{"id":232,"date":"2020-09-03T15:36:48","date_gmt":"2020-09-03T12:36:48","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-102\/"},"modified":"2020-09-03T15:36:48","modified_gmt":"2020-09-03T12:36:48","slug":"__unknown__-102","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-102\/","title":{"raw":"9.5 T (Teaching and media selection) \u00d6\u011fretim ve teknoloji\/medya se\u00e7imi","rendered":"9.5 T (Teaching and media selection) \u00d6\u011fretim ve teknoloji\/medya se\u00e7imi"},"content":{"raw":"\n<p class=\"para1\"><img class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0121.jpg\" alt=\"OEBPS\/images\/image0121.jpg\" width=\"534\" height=\"582\"><\/p>\n<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i>\u015eekil 9.5.1 Konu\u015fan ki\u015finin resminin ekrana eklenmesi... insanlar\u0131n daha iyi \u00f6\u011frenmesini sa\u011flamaz. (Mayer 2009)<\/i><\/span><\/span>\n<h2 class=\"western\">9.5.1 \u00c7oklu ortamla \u00f6\u011fretimde tasar\u0131m\u0131n \u00f6nemi<\/h2>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Tema 8\u2019de, medya t\u00fcrlerinin farkl\u0131 pedagojik \u00f6zelliklerini tart\u0131\u015fm\u0131\u015ft\u0131k. Teknoloji ve medyan\u0131n uygun kullan\u0131m\u0131, dijital \u00e7a\u011f\u0131n \u00f6\u011fretmenleri i\u00e7in giderek daha \u00f6nemli bir gereklilik ve karma\u015f\u0131k bir durum h\u00e2line geliyor. Asl\u0131nda \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131 ve medya alan\u0131nda \u00e7al\u0131\u015fan profesyonel ekiplerle yak\u0131n i\u015f birli\u011fi i\u00e7inde \u00e7al\u0131\u015fma gereksiniminin bir nedeni de bu... \u00d6\u011fretim tasar\u0131mc\u0131lar\u0131yla birlikte \u00e7al\u0131\u015fan \u00f6\u011fretmenler, kullanmak istedikleri medya t\u00fcr\u00fcn\u00fcn pedagojik ve i\u015flevsel \u00f6zelliklerine dikkat ederek bu karar\u0131 vermek durumunda kalacaklar.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Bununla birlikte medya se\u00e7imi yap\u0131ld\u0131ktan sonra, tasar\u0131ma ili\u015fkin noktalara odaklanarak se\u00e7ilen medya t\u00fcr\u00fcn\u00fcn en uygun \u015fekilde kullan\u0131m\u0131na y\u00f6nelik bir yol haritas\u0131 \u00e7izmek de m\u00fcmk\u00fcn olacakt\u0131r. \u00d6zellikle de B\u00f6l\u00fcm 7\u2019de \u00f6nerilen farkl\u0131 medya t\u00fcrleri i\u00e7in olas\u0131 \u00f6\u011fretim rol veya i\u015flevlerinin belirlenmesi s\u00fcrecini yerine getirdikten sonra, Mayer (2009) ve Koumi\u2019nin (2006, 2015) \u00e7al\u0131\u015fmalar\u0131n\u0131 temel alarak hangi medya t\u00fcr\u00fcn\u00fc se\u00e7mi\u015f olursak olal\u0131m do\u011fru tasar\u0131m\u0131n bizi etkili \u00f6\u011fretime getirece\u011fini g\u00f6rece\u011fiz.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Mayer\u2019in ara\u015ft\u0131rmalar\u0131, zengin \u00e7oklu ortamla \u00f6\u011fretimde bili\u015fsel y\u00fck \u00fczerinde yo\u011funla\u015fm\u0131\u015ft\u0131r. Y\u0131llar boyunca yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmalar sonucunda, \u00f6\u011frenenlerin \u00e7oklu ortam\u0131 bili\u015fsel olarak nas\u0131l i\u015flediklerini temel alan Mayer \u00e7oklu ortam tasar\u0131m\u0131na ili\u015fkin 12 temel ilke ortaya koymu\u015ftur:<\/span><\/p>\n\n<h3 class=\"western\">9.5.1.1 Tutarl\u0131l\u0131k<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Konu d\u0131\u015f\u0131 s\u00f6zc\u00fckler, resimler ve sesler tasar\u0131m\u0131n d\u0131\u015f\u0131nda tutulursa, insanlar daha iyi \u00f6\u011frenir<\/i><\/em>. Yani, medya a\u00e7\u0131s\u0131ndan her zaman basit d\u00fc\u015f\u00fcn\u00fcn.<\/span><\/p>\n\n<h3 class=\"western\">9.5.1.2 Dikkat \u00c7ekme<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Tasar\u0131ma \u00f6nemli g\u00f6r\u00fclen materyale vurgu yapan i\u015faretler ve ipu\u00e7lar\u0131 eklendi\u011finde, insanlar daha iyi \u00f6\u011frenir. <\/i><\/em>Bu ilke, Bates ve Gallagher (1977) taraf\u0131ndan daha \u00f6nce ula\u015f\u0131lan bulgular\u0131 desteklemektedir. \u00d6\u011frenciler, \u00e7oklu ortam materyallerinde neyi arayacaklar\u0131n\u0131, nereye dikkat edeceklerini bilmelidirler.<\/span><\/p>\n\n<h3 class=\"western\">9.5.1.3 [Ka\u00e7\u0131n\u0131n] Gereksizlik<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar resimlerin ve s\u00f6zl\u00fc anlat\u0131m\u0131n birlikte kullan\u0131ld\u0131\u011f\u0131 durumlarda, resim, s\u00f6zl\u00fc anlat\u0131m ve metnin birlikte kullan\u0131ld\u0131\u011f\u0131 durumlara g\u00f6re daha iyi \u00f6\u011frenirler.<\/i><\/em><\/span><\/p>\n\n<h3 class=\"western\">9.5.1.4 Konumsal yak\u0131nl\u0131k<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Birbiri ile ili\u015fkili metinlerin ve resimlerin sayfada ya da ekran \u00fczerinde birbirlerine yak\u0131n konumda olmas\u0131 durumunda, insanlar daha iyi \u00f6\u011frenir<\/i><\/em><\/span><\/p>\n\n<h3 class=\"western\">9.5.1.5 Zamansal yak\u0131nl\u0131k<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Birbiri ile ili\u015fkili metinlerin ve resimlerin ard arda de\u011fil ayn\u0131 anda sunuldu\u011fu ortamlarda insanlar daha iyi \u00f6\u011frenir.<\/i><\/em><\/span><\/p>\n\n<h3 class=\"western\">9.5.1.6 Par\u00e7alama\/B\u00f6lme<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Bir \u00e7oklu ortam dersi, b\u00f6l\u00fcnmeden t\u00fcm olarak verilmek yerine kullan\u0131c\u0131n\u0131n kendi h\u0131z\u0131na uygun olarak takip edebilece\u011fi k\u0131s\u0131mlar h\u00e2linde verilirse insanlar daha iyi \u00f6\u011frenir. <\/i><\/em>Yani, \u2018YouTube\u2019 videosu uzunlu\u011funda \u00e7ok say\u0131da video 50 dakikal\u0131k tek bir videodan daha etkilidir.