bu t\u00fcr testler, kat\u0131l\u0131mc\u0131lar\u0131n belli konularda geri bildirimlerini almak i\u00e7in ya da alternatif olarak kat\u0131l\u0131mc\u0131n\u0131n ders ba\u015far\u0131s\u0131n\u0131 de\u011ferlendirmek i\u00e7in ders s\u00fcresi boyunca da kullan\u0131labilmektedir. Alternatif olarak bir sertifikan\u0131n verilmesini belirlemek i\u00e7in testler kullan\u0131labilir. Ba\u015fka bir se\u00e7enek de yaln\u0131zca ders sonu \u00e7evrim i\u00e7i testine dayanan kurs sonu notu veya sertifikas\u0131 i\u00e7indir. gKA\u00c7D \u00f6devlerinin \u00e7o\u011fu \u00e7oktan se\u00e7meli, bilgisayar ile puanlanan sorulara dayan\u0131r ancak baz\u0131 KA\u00c7D'lerde kat\u0131l\u0131mc\u0131lar\u0131n cevaplar\u0131n\u0131 girmeleri gereken metin ya da form\u00fcl kutular\u0131 da (\u00f6rne\u011fin bilgisayar bilimleri kursundaki bir kodlama veya matematiksel bir form\u00fcl ve bir ka\u00e7 durumda da k\u0131sa cevapl\u0131 metinler i\u00e7in oldu\u011fu gibi) kullan\u0131l\u0131r. Her iki durumda da soru t\u00fcr\u00fc ne olursa olsun, cevaplar bilgisayar taraf\u0131ndan de\u011ferlendirilmektedir.<\/span><\/p>\n\n Baz\u0131 gKA\u00c7D\u2019ler, \u00f6\u011frencileri rastgele k\u00fc\u00e7\u00fck gruplara atayarak akran de\u011ferlendirmesi y\u00f6ntemini denemi\u015flerdir. Bu y\u00f6ntem, \u00f6zellikle de a\u00e7\u0131k u\u00e7lu sorular\u0131n yer ald\u0131\u011f\u0131 \u00f6dev ya da s\u0131navlar i\u00e7in kullan\u0131lmaktad\u0131r. Ayn\u0131 grup i\u00e7indeki \u00fcyelerin uzmanl\u0131k d\u00fczeylerinin \u00e7e\u015fitlili\u011fi veya grup \u00fcyelerinin derse kat\u0131l\u0131m d\u00fczeyleri aras\u0131ndaki farkl\u0131l\u0131klar nedeniyle akran de\u011ferlendirme y\u00f6ntemi birtak\u0131m s\u0131k\u0131nt\u0131lar do\u011furabilmektedir.<\/span><\/span><\/p>\n\n Ders sunumlar\u0131n\u0131n kopyalar\u0131, ses dosyalar\u0131, di\u011fer kaynaklara verilen web linkleri ve \u00e7evrim i\u00e7i makaleler de kat\u0131l\u0131mc\u0131lar taraf\u0131ndan bilgisayarlar\u0131na indirilerek saklanabilir.<\/span><\/p>\n\n Ortak tart\u0131\u015fma ve yorum alanlar\u0131, kat\u0131l\u0131mc\u0131lar\u0131n soru sorabilecekleri, yard\u0131m isteyebilecekleri veya ders i\u00e7eri\u011fine ili\u015fkin yorumlar\u0131n\u0131 iletebilecekleri alanlard\u0131r.<\/span><\/p>\n\n Derste yap\u0131lan tart\u0131\u015fmalar\u0131n veya derse ili\u015fkin kat\u0131l\u0131mc\u0131 yorumlar\u0131n\u0131n herhangi birisi taraf\u0131ndan y\u00f6netilmesi veya ne kadar y\u00f6netildi\u011fi, belki de gKA\u00c7D\u2019lerde en \u00e7ok \u00e7e\u015fitlilik g\u00f6steren \u00f6zelliktir ancak y\u00f6netim bireylerden ziyade t\u00fcm kat\u0131l\u0131mc\u0131lara y\u00f6neliktir. Derse kat\u0131lan ve yorumda bulunan ki\u015fi say\u0131s\u0131n\u0131n \u00e7ok y\u00fcksek olmas\u0131 nedeniyle derste g\u00f6rev yapan e\u011fitmenlerin bireylere tek tek geri bildirimde bulunmas\u0131 veya yorumlar\u0131 y\u00f6netmesi \u00e7ok m\u00fcmk\u00fcn olmamaktad\u0131r. Baz\u0131 derslerde e\u011fitmenler tart\u0131\u015fmalara veya yap\u0131lan yorumlara hi\u00e7 m\u00fcdahale etmemekte, dolay\u0131s\u0131yla kat\u0131l\u0131mc\u0131lar sorular\u0131na veya yorumlar\u0131na cevap alma konusunda di\u011fer kat\u0131l\u0131mc\u0131lara ba\u011fl\u0131 kalmaktad\u0131r. Baz\u0131 e\u011fitmenler ise kat\u0131l\u0131mc\u0131lar\u0131n b\u00fcy\u00fck k\u0131sm\u0131 taraf\u0131ndan yorum yap\u0131lan konular\u0131 taray\u0131p belirlemek i\u00e7in g\u00f6n\u00fcll\u00fc veya \u00fccretli asistan kullanmaktad\u0131r. Baz\u0131 e\u011fitmenler kat\u0131l\u0131mc\u0131lar\u0131n yorumlar\u0131n\u0131 taray\u0131p ortak ilgi alanlar\u0131n\u0131 belirlemek i\u00e7in g\u00f6n\u00fcll\u00fc veya \u00fccreti mukabilinde asistan kullanmakta sonras\u0131nda kendileri ve\/veya asistanlar\u0131 d\u00f6n\u00fct sa\u011flamaktad\u0131r. Bununla birlikte her durumda kat\u0131l\u0131mc\u0131lar birbirlerinin yorumlar\u0131na veya sorular\u0131na moderat\u00f6rl\u00fck yapmaktad\u0131r.