{"id":250,"date":"2020-09-03T15:36:57","date_gmt":"2020-09-03T12:36:57","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-108\/"},"modified":"2020-09-03T15:36:57","modified_gmt":"2020-09-03T12:36:57","slug":"__unknown__-108","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-108\/","title":{"raw":"10.1 Teknoloji tabanl\u0131 \u00f6\u011frenme s\u00fcreci","rendered":"10.1 Teknoloji tabanl\u0131 \u00f6\u011frenme s\u00fcreci"},"content":{"raw":"\n

\"OEBPS\/images\/image0131.jpg\"<\/p>\n\u015eekil 10.1.1 Uzaktan okuyabilecekken niye otob\u00fcs bekleyesiniz? (BC\u00dcotob\u00fcs dura\u011f\u0131)<\/i><\/span><\/span>\n

Tema 7,8 ve 9\u2019da, bir ders veya programa eklenen medyan\u0131n kullan\u0131m\u0131n\u0131 ara\u015ft\u0131r\u0131p tart\u0131\u015ft\u0131k. Bu b\u00f6l\u00fcmde, bir dersin veya program\u0131n k\u0131smen veya tamamen \u00e7evrim i\u00e7i verilmesine karar vermeye odaklanaca\u011f\u0131z. Tema 11\u2019de ise tasar\u0131m ve uygulamada \u2018a\u00e7\u0131k-l\u0131k\u2019 yakla\u015f\u0131m\u0131n\u0131 nas\u0131l ve ne zaman benimsememiz gerekti\u011fine yo\u011funla\u015faca\u011f\u0131z.<\/span><\/p>\n\n

10.1.1 \u00c7evrim i\u00e7i \u00f6\u011frenmenin binbir y\u00fcz\u00fc<\/h2>\n

\u00c7evrim i\u00e7i \u00f6\u011frenme, harmanlanm\u0131\u015f \u00f6\u011frenme, ters-y\u00fcz \u00f6\u011frenme, esnek \u00f6\u011frenme, a\u00e7\u0131k \u00f6\u011frenme ve uzaktan e\u011fitim genellikle ayn\u0131 olguyu anlatmak i\u00e7in birbiri yerine kullan\u0131lan, ancak \u00e7ok farkl\u0131 anlamlara sahip olan kavramlard\u0131r. Daha da \u00f6nemlisi, bir zamanlar ana ak\u0131m geleneksel e\u011fitimin d\u0131\u015f\u0131nda olup belli bir gruba hitap eden ola\u011fand\u0131\u015f\u0131 olarak nitelendirilen bu e\u011fitim bi\u00e7imleri, giderek daha fazla \u00f6nem kazan\u0131yor ve hatta kendileri ana ak\u0131m h\u00e2line geliyor. \u00d6\u011fretmenler \u00e7evrim i\u00e7i \u00f6\u011frenme ve yeni teknolojileri benimseyip kazan\u0131p daha inan\u00e7l\u0131 h\u00e2le geldik\u00e7e, daha yenilik\u00e7i y\u00f6ntemler ke\u015ffedilmeye ve geli\u015ftirilmeye ba\u015flanacakt\u0131r.<\/span><\/span><\/p>\n\n

10.1.1.1 Harmanlanm\u0131\u015f \u00f6\u011frenme t\u00fcrleri<\/h2>\n

Bu kitab\u0131n yaz\u0131ld\u0131\u011f\u0131 tarihlerde, en az\u0131ndan a\u015fa\u011f\u0131da listelenen ders verme bi\u00e7imlerinden bahsetmek m\u00fcmk\u00fcnd\u00fc:<\/span><\/p>\n\n