<\/span><\/p>\n\n<h3 class=\"western\">9.5.1.7 \u00d6n al\u0131\u015ft\u0131rma<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar, \u00f6\u011frenilecek \u00f6nemli kavramlar\u0131 ve bu kavramlar\u0131n \u00f6zelliklerini \u00f6nceden bildiklerinde daha iyi \u00f6\u011frenirler. <\/i><\/em>Bu ilke, d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015f s\u0131n\u0131flar i\u00e7in bir tasar\u0131m \u00f6zelli\u011fi olabilir. \u00d6rne\u011fin derse ili\u015fkin temel kavramlar\u0131n ve ilkelerin bir \u00f6zetini veren ders anlat\u0131m\u0131 ya da okuman\u0131n ard\u0131ndan bu ilkelere ili\u015fkin daha ayr\u0131nt\u0131l\u0131 \u00f6rneklerin ya da uygulamalar\u0131n bir video i\u00e7erisinde sunulabilir.<\/span><\/p>\n\n<h3 class=\"western\">9.5.1.8 Bi\u00e7im<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar resim ve anlat\u0131m\u0131n birlikte sunuldu\u011fu ortamlarda, resim ve yaz\u0131n\u0131n birlikte sunuldu\u011fu ortamlara g\u00f6re daha iyi \u00f6\u011frenirler. <\/i><\/em>B\u00f6ylece, hem i\u015fitme hem izleme \u00f6zelliklerini bir arada kullanarak bu iki \u00f6zelli\u011fin birbirini desteklemesi sa\u011flan\u0131r.<\/span><\/p>\n\n<h3 class=\"western\">9.5.1.9 \u00c7oklu ortam<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar, resim ve yaz\u0131n\u0131n birlikte sunuldu\u011fu ortamlarda sadece yaz\u0131dan olu\u015fan \u00f6\u011frenme ortamlar\u0131na g\u00f6re daha iyi \u00f6\u011frenirler. <\/i><\/em>Bu ilke, 1995 y\u0131l\u0131nda yazd\u0131\u011f\u0131m \u015fu ifadeyi de destekliyor: <em class=\"western\"><i>\u00d6\u011fretmenlere ve \u00f6\u011frencilere d\u00f6rt medya t\u00fcr\u00fcn\u00fc de eri\u015filebilir k\u0131l\u0131n<\/i><\/em> (Bates, <a href=\"https:\/\/www.amazon.com\/Technology-Learning-Distance-Education-Routledge\/dp\/0415127998\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>1995<\/u><\/span><\/a>, s.13).<\/span><\/p>\n\n<h3 class=\"western\">9.5.1.10 Ki\u015fiselle\u015ftirme<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar, g\u00fcnl\u00fck dil kullan\u0131lan \u00e7oklu ortam derslerinde akademik dil kullan\u0131lan derslere g\u00f6re daha iyi \u00f6\u011frenirler. <\/i><\/em>Bu noktada, Mayer\u2019den daha ileri gidebilirim. \u00c7oklu ortam, \u00f6\u011frencilerin (\u00f6zellikle de uzaktan \u00f6\u011frenenlerin) \u00f6\u011fretmenle ba\u011f kurmas\u0131n\u0131 sa\u011flar. Durbridge (<a href=\"https:\/\/www.routledge.com\/The-Role-of-Technology-in-Distance-Education-Routledge-Revivals\/Bates\/p\/book\/9781138828070\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>1983<\/u><\/span><\/a>, 1984), ses ve yaz\u0131l\u0131 metnin birlikte kullan\u0131lmas\u0131 ile ilgili yapt\u0131\u011f\u0131 ara\u015ft\u0131rmada benzer bir sonuca varm\u0131\u015ft\u0131r. G\u00fcnl\u00fck dilde konu\u015fan ger\u00e7ek bir \u2018insan sesi ve g\u00f6r\u00fcnt\u00fcs\u00fc\u2019 kullan\u0131lmas\u0131 \u00f6\u011frencilerin g\u00fcd\u00fclenmesine yard\u0131mc\u0131 olur ve \u00f6\u011fretimin do\u011frudan ve sadece o bireysel \u00f6\u011frenciye y\u00f6nelik oldu\u011fu hissini verir.<\/span><\/p>\n\n<h3 class=\"western\">9.5.1.11 Ses<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u00c7oklu ortam derslerinde s\u00f6zl\u00fc anlat\u0131m\u0131n insan sesi ile verilmesi durumunda insanlar, makine sesi ile verilen derslere g\u00f6re daha iyi \u00f6\u011frenirler.<\/i><\/em><\/span><\/p>\n\n<h3 class=\"western\">9.5.1.12 G\u00f6rsel [Yok]<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Konu\u015fan ki\u015finin resminin ekrana eklenmesi, insanlar\u0131n bir \u00e7oklu ortam dersinden daha iyi \u00f6\u011frenmesini sa\u011flamaz.<\/i><\/em><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Mayer\u2019in \u00e7al\u0131\u015fmas\u0131n\u0131 tekrar okuduktan sonra, 1970\u2019lerde ve 1980\u2019lerde A\u00e7\u0131k \u00dcniversite\u2019nin G\u00f6rsel-\u0130\u015fitsel Medya Ara\u015ft\u0131rma Grubu\u2019nda yapm\u0131\u015f oldu\u011fumuz \u00e7al\u0131\u015fmalardan (Bates, <a href=\"https:\/\/www.amazon.com\/Broadcasting-Education-Evaluation-Media-Studies\/dp\/009463680X\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>1984<\/u><\/span><\/a>) farkl\u0131 ara\u015ft\u0131rma y\u00f6ntemleri, farkl\u0131 \u00e7oklu ortam teknolojileri ve farkl\u0131 ko\u015fullar kullanmas\u0131na ra\u011fmen Mayer\u2019in ve bizim bulgular\u0131m\u0131zdaki benzerlikleri g\u00f6rmek olduk\u00e7a \u015fa\u015f\u0131rt\u0131c\u0131yd\u0131.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Son d\u00f6nemde, British Columbia \u00dcniversitesi \u00e7ok ba\u015far\u0131l\u0131 bir \u00e7al\u0131\u015fmaya imza atarak Mayer\u2019in tasar\u0131m ilkelerinin nas\u0131l uygulamaya d\u00f6k\u00fclece\u011fi konusunda bir dizi \u00f6neride bulundu. British Columbia \u00dcniversitesi\u2019nde g\u00f6rev yapan personel Mayer\u2019in bulgular\u0131n\u0131 Robert Talbert\u2019\u0131n <a href=\"https:\/\/vimeo.com\/110373539\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>matematik alan\u0131ndaki ba\u015far\u0131l\u0131 ekran kayd\u0131<\/u><\/span><\/a> videolar\u0131ndan edindi\u011fi deneyimlerle birle\u015ftirerek <a href=\"http:\/\/wiki.ubc.ca\/Documentation:Design_Principles_for_Multimedia\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>\u00e7oklu ortam \u00fcretimi i\u00e7in tasar\u0131m rehberi haz\u0131rlad\u0131<\/u><\/span><\/a>.