<\/span><\/p>\n\n Bir\u00e7ok gKA\u00c7D, bilgisayar taraf\u0131ndan notland\u0131r\u0131lan bir de\u011ferlendirmeye dayal\u0131 olarak dersin ba\u015far\u0131yla tamamland\u0131\u011f\u0131na dair bir t\u00fcr tan\u0131n\u0131rl\u0131k sa\u011flamaktad\u0131r. Ancak bu kitab\u0131n yaz\u0131ld\u0131\u011f\u0131 d\u00f6nemde, KA\u00c7D sertifikalar\u0131 veya rozetleri <\/span>genellikle<\/span><\/span> e\u011fitimi veren kurumlar taraf\u0131ndan bile kredili ders olarak kabul edilmemekteydi; verilen dersler kamp\u00fcs \u00f6\u011frencileri i\u00e7in ayn\u0131 olsa bile... Bug\u00fcne kadar KA\u00c7D\u2019ler sayesinde kazan\u0131lan niteliklerin i\u015fverenler taraf\u0131ndan kabul edildi\u011fine dair birka\u00e7 <\/span>istisnai<\/span><\/span>\u00f6rnek mevcuttur <\/span>(\u00d6rne\u011fin bkn, Banks ve Meinart, 2016 veya Gatuguta-Gitau, 2017). Bununla birlikte b\u00fcy\u00fck i\u015fverenlerle KA\u00c7D sa\u011flay\u0131c\u0131lar\u0131 aras\u0131nda mikro kimlik bilgilerini geli\u015ftirmek i\u00e7in ortakl\u0131\u011f\u0131n artmas\u0131yla birlikte bu de\u011fi\u015febilir (bk.\u00f6rne\u011fin, Gordon, 2018).<\/span><\/span><\/span><\/p>\n\n G\u00fcn\u00fcm\u00fcz itibariyle gKA\u00c7D\u2019lerde \u00f6\u011frenme analiti\u011finin kullan\u0131lmas\u0131na ili\u015fkin yay\u0131mlanm\u0131\u015f fazla \u00e7al\u0131\u015fma bulunmamas\u0131na ra\u011fmen gKA\u00c7D platformlar\u0131n\u0131n kat\u0131l\u0131mc\u0131lar ve ders performanslar\u0131 ile ilgili b\u00fcy\u00fck veri toplayabilecek ve \u00e7\u00f6z\u00fcmleyebilecek kapasiteye sahip oldu\u011fu unutulmamal\u0131d\u0131r. Teoride de olsa bu veriler ders i\u00e7eri\u011finin veya ders tasar\u0131m\u0131n\u0131n iyile\u015ftirilmesi ile ilgili e\u011fitmenlere an\u0131nda geri bildirim sa\u011flayabilecek niteliktedir. KA\u00c7D'lerde \u00f6\u011frenme analiti\u011finin kullan\u0131m\u0131na ili\u015fkin \u00f6rnekler i\u00e7in bkz. Laveti ve ark., 2017 veya Eradze ve Tammets, 2017.<\/span><\/p>\n\n Bu nedenle gKA\u00c7D\u2019ler, bilgi aktar\u0131m\u0131na odaklanan, nitelikli ders i\u00e7eri\u011finin sunuldu\u011fu, de\u011ferlendirmenin bilgisayar taraf\u0131ndan(\u00e7o\u011funlukla \u00f6\u011frenci geri bildirimi ama\u00e7l\u0131) yap\u0131ld\u0131\u011f\u0131 ve kat\u0131l\u0131mc\u0131lar ile \u00f6\u011frenme platformu aras\u0131ndaki t\u00fcm i\u015flemlerin otomatik olarak ger\u00e7ekle\u015ftirildi\u011fi bir \u00f6\u011fretim modeli kullanmaktad\u0131r. E\u011fitmenler kat\u0131l\u0131mc\u0131lar\u0131n yorumlar\u0131na veya sorular\u0131na kar\u015f\u0131l\u0131k genel bilgilendirmeler yapsa da kat\u0131l\u0131mc\u0131 bireyler ve dersten sorumlu e\u011fitmen aras\u0131nda do\u011frudan etkile\u015fim yok denecek kadar azd\u0131r. <\/span>Bu nedenle gKA\u00c7D'lerin alt\u0131nda yatan son derece davran\u0131\u015f\u00e7\u0131\/nesnelci epistemoloji vard\u0131r.<\/span><\/span><\/span><\/p>\n\n \u0130lki 2008 y\u0131l\u0131nda \u00fc\u00e7 e\u011fitmen taraf\u0131ndan Manitoba \u00dcniversitesi\u2019ndeki bir ders i\u00e7in geli\u015ftirilen bKA\u00c7D\u2019lerde \u00f6\u011frenme, kat\u0131l\u0131mc\u0131lar\u0131n sosyal medya \u00fczerinden kurdu\u011fu a\u011flar ve tart\u0131\u015fmalar \u00fczerinden geli\u015fir. bKA\u00c7D\u2019lerde kullan\u0131lan standart bir teknoloji platformu yoktur; bunun yerine webcast\u2019lar, kat\u0131l\u0131mc\u0131lar\u0131n sahip oldu\u011fu bloglar, att\u0131klar\u0131 tweet\u2019ler, ayn\u0131 konuda yaz\u0131lan blog ve tweet\u2019leri etiketler yoluyla birbirine ba\u011flayan yaz\u0131l\u0131mlar ve \u00e7evrim i\u00e7i tart\u0131\u015fma forumlar\u0131 yoluyla \u00e7al\u0131\u015f\u0131r. bKA\u00c7D\u2019leri a\u00e7an ve aktif olarak y\u00f6neten uzman birileri olsa da genellikle kat\u0131l\u0131mc\u0131lar\u0131n derse olan ilgileri ve katk\u0131lar\u0131yla y\u00fcr\u00fcr. bKA\u00c7D\u2019lerde genellikle herhangi bir formal de\u011ferlendirme etkinli\u011fi y\u00fcr\u00fct\u00fclmez.