    \n \t
  • hi\u00e7bir teknolojinin kullan\u0131lmad\u0131\u011f\u0131 (g\u00fcn\u00fcm\u00fczde \u00e7ok nadir olarak) s\u0131n\u0131f \u00f6\u011fretimi<\/i><\/span><\/em>;<\/span><\/li>\n<\/ul>\n
      \n \t
    • harmanlanm\u0131\u015f \u00f6\u011frenme<\/i><\/span><\/em>, a\u015fa\u011f\u0131daki gibi \u00e7ok \u00e7e\u015fitli tasar\u0131mlar\u0131 i\u00e7inde bar\u0131nd\u0131r\u0131r:<\/span>\n
        \n \t
      • teknolojiyle zenginle\u015ftirilmi\u015f \u00f6\u011frenme<\/i><\/span><\/em>, veya teknolojinin s\u0131n\u0131fta yard\u0131mc\u0131 bir ara\u00e7 olarak kullan\u0131lmas\u0131 ki bunun tipik bir \u00f6rne\u011fi s\u0131n\u0131fta Powerpoint slaytlar\u0131n\u0131n kullan\u0131m\u0131d\u0131r;<\/span><\/li>\n \t
      • s\u0131n\u0131f \u00f6\u011fretimini <\/i><\/span><\/em><\/span> desteklemek, \u00f6\u011frenme materyallerini saklamak, ders program\u0131n\u0131 belirlemek, \u00e7evrim i\u00e7i tart\u0131\u015fma ve \u00f6\u011frencilerin \u00f6devlerini sunmalar\u0131 i\u00e7in bir \u00f6\u011frenme y\u00f6netim sistemi kullan\u0131m\u0131(ama e\u011fitim yine de genellikle s\u0131n\u0131f oturumlar\u0131yla sunulmaya devam eder);<\/span><\/span><\/li>\n \t
      • \u00f6\u011frencilerin dersi ak\u0131\u015f videosu ile izledikten sonra tart\u0131\u015fma ya da di\u011fer \u00e7al\u0131\u015fmalar i\u00e7in s\u0131n\u0131fa geldikleri <\/span> ters y\u00fcz edilmi\u015f s\u0131n\u0131flar i\u00e7in <\/i><\/span><\/em> ders yakalama (lecture capture) kullan\u0131m\u0131; <\/span>\u00f6rnek i\u00e7in bak\u0131n\u0131z Kanada Krali\u00e7e \u00dcniversitesinde sunulan bir matematik dersi ;<\/span><\/span><\/li>\n \t
      • bir d\u00f6nem kamp\u00fcste y\u00fcz y\u00fcze ve iki d\u00f6nem \u00e7evrim i\u00e7i verilen programlar( Royal Roads \u00dcniversitesi 'de bir model);<\/span><\/li>\n \t
      • \u00f6\u011fretimin \u00f6\u011frenme deneyiminin b\u00fcy\u00fck k\u0131sm\u0131n\u0131n \u00e7evrim i\u00e7i ortamda ger\u00e7ekle\u015fti\u011fi ve \u00f6\u011frencilerin yaln\u0131zca \u00e7evrim i\u00e7i olarak ba\u015far\u0131yla yap\u0131lamayan laboratuvar veya uygulamal\u0131 e\u011fitimler gibi y\u00fcz y\u00fcze \u00f6\u011fretim olanaklar\u0131 i\u00e7in k\u0131sa s\u00fcreli\u011fine kamp\u00fcse geldi\u011fi <\/i><\/span><\/em>harmanlanm\u0131\u015f veya <\/span>esnek \u00f6\u011frenme<\/i><\/span><\/em> (\u00f6r. bk. B\u00f6l\u00fcm 10.1.1.2 ve a\u015fa\u011f\u0131s\u0131);<\/span><\/li>\n<\/ul>\n<\/li>\n \t
      • a\u015fa\u011f\u0131da \u00f6rnekleri s\u0131ralanan, s\u0131n\u0131f i\u00e7inde veya kamp\u00fcste \u00f6\u011fretimin var olmad\u0131\u011f\u0131, uzaktan e\u011fitimin de bir bi\u00e7imi olan tamamen \u00e7evrim i\u00e7i \u00f6\u011frenme<\/i><\/span><\/em>:<\/span>\n
          \n \t
        • normal \u00f6\u011fretimdeki e\u015fde\u011ferleriyle ayn\u0131 i\u00e7eri\u011fe ve de\u011ferlendirme \u00f6l\u00e7\u00fctlerine sahip olan ayn\u0131 becerileri edindirmeye y\u00f6nelik kredili dersler, programa kabul edilen \u00f6\u011frenciler i\u00e7in kullan\u0131labilir;<\/span><\/li>\n \t
        • s\u00fcrekli mesleki e\u011fitim kurslar\u0131 veya sertifika programlar\u0131 gibi \u00e7evrim i\u00e7i olarak verilen kredisiz dersler ve kurslar;<\/span><\/li>\n \t
        • KA\u00c7D\u2019ler gibi tamamen a\u00e7\u0131k dersler ve kurslar.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