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Talbert\u2019in anahtar tasar\u0131m ilkeleri a\u015fa\u011f\u0131daki gibidir:<\/span><\/p>\n\n<ul>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">basit olsun: Bir seferde bir fikre odaklan\u0131n.<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">k\u0131sa tutun: dikkati en \u00fcst d\u00fczeye \u00e7\u0131karmak i\u00e7in videolar\u0131 maksimum 5-6 dakika uzunlu\u011funda tutun.<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">ger\u00e7ek olsun: Uzman \u00f6\u011frencilerin karar verme ve problem \u00e7\u00f6zme s\u00fcre\u00e7lerini model al\u0131n.<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">iyi tutun: videoyu planlama konusunda kas\u0131tl\u0131 olun; m\u00fcmk\u00fcn olan en iyi video ve ses kalitesini \u00fcretmeye \u00e7al\u0131\u015f\u0131n.<\/span><\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Dolay\u0131s\u0131yla bir teknolojinin etkinli\u011fi \u00fczerinde tasar\u0131m kararlar\u0131n\u0131n tesiri b\u00fcy\u00fckt\u00fcr. \u0130yi tasarlanm\u0131\u015f bir y\u00fcz y\u00fcze ders anlat\u0131m\u0131, zay\u0131f tasarlanm\u0131\u015f bir \u00e7evrim i\u00e7i dersten daha etkili olacakt\u0131r.<\/span><\/p>\n\n<h2 class=\"western\">9.5.2 Medya se\u00e7iminde zay\u0131f bir fakt\u00f6r olarak \u00f6\u011fretim<\/h2>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"color: #008000;\">Tema 8, her bir ortam\u0131n en iyi kullan\u0131mlar\u0131na odaklanm\u0131\u015ft\u0131r. Yukar\u0131daki B\u00f6l\u00fcm 9.5.1, Etkili \u00e7oklu ortam tasar\u0131m\u0131n\u0131 incelemeye devam ediyor<\/span>. \u00c7o\u011fu \u00f6\u011fretmen i\u00e7in ilk \u00f6l\u00e7\u00fct medyan\u0131n \u00f6\u011frenme ve \u00f6\u011fretme a\u00e7\u0131s\u0131ndan etkinli\u011fini ortaya koyacakt\u0131r. E\u011fer teknoloji e\u011fitsel a\u00e7\u0131dan etkin de\u011filse, niye kullanal\u0131m? SECTIONS modelinin di\u011fer k\u0131s\u0131mlar\u0131na neden ihtiyac\u0131m\u0131z var?<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Bir \u00f6\u011frenci teknolojiye eri\u015femiyor veya kullanam\u0131yorsa, ne kadar iyi tasarlarsan\u0131z tasarlay\u0131n bir \u00f6\u011frenme ger\u00e7ekle\u015fmeyecektir. Dahas\u0131, istekli \u00f6\u011fretmenler teknolojiye ili\u015fkin zay\u0131fl\u0131klar\u0131n \u00fcstesinden gelebilecekken, medya kullan\u0131m\u0131nda deneyimsiz olan \u00f6\u011fretmenler teknolojinin sahip oldu\u011fu potansiyelden yeterince faydalanamayacakt\u0131r.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Veya tam tersi... Benzer \u015fekilde, gerek tercih ettikleri \u00f6\u011frenme stili gerek farkl\u0131 g\u00fcd\u00fclenme d\u00fczeylerine ba\u011fl\u0131 olarak \u00f6\u011frenciler farkl\u0131 teknolojilere farkl\u0131 tepkiler verecektir. \u00c7ok \u00e7al\u0131\u015fan \u00f6\u011frenciler, k\u00f6t\u00fc veya zay\u0131f \u00f6\u011frenme teknolojisi kullan\u0131m\u0131n\u0131n \u00fcstesinden gelebilirler. Bu kadar fazla de\u011fi\u015fkenin rol oynad\u0131\u011f\u0131 bir durumda, \u00f6\u011frenme ve \u00f6\u011fretmenin do\u011fru teknolojinin se\u00e7imi ve kullan\u0131m\u0131nda nispeten zay\u0131f bir ay\u0131r\u0131c\u0131 fakt\u00f6r oldu\u011funu s\u00f6ylemek \u015fa\u015f\u0131rt\u0131c\u0131 olmayacakt\u0131r. Eri\u015fim (ve kullan\u0131m kolayl\u0131\u011f\u0131), medya se\u00e7iminde \u00f6\u011fretimin etkinli\u011finden daha g\u00fc\u00e7l\u00fc bir <em class=\"western\"><i>ay\u0131r\u0131c\u0131<\/i><\/em> fakt\u00f6r olarak kar\u015f\u0131m\u0131za \u00e7\u0131kmaktad\u0131r. <span style=\"color: #008000;\"> Bu, bir ortam\u0131n e\u011fitim olanaklar\u0131ndan ger\u00e7ekten faydalanmayan \u00f6\u011fretimin neden h\u00e2la iyi sonu\u00e7lar alabilece\u011fini a\u00e7\u0131klamaktad\u0131r. Bununla birlikte ideal olarak bir ortam\u0131n pedagojik \u00f6zelliklerini en iyi \u015fekilde kullanmaya \u00e7al\u0131\u015fmal\u0131d\u0131r \u00e7\u00fcnk\u00fc daha sonra di\u011fer SECT\u0130ON kriterleri ile birle\u015ftirildi\u011finde, \u00f6\u011fretimin daha etkili olmas\u0131 muhtemeldir.<\/span><\/span><\/p>\n\n<h2 class=\"western\">9.5.3 \u00dczerinde d\u00fc\u015f\u00fcn\u00fclmesi gereken sorular<\/h2>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">\u0130\u015fte bu nedenledir ki pedagojik ba\u011flamda bile olsa tasar\u0131m ne kadar \u00f6nemli olursa olsun, yaln\u0131zca \u00e7oklu ortam materyallerinin tasar\u0131m\u0131na odaklanmak yeterli olmayacakt\u0131r. Medya se\u00e7imi ve kullan\u0131m\u0131n\u0131n, \u00f6\u011frenciler aras\u0131ndaki bireysel farkl\u0131l\u0131klar, i\u00e7eri\u011fin karma\u015f\u0131kl\u0131\u011f\u0131 ve istenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 gibi di\u011fer fakt\u00f6rler (veya Mayer\u2019in deyi\u015fiyle \u2018s\u0131n\u0131r ko\u015fullar\u0131\u2019) ile ili\u015fkili olmas\u0131 gerekir. Dolay\u0131s\u0131yla medyay\u0131 kat\u0131 bir \u00f6\u011fretim penceresinden ele ald\u0131\u011f\u0131m\u0131zda, a\u015fa\u011f\u0131daki sorular\u0131 sormam\u0131z gerekir:<\/span><\/p>\n\n<ol>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">\u00d6\u011frencilerim kim?