<\/span><\/p>\n\n Downes (2014) bKA\u00c7D\u2019ler i\u00e7in d\u00f6rt temel tasar\u0131m ilkesi belirlemi\u015ftir:<\/span><\/p>\n\n \u00f6\u011frenen \u00f6zerkli\u011fi<\/span><\/span><\/b>: \u00d6\u011frenenler, hangi i\u00e7eri\u011fi veya beceriyi \u00f6\u011freneceklerine kendileri karar verir. \u00d6\u011frenme bireyseldir, ki\u015fiseldir ve dolay\u0131s\u0131yla formal bir \u00f6\u011fretim program\u0131 yoktur. Buna ra\u011fmen KA\u00c7D\u2019yi d\u00fczenleyen ki\u015fi, ortak bir tema se\u00e7er ve kat\u0131l\u0131mc\u0131lar\u0131 davet eder;<\/span><\/span><\/p>\n<\/li>\n \t \u00e7e\u015fitlilik<\/span><\/span><\/b> :Derste kullan\u0131lan ara\u00e7lar, kat\u0131l\u0131mc\u0131lar ve kat\u0131l\u0131mc\u0131lar\u0131n bilgi seviyesi ile i\u00e7erik a\u00e7\u0131s\u0131ndan \u00f6nemli bir \u00e7e\u015fitlilik vard\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t etkile\u015fim<\/span><\/span><\/b>: \u0130\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme anlam\u0131nda kat\u0131l\u0131mc\u0131lar aras\u0131ndaki ileti\u015fim \u00f6nemlidir ve bilginin olu\u015fmas\u0131na katk\u0131da bulunur.<\/span><\/span><\/p>\n<\/li>\n \t a\u00e7\u0131kl\u0131k<\/span><\/span><\/b>: eri\u015fim, i\u00e7erik, ders etkinlikleri ve de\u011ferlendirme a\u00e7\u0131s\u0131ndan d\u0131\u015far\u0131ya a\u00e7\u0131k\u2019t\u0131r.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n bKA\u00c7D destek\u00e7ilerine g\u00f6re gKA\u00c7D\u2019lerin aksine bKA\u00c7D\u2019lerde \u00f6\u011frenme, bir uzmandan acemilere bilgi aktar\u0131m\u0131 sonucunda de\u011fil; kat\u0131l\u0131mc\u0131lar aras\u0131ndaki bilgi ak\u0131\u015f\u0131 ve payla\u015f\u0131m\u0131 sonucunda olu\u015fur.<\/span><\/p>\n\n bKA\u00c7D\u2019ler s\u00fcrekli geli\u015fen ve evrilen sistemler oldu\u011fundan bu temel tasar\u0131m ilkelerinin uygulamaya nas\u0131l d\u00f6k\u00fcld\u00fc\u011f\u00fcn\u00fc tam olarak tespit etmek \u00e7ok kolay de\u011fildir. Bug\u00fcne kadar g\u00f6rd\u00fc\u011f\u00fcm\u00fcz bKA\u00c7D\u2019lerin \u00e7o\u011fu, hem KA\u00c7D\u2019lerin d\u00fczenlenmesi ve yayg\u0131nla\u015ft\u0131r\u0131lmas\u0131nda hem de ders i\u00e7i tart\u0131\u015fmalarda odak noktas\u0131 olarak kullan\u0131lacak i\u00e7erik ba\u011flant\u0131lar\u0131n\u0131 belirlemede \u2018uzman\u2019 kullan\u0131m\u0131n\u0131 tercih etmi\u015ftir. Di\u011fer bir deyi\u015fle, gKA\u00c7D\u2019lerle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, bKA\u00c7D\u2019lerin tasar\u0131m uygulamalar\u0131n\u0131n daha \u00e7ok devam eden bir \u00e7al\u0131\u015fma niteli\u011finde oldu\u011funu s\u00f6yleyebiliriz.<\/span><\/p>\n Bununla birlikte anahtar tasar\u0131m uygulamalar\u0131 olarak a\u015fa\u011f\u0131dakileri sayabiliriz:<\/span><\/p>\n\n sosyal medya kullan\u0131m\u0131<\/span><\/span><\/b>: K\u0131smen bir\u00e7ok bKA\u00c7D\u2019nin kurumsal tabanl\u0131 veya kurumsal destekli olmamas\u0131ndan kaynaklanan nedenlerle, bu dersler ortak bir platform kullanmak yerine birbirine \u2018ba\u011fl\u0131\u2019 ara\u00e7lar\u0131n ve medyan\u0131n kullan\u0131m\u0131yla desteklenen daha esnek bir yap\u0131ya sahiptir. Kullan\u0131lan ara\u00e7lar aras\u0131nda basit bir \u00e7evrim i\u00e7i kay\u0131t sistemi ve Blackboard Collaborate veya Adobe Connect gibi web konferans ara\u00e7lar\u0131n\u0131n kullan\u0131m\u0131 ile ak\u0131\u015fl\u0131 video veya ses dosyalar\u0131, bloglar, wikiler, Moodle veya Canvas gibi a\u00e7\u0131k \u00f6\u011fretim y\u00f6netim sistemeleri, Twitter, LinkedIn veya Facebook yer almakta olup hepsi kat\u0131l\u0131mc\u0131lar\u0131n katk\u0131lar\u0131n\u0131 payla\u015fmalar\u0131na imk\u00e2n tan\u0131r. Asl\u0131na bak\u0131l\u0131rsa, yeni uygulamalar ve yeni sosyal medya ara\u00e7lar\u0131 