          ABD'deki y\u00fcksek\u00f6\u011frenim \u00f6\u011frencilerinin \u00fc\u00e7te birinden fazlas\u0131 \u015fu anda en az bir tam \u00e7evrim i\u00e7i ders almakta ve \u00f6\u011frencilerin yakla\u015f\u0131k y\u00fczde 15'i sadece \u00e7evrim i\u00e7i ders almaktad\u0131r. ABD y\u00fcksek\u00f6\u011fretim sistemine genel kay\u0131tlar yava\u015f yava\u015f d\u00fc\u015ferken (2012-2016 aras\u0131nda neredeyse y\u00fczde 4 oran\u0131nda), \u00e7evrim i\u00e7i kay\u0131tlar ayn\u0131 d\u00f6nemde yakla\u015f\u0131k y\u00fczde 5 oran\u0131nda artm\u0131\u015ft\u0131r (Seaman vd. 2018 ). 2017'deki Kanada orta\u00f6\u011fretim sonras\u0131 kurumlar\u0131nda, t\u00fcm kredi ders kay\u0131tlar\u0131n\u0131n yakla\u015f\u0131k y\u00fczde 8'i tamamen \u00e7evrim i\u00e7i olmu\u015ftur (Donovan vd., 2018 ).<\/span><\/span><\/p>\n\n

          10.1.1.2 Karma \u00f6\u011frenme<\/h2>\n

          Harmanlanm\u0131\u015f \u00f6\u011frenmeyle ilgili \u00f6zel olarak bahsetmemiz gerekti\u011fini d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcm \u00f6nemli bir geli\u015fme var: Kamp\u00fcs derslerinin teknolojinin potansiyelinden daha fazla faydalanacak bi\u00e7imde yeniden tasarlanmas\u0131. \u00e7evrim i\u00e7i \u00f6\u011frenmenin belli bir etkinli\u011fe odakl\u0131, k\u00fc\u00e7\u00fck gruplarla y\u00fcz y\u00fcze etkile\u015fimlerle birle\u015ftirildi\u011fi veya \u00e7evrim i\u00e7i ve fiziksel laboratuvar deneyimlerinin bir araya getirildi\u011fi bu hibrit bi\u00e7imi, harmanlanm\u0131\u015f \u00f6\u011frenme<\/i><\/em> ba\u015fl\u0131\u011f\u0131 alt\u0131nda ele alaca\u011f\u0131z. Bu t\u00fcr tasar\u0131mlarda, y\u00fcz y\u00fcze ileti\u015fim s\u00fcresi genellikle azal\u0131r. \u00d6rne\u011fin, haftada \u00fc\u00e7 dersten bire d\u00fc\u015ferek \u00f6\u011frencilere \u00e7evrim i\u00e7i \u00e7al\u0131\u015fmak i\u00e7in daha fazla s\u00fcre tan\u0131mak gibi...<\/span><\/p>\n

          Bu hibrit \u00f6\u011frenme bi\u00e7iminde, t\u00fcm \u00f6\u011frenme deneyimi yeniden tasarlan\u0131r ve kamp\u00fcs \u00f6\u011fretimi teknoloji kullan\u0131m\u0131n\u0131n etraf\u0131nda tekrar \u015fekillendirilir. \u00d6rne\u011fin:<\/span><\/p>\n\n