<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">Hangi i\u00e7eri\u011fin verilmesi gerekiyor?<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">Beceri geli\u015fimi anlam\u0131nda istenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 nelerdir?<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">Hangi \u00f6\u011fretim stratejilerini veya \u00f6\u011frenme yakla\u015f\u0131mlar\u0131n\u0131 kullanmay\u0131 planl\u0131yorum?<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">Farkl\u0131 medya t\u00fcrlerinin kendilerine \u00f6zg\u00fc pedagojik \u00f6zellikleri nelerdir? Farkl\u0131 medya t\u00fcrlerinin kullan\u0131m\u0131, bu derste i\u00e7eri\u011fin sunulmas\u0131na ve \u00f6\u011frencilerin kendilerinden beklenen becerileri geli\u015ftirmesine nas\u0131l katk\u0131 sa\u011flayacakt\u0131r?<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">Bu derste verilecek i\u00e7erik en iyi \u015fekilde nas\u0131l sunulabilir? Medya, bu i\u00e7eri\u011fin sunulmas\u0131na nas\u0131l katk\u0131 sa\u011flar? Hangi i\u00e7erik i\u00e7in hangi medya t\u00fcr\u00fcn\u00fc kullanmam gerekir?<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">Bu derste hangi becerileri geli\u015ftirmeye \u00e7al\u0131\u015f\u0131yorum? Bu dersin gerektirdi\u011fi becerileri geli\u015ftirmelerinde medyan\u0131n \u00f6\u011frencilere nas\u0131l bir katk\u0131s\u0131 olacakt\u0131r? Hangi beceriler i\u00e7in hangi medya t\u00fcr\u00fcn\u00fc kullanmam gerekir?<\/span><\/li>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">\u00c7oklu ortam materyallerinin en etkin \u015fekilde kullan\u0131lmas\u0131 i\u00e7in tasar\u0131m yaparken hangi ilkeleri kullanmam gerekir?<\/span><\/li>\n<\/ol>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Bu sorular \u00fczerinde \u00e7al\u0131\u015fmak ve d\u00fc\u015f\u00fcnmek, s\u0131ral\u0131 de\u011fil tekrarlayan, yinelemeli bir s\u00fcre\u00e7tir. Nas\u0131l d\u00fc\u015f\u00fcnmeyi ve nas\u0131l karar vermeyi tercih etti\u011finize ba\u011fl\u0131 olarak bu sorular\u0131n her birine verdi\u011finiz yan\u0131t\u0131 ka\u011f\u0131da d\u00f6kmeyi tercih edebilirsiniz; ancak bu sorular \u00fczerinde d\u00fc\u015f\u00fcnmek belki daha \u00f6nemli olacakt\u0131r. T\u00fcm bu fakt\u00f6rleri dikkate ald\u0131\u011f\u0131n\u0131zda, daha sezgisel bir temelde se\u00e7im yapma \u00f6zg\u00fcrl\u00fc\u011f\u00fcyle ba\u015fba\u015fa kalacaks\u0131n\u0131z.<\/span><\/p>\n\n<h2 class=\"western\">Kaynak\u00e7a<\/h2>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Bates, A. (1984) <em class=\"western\"><i>Broadcasting in Education: An Evaluation<\/i><\/em> London: Constables<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Bates, A. (1995) <em class=\"western\"><i>Teaching, Open Learning and Distance Education<\/i><\/em> London\/New York: Routledge<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Bates, A. and Gallagher, M. (1977) <em class=\"western\"><i>Improving the Effectiveness of Open University Television Case-Studies and Documentaries<\/i><\/em> Milton Keynes: The Open University, I.E.T. Papers on Broadcasting, No. 77 (out of print \u2013 copies available from tony.bates@ubc.ca)<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Durbridge, N. (1983) <em class=\"western\"><i>Design implications of audio and video cassettes<\/i><\/em> Milton Keynes: Open University Institute of Educational Technology (out of print)<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Durbridge, N. (1984) Audio-cassettes, in Bates, A. (ed.) <em class=\"western\"><i>The Role of Technology in Distance Education<\/i><\/em> London\/New York: Croom Hill\/St Martin\u2019s Press<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Koumi, J. (2006). <em class=\"western\"><i>Designing video and multimedia for open and flexible learning <\/i><\/em>London:<i> <\/i>Routledge<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Koumi, J. (2015) Learning outcomes afforded by self-assessed, segmented video-print combinations <em class=\"western\"><i>Cogent Education<\/i><\/em>, Vol. 2, No.1<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Mayer, R. E. (2009). <em class=\"western\"><i>Multimedia learning<\/i><\/em> (2nd ed). New York: Cambridge University Press<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">UBC Wikis (2014) Documentation: Design Principles for Multimedia Vancouver BC: University of British Columbia<\/span><\/span><\/p>\n\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"western\">Etkinlik 9.5 \u00c7oklu ortam tasar\u0131m ilkeleri<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n \t<li><span style=\"font-family: Book Antiqua, serif;\">Mayer\u2019in tasar\u0131m ilkelerinin (9.5.1 ile 9.5.12), s\u0131n\u0131fa ne kadar iyi uyarlanabilece\u011fini d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/span><\/li>\n<\/ol>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Bu soru hakk\u0131nda geri bildirim i\u00e7in a\u015fa\u011f\u0131daki podcaste t\u0131klay\u0131n:<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">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=233<\/span><\/p>\n\n<\/div>\n<\/div>\n&nbsp;\n","rendered":"<p class=\"para1\"><img