geli\u015ftik\u00e7e b\u00fcy\u00fck olas\u0131l\u0131kla bKA\u00c7D\u2019lerde kullan\u0131lmaya ba\u015flanacakt\u0131r. T\u00fcm bu ara\u00e7lar, Web tabanl\u0131 etiketler veya di\u011fer Web tabanl\u0131 ba\u011flant\u0131 mekanizmalar\u0131 ile birbirlerine ba\u011fl\u0131 oldu\u011fundan kat\u0131l\u0131mc\u0131lar, di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n sosyal medya \u00fczerinden yapt\u0131klar\u0131 katk\u0131lar\u0131 tan\u0131mlayabilmektedir. Sonu\u00e7 olarak esnek ba\u011flant\u0131l\u0131 bir sosyal medya kullan\u0131m\u0131 bKA\u00c7D\u2019lerdeki kilit tasar\u0131m uygulamalar\u0131ndan biridir;<\/span><\/span><\/p>\n<\/li>\n \t kat\u0131l\u0131mc\u0131 temelli i\u00e7erik<\/span><\/span><\/b>: bKA\u00c7D\u2019lerde i\u00e7erik, KA\u00c7D\u2019yi d\u00fczenlemek isteyen ki\u015fi taraf\u0131ndan belirlenecek ortak bir konu yerine, kat\u0131l\u0131mc\u0131lar\u0131n kendileri taraf\u0131ndan belirlenir ve i\u00e7eri\u011fe katk\u0131 sa\u011flan\u0131r. Hatta baz\u0131 durumlarda, resm\u00ee olarak belirlenmi\u015f bir ders e\u011fitmeni de yoktur. Uygulamada bak\u0131ld\u0131\u011f\u0131nda ise bKA\u00c7D konusunda uzmanl\u0131\u011fa sahip olan ve bKA\u00c7D d\u00fczenleyen ki\u015filer, konu alan\u0131 uzmanlar\u0131n\u0131 ve belli bir konuda oturmu\u015f bir yakla\u015f\u0131ma sahip olan ki\u015fileri derse davet ederek katk\u0131 yapmalar\u0131n\u0131 sa\u011flamak ve dersi bu katk\u0131lar \u00fczerinden kat\u0131l\u0131mc\u0131lar\u0131n tart\u0131\u015fmalar\u0131yla y\u00fcr\u00fctmek e\u011filimindedir. Di\u011fer kat\u0131l\u0131mc\u0131lar ise derse nas\u0131l katk\u0131 sa\u011flayacaklar\u0131n\u0131 veya nas\u0131l ileti\u015fim kuracaklar\u0131n\u0131 kendi y\u00f6ntemleriyle belirlerler. Bu ba\u011flamda kullan\u0131lan y\u00f6ntemler genellikle blog yaz\u0131lar\u0131, tweet\u2019ler veya di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n blog yaz\u0131lar\u0131na yap\u0131lan yorumlardan ibarettir. Baz\u0131 bKA\u00c7D\u2019ler ise vikileri veya a\u00e7\u0131k kaynak kodlu \u00e7evrim i\u00e7i tart\u0131\u015fma forumlar\u0131n\u0131 da kullanmaktad\u0131r. \u0130\u00e7eri\u011fe ili\u015fkin temel tasar\u0131m uygulamas\u0131, t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n i\u00e7eri\u011fe katk\u0131da bulunuyor ve i\u00e7eri\u011fi payla\u015f\u0131yor olmas\u0131d\u0131r;<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n da\u011f\u0131t\u0131ml\u0131 ileti\u015fim<\/b><\/span><\/span>: bKA\u00c7D\u2019lere a\u015fina olmayanlar i\u00e7in ve hatta daha \u00f6nceden kat\u0131lm\u0131\u015f olanlar i\u00e7in bile kavramas\u0131 en zor tasar\u0131m uygulamalar\u0131ndan biridir. Say\u0131lar\u0131 y\u00fczlerle veya binlerle \u00f6l\u00e7\u00fclen ancak farkl\u0131 sosyal medya ara\u00e7lar\u0131n\u0131 kullanarak derse bireysel olarak katk\u0131 sa\u011flayan kat\u0131l\u0131mc\u0131lara sahip bir sistemde, kat\u0131l\u0131mc\u0131lar aras\u0131nda tek bir ki\u015fi taraf\u0131ndan takip edilmesi olanaks\u0131z olan say\u0131s\u0131z farkl\u0131 ba\u011flant\u0131 ve ileti\u015fim s\u00f6z konusudur. Bunun sonucu olarak toplu bir tart\u0131\u015fmadan ziyade, birbiriyle ileti\u015fim i\u00e7inde olan \u00e7iftler aras\u0131nda bir\u00e7ok alt etkile\u015fim cereyan etmektedir. Elbette ki b\u00fct\u00fcn bu konu\u015fmalar ve etkile\u015fim, sistemde yer alan di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n eri\u015fimine a\u00e7\u0131kt\u0131r; e\u011fer di\u011fer kat\u0131l\u0131mc\u0131lar b\u00f6yle bir ileti\u015fimin varl\u0131\u011f\u0131ndan haberdar olabilirse ileti\u015fime d\u00e2hil olabilir. Dolay\u0131s\u0131yla ileti\u015fim ile ilgili temel tasar\u0131m uygulamas\u0131, \u00e7ok say\u0131da farkl\u0131 alt bile\u015fene sahip kendi kendini y\u00f6neten bir \u015febekenin var olmas\u0131d\u0131r;<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n de\u011ferlendirme<\/span><\/span><\/b>: Formal bir de\u011ferlendirme sistemi olmasa da kat\u0131l\u0131mc\u0131lar birbirlerinden ve genellikle daha bilgili kat\u0131l\u0131mc\u0131lardan informal olarak geri bildirim isteyebilirler. \u00d6\u011frenilen \u015feyin uygun olup olmad\u0131\u011f\u0131na karar vermek, temelde kat\u0131l\u0131mc\u0131lar\u0131n kendi sorumlulu\u011fundad\u0131r.