            \n \t
          • Ulusal Akademik D\u00f6n\u00fc\u015f\u00fcm Merkezi`nden Carol Twigg, \u00f6\u011frenmeyi art\u0131rmak ve maliyetleri azaltmak i\u00e7in kalabal\u0131k s\u0131n\u0131flarda verilen derslerin teknoloji kullan\u0131m\u0131 i\u00e7in yeniden tasarlanmas\u0131 konusunda uzun y\u0131llard\u0131r \u00fcniversiteler ile \u00e7al\u0131\u015f\u0131yor. Bu program 1999-2018 y\u0131llar\u0131 aras\u0131nda \u00e7ok ba\u015far\u0131l\u0131 bir \u015fekilde devam ediyor;<\/span><\/li>\n \t
          • Virginia Tech, y\u0131llar \u00f6nce, e\u011fitmenlerin ve asistanlar\u0131n d\u00f6n\u00fc\u015f\u00fcml\u00fc olarak destek verdi\u011fi 7x24 hizmet veren bir bilgisayar destekli \u00f6\u011frenme ortam\u0131nda birinci ve ikinci s\u0131n\u0131flar i\u00e7in matematik \u00f6\u011fretimi i\u00e7in ba\u015far\u0131l\u0131 bir program geli\u015ftirmi\u015ftir (Robinson ve Moore, 2006);<\/span><\/li>\n \t
          • British Columbia \u00dcniversitesi, 2013 y\u0131l\u0131nda esnek bir \u00f6\u011frenme inisiyatifi ad\u0131n\u0131 verdi\u011fi bir giri\u015fim ba\u015flatm\u0131\u015ft\u0131r. \u0130nisiyatif, \u00f6\u011frenci ba\u015far\u0131s\u0131nda etkili bir art\u0131\u015f sa\u011flamak amac\u0131yla \u00f6\u011frenme deneyimlerinin tasarlanmas\u0131, geli\u015ftirilmesi, uygulanmas\u0131 ve de\u011ferlendirilmesi \u00fczerine <\/span>odaklanm\u0131\u015ft\u0131r. Esnek \u00f6\u011frenme sayesinde pedagojik ve lojistik esneklik sa\u011flanm\u0131\u015f ve \u00f6\u011frencilerin kendilerine sunulan \u00f6\u011frenme f\u0131rsatlar\u0131 \u00fczerinde daha fazla s\u00f6z hakk\u0131 olmu\u015ftur (ne zaman, nerede ve ne \u00f6\u011frenmek istedikleri gibi).<\/i><\/span><\/em><\/li>\n<\/ul>\n

            Bu nedenle 'harmanlanm\u0131\u015f \u00f6\u011frenme', y\u00fcz y\u00fcze \u00f6\u011fretimin benzersiz pedagojik \u00f6zelliklerini, \u00f6\u011frenmeye esnek eri\u015fim sa\u011flayan \u00e7evrim i\u00e7i \u00f6\u011frenme ile tan\u0131mlamay\u0131 ama\u00e7layan s\u0131n\u0131f yard\u0131mc\u0131lar\u0131n\u0131n kullan\u0131m\u0131 ile s\u0131n\u0131f \u00f6\u011fretiminin yeniden d\u00fc\u015f\u00fcn\u00fclmesi veya yeniden tasarlanmas\u0131 anlam\u0131na gelebilir.<\/span><\/p>\n

            2017'de Kanada orta\u00f6\u011fretim sonras\u0131 kurumlar\u0131n\u0131n d\u00f6rtte \u00fc\u00e7\u00fcnden fazlas\u0131ndaki e\u011fitmenler \u00e7evrim i\u00e7i olarak s\u0131n\u0131f \u00f6\u011fretimi ile b\u00fct\u00fcnle\u015fiyordu, ancak be\u015f kurumdan birinde bu formatta \u00f6nemli say\u0131da ders yoktu. Bununla birlikte \u00e7o\u011fu kurum \u00f6n\u00fcm\u00fczdeki birka\u00e7 y\u0131l i\u00e7inde bu t\u00fcr kurslarda h\u0131zl\u0131 bir art\u0131\u015f beklemektedir (Donovan vd., 2019 )<\/span><\/span><\/p>\n\n

            10.1.2 \u00c7evrim i\u00e7i \u00f6\u011frenme s\u00fcreci<\/h2>\n

            \"OEBPS\/images\/image0132.png\"<\/p>\n\u015eekil 10.1.2 Teknoloji tabanl\u0131 \u00f6\u011frenmenin s\u00fcreklili\u011fi (ders verme bi\u00e7imleri). Bates ve Poole, 2003'ten uyarlanm\u0131\u015ft\u0131r.<\/i><\/span><\/span>\n

            Dolay\u0131s\u0131yla yukar\u0131daki \u015eekil 10.1.2'de g\u00f6sterildi\u011fi gibi teknolojiye dayal\u0131 \u00f6\u011frenmenin bir s\u00fcreklili\u011fi vard\u0131r.<\/span><\/p>\n\n

            10.1.3 Kararlar, kararlar!<\/h2>\n

            Bu geli\u015fmeler, \u00f6\u011fretmenleri \u00e7ok farkl\u0131 konularda karar almaya itmektedir. Art\u0131k her \u00f6\u011fretenin a\u015fa\u011f\u0131dakilere karar vermesi gerekir:<\/span><\/p>\n\n