loading=\"lazy\" decoding=\"async\" class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0121.jpg\" alt=\"OEBPS\/images\/image0121.jpg\" width=\"534\" height=\"582\" \/><\/p>\n<p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i>\u015eekil 9.5.1 Konu\u015fan ki\u015finin resminin ekrana eklenmesi&#8230; insanlar\u0131n daha iyi \u00f6\u011frenmesini sa\u011flamaz. (Mayer 2009)<\/i><\/span><\/span><\/p>\n<h2 class=\"western\">9.5.1 \u00c7oklu ortamla \u00f6\u011fretimde tasar\u0131m\u0131n \u00f6nemi<\/h2>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Tema 8\u2019de, medya t\u00fcrlerinin farkl\u0131 pedagojik \u00f6zelliklerini tart\u0131\u015fm\u0131\u015ft\u0131k. Teknoloji ve medyan\u0131n uygun kullan\u0131m\u0131, dijital \u00e7a\u011f\u0131n \u00f6\u011fretmenleri i\u00e7in giderek daha \u00f6nemli bir gereklilik ve karma\u015f\u0131k bir durum h\u00e2line geliyor. Asl\u0131nda \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131 ve medya alan\u0131nda \u00e7al\u0131\u015fan profesyonel ekiplerle yak\u0131n i\u015f birli\u011fi i\u00e7inde \u00e7al\u0131\u015fma gereksiniminin bir nedeni de bu&#8230; \u00d6\u011fretim tasar\u0131mc\u0131lar\u0131yla birlikte \u00e7al\u0131\u015fan \u00f6\u011fretmenler, kullanmak istedikleri medya t\u00fcr\u00fcn\u00fcn pedagojik ve i\u015flevsel \u00f6zelliklerine dikkat ederek bu karar\u0131 vermek durumunda kalacaklar.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Bununla birlikte medya se\u00e7imi yap\u0131ld\u0131ktan sonra, tasar\u0131ma ili\u015fkin noktalara odaklanarak se\u00e7ilen medya t\u00fcr\u00fcn\u00fcn en uygun \u015fekilde kullan\u0131m\u0131na y\u00f6nelik bir yol haritas\u0131 \u00e7izmek de m\u00fcmk\u00fcn olacakt\u0131r. \u00d6zellikle de B\u00f6l\u00fcm 7\u2019de \u00f6nerilen farkl\u0131 medya t\u00fcrleri i\u00e7in olas\u0131 \u00f6\u011fretim rol veya i\u015flevlerinin belirlenmesi s\u00fcrecini yerine getirdikten sonra, Mayer (2009) ve Koumi\u2019nin (2006, 2015) \u00e7al\u0131\u015fmalar\u0131n\u0131 temel alarak hangi medya t\u00fcr\u00fcn\u00fc se\u00e7mi\u015f olursak olal\u0131m do\u011fru tasar\u0131m\u0131n bizi etkili \u00f6\u011fretime getirece\u011fini g\u00f6rece\u011fiz.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Mayer\u2019in ara\u015ft\u0131rmalar\u0131, zengin \u00e7oklu ortamla \u00f6\u011fretimde bili\u015fsel y\u00fck \u00fczerinde yo\u011funla\u015fm\u0131\u015ft\u0131r. Y\u0131llar boyunca yapt\u0131\u011f\u0131 \u00e7al\u0131\u015fmalar sonucunda, \u00f6\u011frenenlerin \u00e7oklu ortam\u0131 bili\u015fsel olarak nas\u0131l i\u015flediklerini temel alan Mayer \u00e7oklu ortam tasar\u0131m\u0131na ili\u015fkin 12 temel ilke ortaya koymu\u015ftur:<\/span><\/p>\n<h3 class=\"western\">9.5.1.1 Tutarl\u0131l\u0131k<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Konu d\u0131\u015f\u0131 s\u00f6zc\u00fckler, resimler ve sesler tasar\u0131m\u0131n d\u0131\u015f\u0131nda tutulursa, insanlar daha iyi \u00f6\u011frenir<\/i><\/em>. Yani, medya a\u00e7\u0131s\u0131ndan her zaman basit d\u00fc\u015f\u00fcn\u00fcn.<\/span><\/p>\n<h3 class=\"western\">9.5.1.2 Dikkat \u00c7ekme<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Tasar\u0131ma \u00f6nemli g\u00f6r\u00fclen materyale vurgu yapan i\u015faretler ve ipu\u00e7lar\u0131 eklendi\u011finde, insanlar daha iyi \u00f6\u011frenir. <\/i><\/em>Bu ilke, Bates ve Gallagher (1977) taraf\u0131ndan daha \u00f6nce ula\u015f\u0131lan bulgular\u0131 desteklemektedir. \u00d6\u011frenciler, \u00e7oklu ortam materyallerinde neyi arayacaklar\u0131n\u0131, nereye dikkat edeceklerini bilmelidirler.<\/span><\/p>\n<h3 class=\"western\">9.5.1.3 [Ka\u00e7\u0131n\u0131n] Gereksizlik<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar resimlerin ve s\u00f6zl\u00fc anlat\u0131m\u0131n birlikte kullan\u0131ld\u0131\u011f\u0131 durumlarda, resim, s\u00f6zl\u00fc anlat\u0131m ve metnin birlikte kullan\u0131ld\u0131\u011f\u0131 durumlara g\u00f6re daha iyi \u00f6\u011frenirler.<\/i><\/em><\/span><\/p>\n<h3 class=\"western\">9.5.1.4 Konumsal yak\u0131nl\u0131k<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Birbiri ile ili\u015fkili metinlerin ve resimlerin sayfada ya da ekran \u00fczerinde birbirlerine yak\u0131n konumda olmas\u0131 durumunda, insanlar daha iyi \u00f6\u011frenir<\/i><\/em><\/span><\/p>\n<h3 class=\"western\">9.5.1.5 Zamansal yak\u0131nl\u0131k<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Birbiri ile ili\u015fkili metinlerin ve resimlerin ard arda de\u011fil ayn\u0131 anda sunuldu\u011fu ortamlarda insanlar daha iyi \u00f6\u011frenir.<\/i><\/em><\/span><\/p>\n<h3 class=\"western\">9.5.1.6 Par\u00e7alama\/B\u00f6lme<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Bir \u00e7oklu ortam dersi, b\u00f6l\u00fcnmeden t\u00fcm olarak verilmek yerine kullan\u0131c\u0131n\u0131n kendi h\u0131z\u0131na uygun olarak takip edebilece\u011fi k\u0131s\u0131mlar h\u00e2linde verilirse insanlar daha iyi \u00f6\u011frenir. <\/i><\/em>Yani, \u2018YouTube\u2019 videosu uzunlu\u011funda \u00e7ok say\u0131da video 50 dakikal\u0131k tek bir videodan daha etkilidir.