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n Sonu\u00e7 olarak bKA\u00c7D\u2019lerin \u00f6\u011frenmeye a\u011f tabanl\u0131 veya \u015febekeli bir yakla\u015f\u0131m izledi\u011fini s\u00f6yleyebiliriz. Bu yakla\u015f\u0131m \u00e7er\u00e7evesinde, \u00f6zerk \u00f6\u011frenenler eri\u015fime \u2018a\u00e7\u0131k\u2019 ve birbirine ba\u011fl\u0131 sosyal medya ara\u00e7lar\u0131yla ba\u011flant\u0131ya ge\u00e7erler ve kendi ki\u015fisel katk\u0131lar\u0131 yoluyla bilgi payla\u015f\u0131rlar. Ne i\u00e7eri\u011fin iletilmesi i\u00e7in \u00f6nceden belirlenmi\u015f bir \u00f6\u011fretim program\u0131 vard\u0131r ne de ne de \u00f6\u011frenci deste\u011fi anlam\u0131nda resm\u00ee bir \u00f6\u011fretmen \u00f6\u011frenci ili\u015fkisi... Kat\u0131l\u0131mc\u0131lar ba\u015fkalar\u0131n\u0131n katk\u0131lar\u0131, topluluk \u00fczerinden elde edilen meta d\u00fczeydeki bilgiler ve kendi katk\u0131lar\u0131 \u00fczerindeki \u00f6z d\u00fc\u015f\u00fcn\u00fcmleri yoluyla \u00f6\u011frenirler. Dolay\u0131s\u0131yla uygulama topluluklar\u0131n\u0131n sahip oldu\u011fu \u00f6zelliklerin bir\u00e7o\u011funu yans\u0131t\u0131rlar.<\/span><\/p>\n bKA\u00c7D\u2019lerin felsefesi, gKA\u00c7D\u2019lerden farkl\u0131d\u0131r. Downes ve Siemens, gKA\u00c7D'lerin \u00e7evrim i\u00e7i sosyal a\u011flardan yararlanmaya dayanan yeni bir \u201cba\u011flanabilirlik\u201d teorisi yans\u0131tt\u0131\u011f\u0131n\u0131 savundu (bk. Tema 2.6 ). gKA\u00c7D'ler kesinlikle yap\u0131land\u0131rmac\u0131 bir epistemolojiyi yans\u0131t\u0131yor.<\/span><\/p>\n\n Yukar\u0131da \u00f6zellikle gKA\u00c7D ve bKA\u00c7D\u2019ler aras\u0131ndaki tasar\u0131m farkl\u0131l\u0131klar\u0131na yo\u011funla\u015ft\u0131k. Mackness (2013) ve Yousef vd.\u2019nin (2014) yan\u0131 s\u0131ra bKA\u00c7D\u2019lerin ilk tasar\u0131mc\u0131lar\u0131ndan olan Downes\u2019\u0131n (2012) kendisi de bKA\u00c7D\u2019ler ve gKA\u00c7D\u2019ler aras\u0131ndaki benzer felsefi farklara i\u015faret etmektedir..<\/span><\/p>\n Bununla birlikte KA\u00c7D\u2019lerin tasar\u0131m yolculu\u011funun farkl\u0131 t\u00fcrlerle devam etti\u011fini ve evrildi\u011fini unutmamak gerekir. <\/span> Pilli ve Amiral ( 2016 ), a\u015fa\u011f\u0131dakiler de d\u00e2hil olmak \u00fczere 27 t\u00fcr KA\u00c7D tan\u0131mlam\u0131\u015ft\u0131r<\/span><\/span>:<\/span><\/span><\/p>\n\n bKA\u00c7D\u2019ler;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t gKA\u00c7D\u2019ler;<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n \t BA\u00c7D'ler<\/i><\/span><\/span><\/em> (b\u00fcy\u00fck a\u00e7\u0131k \u00e7evrim i\u00e7i dersler) - gKA\u00c7D'ler ve bKA\u00c7D'lerin kesi\u015fimi;<\/span><\/span><\/p>\n<\/li>\n \t HA\u00c7D<\/i><\/span><\/span><\/em>ler (halka a\u00e7\u0131k \u00e7evrim i\u00e7i dersler) - kurumlar\u0131n m\u00fc\u015fterilere ve \/ veya \u00e7al\u0131\u015fanlara kurslar sa\u011flamak i\u00e7in \u00e7evrim i\u00e7i olarak a\u00e7t\u0131klar\u0131 k\u00fc\u00e7\u00fck \u00f6l\u00e7ekli, k\u00e2r amac\u0131 g\u00fctmeyen kurslard\u0131r.<\/span><\/span><\/p>\n<\/li>\n \t DA\u0130D\u2019ler<\/i><\/span><\/span><\/em> (da\u011f\u0131t\u0131lm\u0131\u015f a\u00e7\u0131k i\u015f birli\u011fine dayal\u0131 dersler) - 17 \u00fcniversitenin ayn\u0131 temel KA\u00c7D\u2019yi payla\u015fmas\u0131 ve uyarlamas\u0131<\/span><\/span><\/p>\n<\/li>\n \t MA\u00c7D<\/i><\/span><\/span><\/em> ler(mini a\u00e7\u0131k \u00e7evrim i\u00e7i ders): Okul \u00fccretini \u00f6deyen 15-20 tane kamp\u00fcs tabanl\u0131 \u00f6\u011frencilerin yan\u0131 s\u0131ra bu t\u00fcr kurslar ayr\u0131ca s\u0131n\u0131rl\u0131 say\u0131da kay\u0131tl\u0131 olmayan \u00f6\u011frencinin de ders almas\u0131na izin vermektedirler fakat \u00f6\u011frenciler ayn\u0131 zamanda \u00fccret \u00f6demektedirler.