              \n \t
            • ne t\u00fcr bir ders veya program vermek istiyorum?<\/span><\/li>\n \t
            • bu karar\u0131m\u0131 verirken hangi fakt\u00f6rleri dikkate almam gerekir?<\/span><\/li>\n \t
            • \u00f6\u011frencilerin bir\u00e7ok konuyu \u00e7evrim i\u00e7i \u00e7al\u0131\u015fabilecekleri bir \u00e7a\u011fda s\u0131n\u0131f \u00f6\u011fretiminin rol\u00fc nedir?<\/span><\/li>\n \t
            • \u00f6\u011fretim ortam\u0131m\u0131 ve materyallerimi ba\u015fkalar\u0131n\u0131n eri\u015fimine a\u00e7mal\u0131 m\u0131y\u0131m?<\/span><\/li>\n<\/ul>\n

              Bu b\u00f6l\u00fcm, bu sorulara cevap vermenizde size yard\u0131mc\u0131 olmay\u0131 ama\u00e7lamaktad\u0131r.<\/span><\/p>\n\n

              Kaynak\u00e7a<\/h2>\n

              Bates, A. and Poole, G. (2003) Effective Teaching with Technology in Higher Education: Foundations for Success<\/i><\/em> San Francisco: Jossey-Bass<\/span><\/span><\/p>\n

              Donovan, T. et al. (2019) Tracking Online and Distance Education in Canadian Universities and Colleges: 2018<\/i><\/em> Halifax NS: Canadian Digital Learning Research Association<\/span><\/span><\/p>\n

              Robinson, B. and Moore, A. (2006) \u2018Virginia Tech: the Math Emporium\u2019 in Oblinger, D. (ed.) Learning Spaces<\/i><\/em> Boulder CO: EDUCAUSE<\/span><\/span><\/p>\n

              Seaman, J., Allen, I., and Seaman, J. (2018) Grade Increase: Tracking Distance Education in the United States<\/i><\/em> Wellesley MA: The Babson Survey Research Group<\/span><\/span><\/p>\n\n

              \n

              Etkinlik 10.1 Dersleriniz teknoloji tabanl\u0131 \u00f6\u011fretim s\u00fcrecinin neresinde?<\/p>\n\n<\/header>\n

              \n

              1. Derslerinizin s\u00fcrecin hangi noktas\u0131nda yer ald\u0131\u011f\u0131na kolayl\u0131kla karar verebiliyor musunuz? Bu karar\u0131 vermek kolay m\u0131? Derslerinizin hangi noktaya daha uygun oldu\u011funa karar vermenizi zorla\u015ft\u0131ran fakt\u00f6rler var m\u0131?<\/span><\/p>\n

              2. \u00d6\u011fretti\u011finiz kurslar i\u00e7in teslimat \u015feklinin ne olaca\u011f\u0131na nas\u0131l karar veriliyor? E\u011fer karar\u0131 siz veriyorsan\u0131z, her bir ders i\u00e7in s\u00fcre\u00e7 \u00fczerindeki yerini neye g\u00f6re belirlediniz?<\/span><\/p>\n

              3. Verdi\u011finiz karar(lar)dan memnun musunuz?<\/span><\/p>\n

              3. Her ders t\u00fcr\u00fcnde ne t\u00fcr \u00f6\u011frencileriniz var?<\/span><\/p>\n

              Bu etkinlik i\u00e7in herhangi bir geri bildirim yok<\/span><\/p>\n\n<\/div>\n<\/div>\n \n","rendered":"

              \"OEBPS\/images\/image0131.jpg\"<\/p>\n

              \u015eekil 10.1.1 Uzaktan okuyabilecekken niye otob\u00fcs bekleyesiniz? (BC\u00dcotob\u00fcs dura\u011f\u0131)<\/i><\/span><\/span><\/p>\n

              Tema 7,8 ve 9\u2019da, bir ders veya programa eklenen medyan\u0131n kullan\u0131m\u0131n\u0131 ara\u015ft\u0131r\u0131p tart\u0131\u015ft\u0131k. Bu b\u00f6l\u00fcmde, bir dersin veya program\u0131n k\u0131smen veya tamamen \u00e7evrim i\u00e7i verilmesine karar vermeye odaklanaca\u011f\u0131z. Tema 11\u2019de ise tasar\u0131m ve uygulamada \u2018a\u00e7\u0131k-l\u0131k\u2019 yakla\u015f\u0131m\u0131n\u0131 nas\u0131l ve ne zaman benimsememiz gerekti\u011fine yo\u011funla\u015faca\u011f\u0131z.<\/span><\/p>\n