<\/span><\/p>\n<h3 class=\"western\">9.5.1.7 \u00d6n al\u0131\u015ft\u0131rma<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar, \u00f6\u011frenilecek \u00f6nemli kavramlar\u0131 ve bu kavramlar\u0131n \u00f6zelliklerini \u00f6nceden bildiklerinde daha iyi \u00f6\u011frenirler. <\/i><\/em>Bu ilke, d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015f s\u0131n\u0131flar i\u00e7in bir tasar\u0131m \u00f6zelli\u011fi olabilir. \u00d6rne\u011fin derse ili\u015fkin temel kavramlar\u0131n ve ilkelerin bir \u00f6zetini veren ders anlat\u0131m\u0131 ya da okuman\u0131n ard\u0131ndan bu ilkelere ili\u015fkin daha ayr\u0131nt\u0131l\u0131 \u00f6rneklerin ya da uygulamalar\u0131n bir video i\u00e7erisinde sunulabilir.<\/span><\/p>\n<h3 class=\"western\">9.5.1.8 Bi\u00e7im<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar resim ve anlat\u0131m\u0131n birlikte sunuldu\u011fu ortamlarda, resim ve yaz\u0131n\u0131n birlikte sunuldu\u011fu ortamlara g\u00f6re daha iyi \u00f6\u011frenirler. <\/i><\/em>B\u00f6ylece, hem i\u015fitme hem izleme \u00f6zelliklerini bir arada kullanarak bu iki \u00f6zelli\u011fin birbirini desteklemesi sa\u011flan\u0131r.<\/span><\/p>\n<h3 class=\"western\">9.5.1.9 \u00c7oklu ortam<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar, resim ve yaz\u0131n\u0131n birlikte sunuldu\u011fu ortamlarda sadece yaz\u0131dan olu\u015fan \u00f6\u011frenme ortamlar\u0131na g\u00f6re daha iyi \u00f6\u011frenirler. <\/i><\/em>Bu ilke, 1995 y\u0131l\u0131nda yazd\u0131\u011f\u0131m \u015fu ifadeyi de destekliyor: <em class=\"western\"><i>\u00d6\u011fretmenlere ve \u00f6\u011frencilere d\u00f6rt medya t\u00fcr\u00fcn\u00fc de eri\u015filebilir k\u0131l\u0131n<\/i><\/em> (Bates, <a href=\"https:\/\/www.amazon.com\/Technology-Learning-Distance-Education-Routledge\/dp\/0415127998\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>1995<\/u><\/span><\/a>, s.13).<\/span><\/p>\n<h3 class=\"western\">9.5.1.10 Ki\u015fiselle\u015ftirme<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u0130nsanlar, g\u00fcnl\u00fck dil kullan\u0131lan \u00e7oklu ortam derslerinde akademik dil kullan\u0131lan derslere g\u00f6re daha iyi \u00f6\u011frenirler. <\/i><\/em>Bu noktada, Mayer\u2019den daha ileri gidebilirim. \u00c7oklu ortam, \u00f6\u011frencilerin (\u00f6zellikle de uzaktan \u00f6\u011frenenlerin) \u00f6\u011fretmenle ba\u011f kurmas\u0131n\u0131 sa\u011flar. Durbridge (<a href=\"https:\/\/www.routledge.com\/The-Role-of-Technology-in-Distance-Education-Routledge-Revivals\/Bates\/p\/book\/9781138828070\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>1983<\/u><\/span><\/a>, 1984), ses ve yaz\u0131l\u0131 metnin birlikte kullan\u0131lmas\u0131 ile ilgili yapt\u0131\u011f\u0131 ara\u015ft\u0131rmada benzer bir sonuca varm\u0131\u015ft\u0131r. G\u00fcnl\u00fck dilde konu\u015fan ger\u00e7ek bir \u2018insan sesi ve g\u00f6r\u00fcnt\u00fcs\u00fc\u2019 kullan\u0131lmas\u0131 \u00f6\u011frencilerin g\u00fcd\u00fclenmesine yard\u0131mc\u0131 olur ve \u00f6\u011fretimin do\u011frudan ve sadece o bireysel \u00f6\u011frenciye y\u00f6nelik oldu\u011fu hissini verir.<\/span><\/p>\n<h3 class=\"western\">9.5.1.11 Ses<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>\u00c7oklu ortam derslerinde s\u00f6zl\u00fc anlat\u0131m\u0131n insan sesi ile verilmesi durumunda insanlar, makine sesi ile verilen derslere g\u00f6re daha iyi \u00f6\u011frenirler.<\/i><\/em><\/span><\/p>\n<h3 class=\"western\">9.5.1.12 G\u00f6rsel [Yok]<\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><em class=\"western\"><i>Konu\u015fan ki\u015finin resminin ekrana eklenmesi, insanlar\u0131n bir \u00e7oklu ortam dersinden daha iyi \u00f6\u011frenmesini sa\u011flamaz.<\/i><\/em><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Mayer\u2019in \u00e7al\u0131\u015fmas\u0131n\u0131 tekrar okuduktan sonra, 1970\u2019lerde ve 1980\u2019lerde A\u00e7\u0131k \u00dcniversite\u2019nin G\u00f6rsel-\u0130\u015fitsel Medya Ara\u015ft\u0131rma Grubu\u2019nda yapm\u0131\u015f oldu\u011fumuz \u00e7al\u0131\u015fmalardan (Bates, <a href=\"https:\/\/www.amazon.com\/Broadcasting-Education-Evaluation-Media-Studies\/dp\/009463680X\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>1984<\/u><\/span><\/a>) farkl\u0131 ara\u015ft\u0131rma y\u00f6ntemleri, farkl\u0131 \u00e7oklu ortam teknolojileri ve farkl\u0131 ko\u015fullar kullanmas\u0131na ra\u011fmen Mayer\u2019in ve bizim bulgular\u0131m\u0131zdaki benzerlikleri g\u00f6rmek olduk\u00e7a \u015fa\u015f\u0131rt\u0131c\u0131yd\u0131.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Son d\u00f6nemde, British Columbia \u00dcniversitesi \u00e7ok ba\u015far\u0131l\u0131 bir \u00e7al\u0131\u015fmaya imza atarak Mayer\u2019in tasar\u0131m ilkelerinin nas\u0131l uygulamaya d\u00f6k\u00fclece\u011fi konusunda bir dizi \u00f6neride bulundu. British Columbia \u00dcniversitesi\u2019nde g\u00f6rev yapan personel Mayer\u2019in bulgular\u0131n\u0131 Robert Talbert\u2019\u0131n <a href=\"https:\/\/vimeo.com\/110373539\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>matematik alan\u0131ndaki ba\u015far\u0131l\u0131 ekran kayd\u0131<\/u><\/span><\/a> videolar\u0131ndan edindi\u011fi deneyimlerle birle\u015ftirerek <a href=\"http:\/\/wiki.ubc.ca\/Documentation:Design_Principles_for_Multimedia\" target=\"_top\" rel=\"noopener noreferrer\"><span style=\"color: #0000ff;\"><u>\u00e7oklu ortam \u00fcretimi i\u00e7in tasar\u0131m rehberi haz\u0131rlad\u0131<\/u><\/span><\/a>.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Talbert\u2019in anahtar tasar\u0131m ilkeleri a\u015fa\u011f\u0131daki gibidir:<\/span><\/p>\n<ul>\n<li><span style=\"font-family: Book Antiqua, serif;\">basit olsun: Bir seferde bir fikre odaklan\u0131n.