<\/span><\/span><\/p>\n<\/li>\n \t KA\u00c7A\u2019lar <\/i><\/span><\/span><\/em>(kitlesel a\u00e7\u0131k \u00e7evrim i\u00e7i ara\u015ft\u0131rma) (MOOR) - \u00f6\u011fretmenler taraf\u0131ndan rehberlik edilen \u00f6\u011frenci ara\u015ft\u0131rma projeleri ve video-tabanl\u0131 ders anlat\u0131mlar\u0131n\u0131n kar\u0131\u015f\u0131m\u0131;<\/span><\/span><\/p>\n<\/li>\n \t K\u00d6\u00c7D\u2019ler (k\u00fc\u00e7\u00fck, \u00f6zel \u00e7evrim i\u00e7i dersler) (SPOC) - Harvard Hukuk Fak\u00fcltesi \u00f6rne\u011fi \u00fczerinden 4.000\u2019den fazla ba\u015fvuran aras\u0131ndan \u00f6nceden se\u00e7ilen 500 \u00f6\u011frencinin Harvard\u2019a kay\u0131tl\u0131 \u00f6\u011frencilerin ald\u0131\u011f\u0131 dersin ayn\u0131s\u0131n\u0131 ders anlat\u0131m video kay\u0131tlar\u0131yla almas\u0131<\/i><\/span><\/span><\/em><\/p>\n<\/li>\n<\/ul>\n SKA\u00c7D'ler (senkron kitlesel a\u00e7\u0131k \u00e7evrim i\u00e7i dersler) - \u00fcniversiteye kay\u0131tl\u0131 \u00f6\u011frencilere verilen derslerin, \u00fccret kar\u015f\u0131l\u0131\u011f\u0131nda, canl\u0131 olarak okula kay\u0131tl\u0131 olmayan \u00f6\u011frencilerin eri\u015fimine a\u00e7\u0131lmas\u0131.<\/span><\/p>\n\n Zaman ge\u00e7tik\u00e7e KA\u00c7D tasar\u0131m\u0131n\u0131n evriliyor olmas\u0131 \u015fa\u015f\u0131rt\u0131c\u0131 bir durum de\u011fildir. Bu evrim veya geli\u015fimin \u00fc\u00e7 farkl\u0131 t\u00fcr\u00fcnden bahsedilebilir:<\/span><\/p>\n\n daha yeni KA\u00c7D\u2019ler, \u00f6zellikle de KA\u00c7D\u2019ler daha ortada yokken kredili \u00e7evrim i\u00e7i ders veya program uygulamas\u0131 yapan e\u011fitim kurumlar\u0131n\u0131n a\u00e7t\u0131\u011f\u0131 KA\u00c7D\u2019ler, bu ders ve programlar\u0131ndan edindikleri dersleri ve en iyi uygulamalar\u0131 sistemlerine uyarlamaya ba\u015flam\u0131\u015flard\u0131r (bk. Tema 4.4);<\/span><\/p>\n<\/li>\n \t baz\u0131 \u00fcniversiteler, b\u00fcnyelerinde kay\u0131tl\u0131 \u00f6\u011frencilere verdikleri y\u00fcz y\u00fcze dersleri ayn\u0131 anda okula kay\u0131tl\u0131 olmayan \u00f6\u011frencilerin eri\u015fimine a\u00e7m\u0131\u015flard\u0131r (ki Cormier, Downes ve Siemens ilk KA\u00c7D\u2019yi b\u00f6yle ba\u015flatm\u0131\u015ft\u0131r);<\/span><\/p>\n<\/li>\n \t baz\u0131 \u00fcniversiteler, \u00e7evrim i\u00e7i KA\u00c7D materyallerini veya i\u00e7eri\u011fini b\u00fcnyelerinde verdikleri y\u00fcz y\u00fcze derslerle harmanlamaktad\u0131r.<\/span><\/p>\n<\/li>\n<\/ul>\n KA\u00c7D tasar\u0131m\u0131ndaki yenilikler ile KA\u00c7D\u2019lerin kullan\u0131m ama\u00e7 ve y\u00f6ntemlerinin geli\u015fmeye devam edece\u011fi a\u00e7\u0131kt\u0131r. \u00d6zellikle farkl\u0131 KA\u00c7D t\u00fcrleri bulunmaktad\u0131r. B\u00f6l\u00fcm 5.3.3'te listelenen KA\u00c7D t\u00fcrlerinden baz\u0131lar\u0131n\u0131n mevcut \u00f6rneklerini bulmak bu b\u00f6l\u00fcm\u00fc g\u00f6zden ge\u00e7irirken zor olmu\u015ftur.<\/span><\/p>\n Bununla birlikte bu geli\u015fmelerin baz\u0131lar\u0131 KA\u00c7D\u2019lerin tan\u0131m\u0131 ve ama\u00e7lar\u0131na ili\u015fkin, \u00f6zellikle de kitlesel ve a\u00e7\u0131k olma \u00f6zelliklerine dair kafa kar\u0131\u015f\u0131kl\u0131\u011f\u0131na i\u015faret etmektedir. \u00dcniversiteye kay\u0131tl\u0131 olmayan kat\u0131l\u0131mc\u0131lar normalde \u00fcniversite d\u0131\u015f\u0131na 'kapal\u0131' olan bir derse kat\u0131lmak i\u00e7in y\u00fckl\u00fc miktarda \u00f6deme yapmak durumundaysa ya da \u00fcniversiteye kay\u0131tl\u0131 olmayan ki\u015filer programa kat\u0131lmak i\u00e7in belli \u00f6l\u00e7\u00fctlere g\u00f6re se\u00e7ileceklerse, bu program\u0131n ger\u00e7ekten a\u00e7\u0131k oldu\u011fundan s\u00f6z etmek m\u00fcmk\u00fcn m\u00fcd\u00fcr? KA\u00c7D terimi