              10.1.1 \u00c7evrim i\u00e7i \u00f6\u011frenmenin binbir y\u00fcz\u00fc<\/h2>\n

              \u00c7evrim i\u00e7i \u00f6\u011frenme, harmanlanm\u0131\u015f \u00f6\u011frenme, ters-y\u00fcz \u00f6\u011frenme, esnek \u00f6\u011frenme, a\u00e7\u0131k \u00f6\u011frenme ve uzaktan e\u011fitim genellikle ayn\u0131 olguyu anlatmak i\u00e7in birbiri yerine kullan\u0131lan, ancak \u00e7ok farkl\u0131 anlamlara sahip olan kavramlard\u0131r. Daha da \u00f6nemlisi, bir zamanlar ana ak\u0131m geleneksel e\u011fitimin d\u0131\u015f\u0131nda olup belli bir gruba hitap eden ola\u011fand\u0131\u015f\u0131 olarak nitelendirilen bu e\u011fitim bi\u00e7imleri, giderek daha fazla \u00f6nem kazan\u0131yor ve hatta kendileri ana ak\u0131m h\u00e2line geliyor. \u00d6\u011fretmenler \u00e7evrim i\u00e7i \u00f6\u011frenme ve yeni teknolojileri benimseyip kazan\u0131p daha inan\u00e7l\u0131 h\u00e2le geldik\u00e7e, daha yenilik\u00e7i y\u00f6ntemler ke\u015ffedilmeye ve geli\u015ftirilmeye ba\u015flanacakt\u0131r.<\/span><\/span><\/p>\n

              10.1.1.1 Harmanlanm\u0131\u015f \u00f6\u011frenme t\u00fcrleri<\/h2>\n

              Bu kitab\u0131n yaz\u0131ld\u0131\u011f\u0131 tarihlerde, en az\u0131ndan a\u015fa\u011f\u0131da listelenen ders verme bi\u00e7imlerinden bahsetmek m\u00fcmk\u00fcnd\u00fc:<\/span><\/p>\n