<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">k\u0131sa tutun: dikkati en \u00fcst d\u00fczeye \u00e7\u0131karmak i\u00e7in videolar\u0131 maksimum 5-6 dakika uzunlu\u011funda tutun.<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">ger\u00e7ek olsun: Uzman \u00f6\u011frencilerin karar verme ve problem \u00e7\u00f6zme s\u00fcre\u00e7lerini model al\u0131n.<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">iyi tutun: videoyu planlama konusunda kas\u0131tl\u0131 olun; m\u00fcmk\u00fcn olan en iyi video ve ses kalitesini \u00fcretmeye \u00e7al\u0131\u015f\u0131n.<\/span><\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Dolay\u0131s\u0131yla bir teknolojinin etkinli\u011fi \u00fczerinde tasar\u0131m kararlar\u0131n\u0131n tesiri b\u00fcy\u00fckt\u00fcr. \u0130yi tasarlanm\u0131\u015f bir y\u00fcz y\u00fcze ders anlat\u0131m\u0131, zay\u0131f tasarlanm\u0131\u015f bir \u00e7evrim i\u00e7i dersten daha etkili olacakt\u0131r.<\/span><\/p>\n<h2 class=\"western\">9.5.2 Medya se\u00e7iminde zay\u0131f bir fakt\u00f6r olarak \u00f6\u011fretim<\/h2>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"color: #008000;\">Tema 8, her bir ortam\u0131n en iyi kullan\u0131mlar\u0131na odaklanm\u0131\u015ft\u0131r. Yukar\u0131daki B\u00f6l\u00fcm 9.5.1, Etkili \u00e7oklu ortam tasar\u0131m\u0131n\u0131 incelemeye devam ediyor<\/span>. \u00c7o\u011fu \u00f6\u011fretmen i\u00e7in ilk \u00f6l\u00e7\u00fct medyan\u0131n \u00f6\u011frenme ve \u00f6\u011fretme a\u00e7\u0131s\u0131ndan etkinli\u011fini ortaya koyacakt\u0131r. E\u011fer teknoloji e\u011fitsel a\u00e7\u0131dan etkin de\u011filse, niye kullanal\u0131m? SECTIONS modelinin di\u011fer k\u0131s\u0131mlar\u0131na neden ihtiyac\u0131m\u0131z var?<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Bir \u00f6\u011frenci teknolojiye eri\u015femiyor veya kullanam\u0131yorsa, ne kadar iyi tasarlarsan\u0131z tasarlay\u0131n bir \u00f6\u011frenme ger\u00e7ekle\u015fmeyecektir. Dahas\u0131, istekli \u00f6\u011fretmenler teknolojiye ili\u015fkin zay\u0131fl\u0131klar\u0131n \u00fcstesinden gelebilecekken, medya kullan\u0131m\u0131nda deneyimsiz olan \u00f6\u011fretmenler teknolojinin sahip oldu\u011fu potansiyelden yeterince faydalanamayacakt\u0131r.<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Veya tam tersi&#8230; Benzer \u015fekilde, gerek tercih ettikleri \u00f6\u011frenme stili gerek farkl\u0131 g\u00fcd\u00fclenme d\u00fczeylerine ba\u011fl\u0131 olarak \u00f6\u011frenciler farkl\u0131 teknolojilere farkl\u0131 tepkiler verecektir. \u00c7ok \u00e7al\u0131\u015fan \u00f6\u011frenciler, k\u00f6t\u00fc veya zay\u0131f \u00f6\u011frenme teknolojisi kullan\u0131m\u0131n\u0131n \u00fcstesinden gelebilirler. Bu kadar fazla de\u011fi\u015fkenin rol oynad\u0131\u011f\u0131 bir durumda, \u00f6\u011frenme ve \u00f6\u011fretmenin do\u011fru teknolojinin se\u00e7imi ve kullan\u0131m\u0131nda nispeten zay\u0131f bir ay\u0131r\u0131c\u0131 fakt\u00f6r oldu\u011funu s\u00f6ylemek \u015fa\u015f\u0131rt\u0131c\u0131 olmayacakt\u0131r. Eri\u015fim (ve kullan\u0131m kolayl\u0131\u011f\u0131), medya se\u00e7iminde \u00f6\u011fretimin etkinli\u011finden daha g\u00fc\u00e7l\u00fc bir <em class=\"western\"><i>ay\u0131r\u0131c\u0131<\/i><\/em> fakt\u00f6r olarak kar\u015f\u0131m\u0131za \u00e7\u0131kmaktad\u0131r. <span style=\"color: #008000;\"> Bu, bir ortam\u0131n e\u011fitim olanaklar\u0131ndan ger\u00e7ekten faydalanmayan \u00f6\u011fretimin neden h\u00e2la iyi sonu\u00e7lar alabilece\u011fini a\u00e7\u0131klamaktad\u0131r. Bununla birlikte ideal olarak bir ortam\u0131n pedagojik \u00f6zelliklerini en iyi \u015fekilde kullanmaya \u00e7al\u0131\u015fmal\u0131d\u0131r \u00e7\u00fcnk\u00fc daha sonra di\u011fer SECT\u0130ON kriterleri ile birle\u015ftirildi\u011finde, \u00f6\u011fretimin daha etkili olmas\u0131 muhtemeldir.<\/span><\/span><\/p>\n<h2 class=\"western\">9.5.3 \u00dczerinde d\u00fc\u015f\u00fcn\u00fclmesi gereken sorular<\/h2>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">\u0130\u015fte bu nedenledir ki pedagojik ba\u011flamda bile olsa tasar\u0131m ne kadar \u00f6nemli olursa olsun, yaln\u0131zca \u00e7oklu ortam materyallerinin tasar\u0131m\u0131na odaklanmak yeterli olmayacakt\u0131r. Medya se\u00e7imi ve kullan\u0131m\u0131n\u0131n, \u00f6\u011frenciler aras\u0131ndaki bireysel farkl\u0131l\u0131klar, i\u00e7eri\u011fin karma\u015f\u0131kl\u0131\u011f\u0131 ve istenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 gibi di\u011fer fakt\u00f6rler (veya Mayer\u2019in deyi\u015fiyle \u2018s\u0131n\u0131r ko\u015fullar\u0131\u2019) ile ili\u015fkili olmas\u0131 gerekir. Dolay\u0131s\u0131yla medyay\u0131 kat\u0131 bir \u00f6\u011fretim penceresinden ele ald\u0131\u011f\u0131m\u0131zda, a\u015fa\u011f\u0131daki sorular\u0131 sormam\u0131z gerekir:<\/span><\/p>\n<ol>\n<li><span style=\"font-family: Book Antiqua, serif;\">\u00d6\u011frencilerim kim?<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">Hangi i\u00e7eri\u011fin verilmesi gerekiyor?<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">Beceri geli\u015fimi anlam\u0131nda istenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 nelerdir?<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">Hangi \u00f6\u011fretim stratejilerini veya \u00f6\u011frenme yakla\u015f\u0131mlar\u0131n\u0131 kullanmay\u0131 planl\u0131yorum?