art\u0131k al\u0131\u015f\u0131lmad\u0131k \u00e7evrim i\u00e7i teklifleri veya s\u00fcrekli \u00e7evrim i\u00e7i e\u011fitim kurslar\u0131n\u0131 tan\u0131mlamak i\u00e7in kullan\u0131l\u0131yor mu? Bir \u00f6\u011frenme y\u00f6netim sisteminden ziyade kay\u0131tl\u0131 bir ders kullanmas\u0131 haricinde bir K\u00d6\u00c7K (Kitlesel \u00d6zel \u00c7evrim i\u00e7i Kurs)un tipik bir \u00e7evrim i\u00e7i s\u00fcrekli e\u011fitim kursundan ne bak\u0131mdan farkl\u0131 oldu\u011funu anlamak zordur. Buradaki as\u0131l tehlike, herhangi bir \u00e7evrim i\u00e7i dersin KA\u00c7D olarak tan\u0131mlanmas\u0131d\u0131r; halbuki KA\u00c7D\u2019ler ve geleneksel \u00e7evrim i\u00e7i dersler, gerek tasar\u0131m gerekse felsefe anlam\u0131nda \u00e7ok ciddi farkl\u0131l\u0131klara sahiplerdir.<\/span><\/p>\n Genellikle bir e\u011fitmenin bireysel \u00e7abalar\u0131ndan ortaya \u00e7\u0131kan bu t\u00fcr yeniliklerin her biri prensipte benimsense de, potansiyel kat\u0131l\u0131mc\u0131lara adil davran\u0131lmas\u0131 a\u00e7\u0131s\u0131ndan sonu\u00e7lar\u0131n dikkatle de\u011ferlendirilmesi gerekir. KA\u00c7D tasar\u0131m\u0131nda yer alan e\u011fitmenlerin, yapt\u0131klar\u0131 tasar\u0131m\u0131n e\u011fitim felsefesi anlam\u0131nda tutarl\u0131 olmas\u0131n\u0131 ve neden geleneksel bir \u00e7evrim i\u00e7i ders de\u011fil de bir KA\u00c7D a\u00e7maya y\u00f6neldikleri konusunda net olmalar\u0131 gerekir. \u00d6zellikle de ders ya da program kapsam\u0131nda formal bir de\u011ferlendirme sistemi uygulan\u0131yorsa, bu son derece \u00f6nemlidir. Bir e\u011fitim kurumuna resm\u00eeyette \u00f6\u011frenci olarak kabul edilmemi\u015f olan ya da okula kay\u0131tl\u0131 olmayan kat\u0131l\u0131mc\u0131lar a\u00e7\u0131s\u0131ndan, bu t\u00fcr formal de\u011ferlendirmelerin a\u00e7\u0131k, net ve tutarl\u0131 olmas\u0131 gerekir.<\/span><\/p>\n KA\u00c7D\u2019lerin kamp\u00fcs dersleri ile birle\u015ftirilmesinde daha da fazla kar\u0131\u015f\u0131kl\u0131k g\u00f6ze \u00e7arpmaktad\u0131r. Bug\u00fcn itibariyle izlenen stratejide, \u00f6ncelikle bir KA\u00c7D tasarlan\u0131p geli\u015ftirilmekte ve daha sonra bu KA\u00c7D\u2019nin kamp\u00fcs derslerine nas\u0131l uyarlanaca\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmektedir. Ancak tasar\u0131m a\u00e7\u0131s\u0131ndan izlenmesi gereken strateji, geleneksel kredili bir \u00e7evrim i\u00e7i ders geli\u015ftirmek ve sonras\u0131nda bu dersin di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n eri\u015fimine a\u00e7\u0131lacak \u015fekilde nas\u0131l geni\u015fletilece\u011fini d\u00fc\u015f\u00fcnmek olmal\u0131d\u0131r. Ba\u015fka bir strateji de, tam bir KA\u00c7D geli\u015ftirmek yerine, viki veya \u00f6\u011frenci bloglar\u0131 gibi a\u00e7\u0131k sosyal medya ara\u00e7lar\u0131n\u0131 kullanarak var olan bir derse eri\u015fimi artt\u0131rmak olacakt\u0131r.<\/span><\/p>\n KA\u00c7D\u2019lerin veya KA\u00c7D materyallerinin y\u00fcksek\u00f6\u011fretim kuramlar\u0131nda verilen kamp\u00fcs dersleri ile birle\u015ftirilmesine ili\u015fkin politikalar ve politika \u00e7\u0131kt\u0131lar\u0131n\u0131n, harmanlanm\u0131\u015f KA\u00c7D uygulamas\u0131 yapan \u00e7o\u011fu kurumda g\u00f6z ard\u0131 edildi\u011fi g\u00f6r\u00fclmektedir. KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131 \u00fcniversiteye kay\u0131tl\u0131 olan \u00f6\u011frencilerle ayn\u0131 dersi al\u0131yor ve ayn\u0131 de\u011ferlendirmeye tabi tutuluyorsa, kurum derse d\u0131\u015far\u0131dan kat\u0131lan ve ba\u015far\u0131yla tamamlayan KA\u00c7D kat\u0131l\u0131mc\u0131lar\u0131na buna dair bir belge, kredi veya benzer bir t\u00fcr tan\u0131n\u0131rl\u0131k verecek mi ve\/veya onlar\u0131 kuruma kabul edecek mi? Etmiyorsa, sizce neden? Bu konular\u0131n bir e\u011fitim kurumunun y\u00f6netim kurulu \u00fczerinden nas\u0131l tart\u0131\u015f\u0131ld\u0131\u011f\u0131n\u0131 g\u00f6rmek i\u00e7in bkz. Green, 2013.<\/span><\/p>\n Dolay\u0131s\u0131yla bu KA\u00c7D geli\u015fmelerinden baz\u0131lar\u0131 genel olarak a\u00e7\u0131k \u00f6\u011frenme ile ilgili bir politika bo\u015flu\u011funda i\u015fliyor gibi g\u00f6r\u00fcnmektedir. Bu strateji, a\u00e7\u0131k \u00f6\u011frenmenin en iyi \u015fekilde nas\u0131l sa\u011flanaca\u011f\u0131, formal \u00f6\u011frenme ile nas\u0131l dengelenece\u011fi ve a\u00e7\u0131k \u00f6\u011frenmenin kurumlar\u0131n mali k\u0131s\u0131tlar\u0131 i\u00e7inde nas\u0131l ele al\u0131naca\u011f\u0131 gibi konular\u0131 i\u00e7ermelidir. Ek olarak KA\u00c7D\u2019lerin, di\u011fer AEK'lerin<\/span> <\/b> ve geleneksel kredili \u00e7evrim i\u00e7i derslerin bu stratejinin neresinde yer alaca\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmelidir. Bu konuyla ilgili daha ayr\u0131nt\u0131l\u0131 bilgi i\u00e7in bkz .Tema 11.<\/span><\/span><\/p>\n\n5.3.1 gKA\u00c7D\u2019ler<\/h3>\n
5.3.1.1 \u00d6zel tasar\u0131m platform yaz\u0131l\u0131m\u0131<\/h4>\n
5.3.1.2 Ders anlat\u0131m videolar\u0131<\/h4>\n
5.3.1.3 Bilgisayarl\u0131 s\u0131nav ve \u00f6devler<\/h4>\n
5.3.1.4 Akran de\u011ferlendirmesi<\/h4>\n
5.3.1.5 Destekleyici materyaller<\/h4>\n
5.3.1.6 Ortak tart\u0131\u015fma alan\u0131<\/h4>\n
5.3.1.7 Tart\u0131\u015fmalarda moderat\u00f6rl\u00fck<\/h4>\n
5.3.1.8 Sertifikalar veya rozetler<\/h4>\n
5.3.1.9 \u00d6\u011frenme analiti\u011fi<\/h4>\n
5.3.1.10 gKA\u00c7D\u2019lerin \u00d6zeti<\/h4>\n
5.3.2 bKA\u00c7D\u2019ler<\/h3>\n
5.3.2.1 bKA\u00c7D lerin temel tasar\u0131m \u0130lkeleri<\/h4>\n
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5.3.2.2 \u0130lkeden uygulamaya<\/h4>\n
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5.3.2.3 gKA\u00c7D\u2019 \u00d6zeti<\/h4>\n
5.3.3 Di\u011fer KA\u00c7D t\u00fcrleri<\/h3>\n
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5.3.4 Burada neler oluyor?<\/h3>\n
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Kaynak\u00e7a<\/span><\/h2>\nBanks, C. and Meinert, E. (2016) The acceptability of MOOC certificates in the workplace<\/a> International Conference eLearning 2016\n\nDownes, S. (2012) Massively Open Online Courses are here to stay, Stephen\u2019s Web<\/a><\/em>, July 20\n\nDownes, S. (2014) The MOOC of One<\/a><\/em>, Valencia, Spain, March 10\n\nEradze M., Tammets K. (2017) Learning Analytics in MOOCs: EMMA Case<\/a>. In: Lauro N., Amaturo E., Grassia M., Aragona B., Marino M. (eds) Data Science and Social Research: Studies in Classification, Data Analysis, and Knowledge Organization<\/em> Springer: Cham\n\nGatuguta-Gitau, S. (2017) MOOCs: Employers View, a brief snapshot<\/a> QS<\/em>, London, UK\n\nGordon, A. (2018) \u2018Micromasters surge as MOOCs go from education to qualification<\/a>\u2018, Forbes<\/em>, 13 February\n\nGreen, K. (2013) Mission, money and MOOCs Association of Governing Boards Trusteeship<\/em><\/a>, No. 1, Volume 21\n\nLaveti, R. et al. (2017) Implementation of learning analytics framework for MOOCs using state-of-the-art in-memory computing<\/a>, IEEE Xplore<\/em>, 19 October\n\nMackness, J. (2013) cMOOCs and xMOOCs \u2013 key differences<\/a><\/em>, Jenny Mackness, October 22\n\nPilli, O. amd Admiraal, W. (2016) A Taxonomy of Massive Open Online Courses <\/a> Contemporary Educational Technology,<\/em> Vol. 7, No. 3, pp. 223-240\n\nYousef, A. et al. (2014) MOOCs: A Review of the State-of-the-Art<\/a><\/em> Proceedings of 6th International Conference on Computer Supported Education \u2013 CSEDU 2014, Barcelona, Spain, pp. 9-20\n
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\n\nSenaryodaki yorumlar\u0131m i\u00e7in a\u015fa\u011f\u0131daki podcaste t\u0131klay\u0131n:\n\nSes \u00f6gesi, kitab\u0131n bu s\u00fcr\u00fcm\u00fcnden \u00e7\u0131kar\u0131ld\u0131. Buradan \u00e7evrim i\u00e7i olarak dinleyebilirsiniz: https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev2\/?p=54\n\n<\/div>\n<\/div>\n<\/div>\n \n\n<\/header><\/div>\n \n","rendered":"<\/p>\n