<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">Farkl\u0131 medya t\u00fcrlerinin kendilerine \u00f6zg\u00fc pedagojik \u00f6zellikleri nelerdir? Farkl\u0131 medya t\u00fcrlerinin kullan\u0131m\u0131, bu derste i\u00e7eri\u011fin sunulmas\u0131na ve \u00f6\u011frencilerin kendilerinden beklenen becerileri geli\u015ftirmesine nas\u0131l katk\u0131 sa\u011flayacakt\u0131r?<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">Bu derste verilecek i\u00e7erik en iyi \u015fekilde nas\u0131l sunulabilir? Medya, bu i\u00e7eri\u011fin sunulmas\u0131na nas\u0131l katk\u0131 sa\u011flar? Hangi i\u00e7erik i\u00e7in hangi medya t\u00fcr\u00fcn\u00fc kullanmam gerekir?<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">Bu derste hangi becerileri geli\u015ftirmeye \u00e7al\u0131\u015f\u0131yorum? Bu dersin gerektirdi\u011fi becerileri geli\u015ftirmelerinde medyan\u0131n \u00f6\u011frencilere nas\u0131l bir katk\u0131s\u0131 olacakt\u0131r? Hangi beceriler i\u00e7in hangi medya t\u00fcr\u00fcn\u00fc kullanmam gerekir?<\/span><\/li>\n<li><span style=\"font-family: Book Antiqua, serif;\">\u00c7oklu ortam materyallerinin en etkin \u015fekilde kullan\u0131lmas\u0131 i\u00e7in tasar\u0131m yaparken hangi ilkeleri kullanmam gerekir?<\/span><\/li>\n<\/ol>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Bu sorular \u00fczerinde \u00e7al\u0131\u015fmak ve d\u00fc\u015f\u00fcnmek, s\u0131ral\u0131 de\u011fil tekrarlayan, yinelemeli bir s\u00fcre\u00e7tir. Nas\u0131l d\u00fc\u015f\u00fcnmeyi ve nas\u0131l karar vermeyi tercih etti\u011finize ba\u011fl\u0131 olarak bu sorular\u0131n her birine verdi\u011finiz yan\u0131t\u0131 ka\u011f\u0131da d\u00f6kmeyi tercih edebilirsiniz; ancak bu sorular \u00fczerinde d\u00fc\u015f\u00fcnmek belki daha \u00f6nemli olacakt\u0131r. T\u00fcm bu fakt\u00f6rleri dikkate ald\u0131\u011f\u0131n\u0131zda, daha sezgisel bir temelde se\u00e7im yapma \u00f6zg\u00fcrl\u00fc\u011f\u00fcyle ba\u015fba\u015fa kalacaks\u0131n\u0131z.<\/span><\/p>\n<h2 class=\"western\">Kaynak\u00e7a<\/h2>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Bates, A. (1984) <em class=\"western\"><i>Broadcasting in Education: An Evaluation<\/i><\/em> London: Constables<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Bates, A. (1995) <em class=\"western\"><i>Teaching, Open Learning and Distance Education<\/i><\/em> London\/New York: Routledge<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Bates, A. and Gallagher, M. (1977) <em class=\"western\"><i>Improving the Effectiveness of Open University Television Case-Studies and Documentaries<\/i><\/em> Milton Keynes: The Open University, I.E.T. Papers on Broadcasting, No. 77 (out of print \u2013 copies available from tony.bates@ubc.ca)<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Durbridge, N. (1983) <em class=\"western\"><i>Design implications of audio and video cassettes<\/i><\/em> Milton Keynes: Open University Institute of Educational Technology (out of print)<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Durbridge, N. (1984) Audio-cassettes, in Bates, A. (ed.) <em class=\"western\"><i>The Role of Technology in Distance Education<\/i><\/em> London\/New York: Croom Hill\/St Martin\u2019s Press<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Koumi, J. (2006). <em class=\"western\"><i>Designing video and multimedia for open and flexible learning <\/i><\/em>London:<i> <\/i>Routledge<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Koumi, J. (2015) Learning outcomes afforded by self-assessed, segmented video-print combinations <em class=\"western\"><i>Cogent Education<\/i><\/em>, Vol. 2, No.1<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">Mayer, R. E. (2009). <em class=\"western\"><i>Multimedia learning<\/i><\/em> (2nd ed). New York: Cambridge University Press<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\">UBC Wikis (2014) Documentation: Design Principles for Multimedia Vancouver BC: University of British Columbia<\/span><\/span><\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"western\">Etkinlik 9.5 \u00c7oklu ortam tasar\u0131m ilkeleri<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li><span style=\"font-family: Book Antiqua, serif;\">Mayer\u2019in tasar\u0131m ilkelerinin (9.5.1 ile 9.5.12), s\u0131n\u0131fa ne kadar iyi uyarlanabilece\u011fini d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/span><\/li>\n<\/ol>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">Bu soru hakk\u0131nda geri bildirim i\u00e7in a\u015fa\u011f\u0131daki podcaste t\u0131klay\u0131n:<\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\">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=233<\/span><\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"author":1,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-232","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":222,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/232","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\/232\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/222"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/232\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=232"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=232"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=232"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=232"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}