                \n
              • hi\u00e7bir teknolojinin kullan\u0131lmad\u0131\u011f\u0131 (g\u00fcn\u00fcm\u00fczde \u00e7ok nadir olarak) s\u0131n\u0131f \u00f6\u011fretimi<\/i><\/span><\/em>;<\/span><\/li>\n<\/ul>\n
                  \n
                • harmanlanm\u0131\u015f \u00f6\u011frenme<\/i><\/span><\/em>, a\u015fa\u011f\u0131daki gibi \u00e7ok \u00e7e\u015fitli tasar\u0131mlar\u0131 i\u00e7inde bar\u0131nd\u0131r\u0131r:<\/span>\n
                    \n
                  • teknolojiyle zenginle\u015ftirilmi\u015f \u00f6\u011frenme<\/i><\/span><\/em>, veya teknolojinin s\u0131n\u0131fta yard\u0131mc\u0131 bir ara\u00e7 olarak kullan\u0131lmas\u0131 ki bunun tipik bir \u00f6rne\u011fi s\u0131n\u0131fta Powerpoint slaytlar\u0131n\u0131n kullan\u0131m\u0131d\u0131r;<\/span><\/li>\n
                  • s\u0131n\u0131f \u00f6\u011fretimini <\/i><\/span><\/em><\/span> desteklemek, \u00f6\u011frenme materyallerini saklamak, ders program\u0131n\u0131 belirlemek, \u00e7evrim i\u00e7i tart\u0131\u015fma ve \u00f6\u011frencilerin \u00f6devlerini sunmalar\u0131 i\u00e7in bir \u00f6\u011frenme y\u00f6netim sistemi kullan\u0131m\u0131(ama e\u011fitim yine de genellikle s\u0131n\u0131f oturumlar\u0131yla sunulmaya devam eder);<\/span><\/span><\/li>\n
                  • \u00f6\u011frencilerin dersi ak\u0131\u015f videosu ile izledikten sonra tart\u0131\u015fma ya da di\u011fer \u00e7al\u0131\u015fmalar i\u00e7in s\u0131n\u0131fa geldikleri <\/span> ters y\u00fcz edilmi\u015f s\u0131n\u0131flar i\u00e7in <\/i><\/span><\/em> ders yakalama (lecture capture) kullan\u0131m\u0131; <\/span>\u00f6rnek i\u00e7in bak\u0131n\u0131z Kanada Krali\u00e7e \u00dcniversitesinde sunulan bir matematik dersi ;<\/span><\/span><\/li>\n
                  • bir d\u00f6nem kamp\u00fcste y\u00fcz y\u00fcze ve iki d\u00f6nem \u00e7evrim i\u00e7i verilen programlar( Royal Roads \u00dcniversitesi ‘de bir model);<\/span><\/li>\n
                  • \u00f6\u011fretimin \u00f6\u011frenme deneyiminin b\u00fcy\u00fck k\u0131sm\u0131n\u0131n \u00e7evrim i\u00e7i ortamda ger\u00e7ekle\u015fti\u011fi ve \u00f6\u011frencilerin yaln\u0131zca \u00e7evrim i\u00e7i olarak ba\u015far\u0131yla yap\u0131lamayan laboratuvar veya uygulamal\u0131 e\u011fitimler gibi y\u00fcz y\u00fcze \u00f6\u011fretim olanaklar\u0131 i\u00e7in k\u0131sa s\u00fcreli\u011fine kamp\u00fcse geldi\u011fi <\/i><\/span><\/em>harmanlanm\u0131\u015f veya <\/span>esnek \u00f6\u011frenme<\/i><\/span><\/em> (\u00f6r. bk. B\u00f6l\u00fcm 10.1.1.2 ve a\u015fa\u011f\u0131s\u0131);<\/span><\/li>\n<\/ul>\n<\/li>\n
                  • a\u015fa\u011f\u0131da \u00f6rnekleri s\u0131ralanan, s\u0131n\u0131f i\u00e7inde veya kamp\u00fcste \u00f6\u011fretimin var olmad\u0131\u011f\u0131, uzaktan e\u011fitimin de bir bi\u00e7imi olan tamamen \u00e7evrim i\u00e7i \u00f6\u011frenme<\/i><\/span><\/em>:<\/span>\n
                      \n
                    • normal \u00f6\u011fretimdeki e\u015fde\u011ferleriyle ayn\u0131 i\u00e7eri\u011fe ve de\u011ferlendirme \u00f6l\u00e7\u00fctlerine sahip olan ayn\u0131 becerileri edindirmeye y\u00f6nelik kredili dersler, programa kabul edilen \u00f6\u011frenciler i\u00e7in kullan\u0131labilir;<\/span><\/li>\n
                    • s\u00fcrekli mesleki e\u011fitim kurslar\u0131 veya sertifika programlar\u0131 gibi \u00e7evrim i\u00e7i olarak verilen kredisiz dersler ve kurslar;<\/span><\/li>\n
                    • KA\u00c7D\u2019ler gibi tamamen a\u00e7\u0131k dersler ve kurslar.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                      ABD’deki y\u00fcksek\u00f6\u011frenim \u00f6\u011frencilerinin \u00fc\u00e7te birinden fazlas\u0131 \u015fu anda en az bir tam \u00e7evrim i\u00e7i ders almakta ve \u00f6\u011frencilerin yakla\u015f\u0131k y\u00fczde 15’i sadece \u00e7evrim i\u00e7i ders almaktad\u0131r. ABD y\u00fcksek\u00f6\u011fretim sistemine genel kay\u0131tlar yava\u015f yava\u015f d\u00fc\u015ferken (2012-2016 aras\u0131nda neredeyse y\u00fczde 4 oran\u0131nda), \u00e7evrim i\u00e7i kay\u0131tlar ayn\u0131 d\u00f6nemde yakla\u015f\u0131k y\u00fczde 5 oran\u0131nda artm\u0131\u015ft\u0131r (Seaman vd. 2018 ). 2017’deki Kanada orta\u00f6\u011fretim sonras\u0131 kurumlar\u0131nda, t\u00fcm kredi ders kay\u0131tlar\u0131n\u0131n yakla\u015f\u0131k y\u00fczde 8’i tamamen \u00e7evrim i\u00e7i olmu\u015ftur (Donovan vd., 2018 ).<\/span><\/span><\/p>\n

                      10.1.1.2 Karma \u00f6\u011frenme<\/h2>\n

                      Harmanlanm\u0131\u015f \u00f6\u011frenmeyle ilgili \u00f6zel olarak bahsetmemiz gerekti\u011fini d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcm \u00f6nemli bir geli\u015fme var: Kamp\u00fcs derslerinin teknolojinin potansiyelinden daha fazla faydalanacak bi\u00e7imde yeniden tasarlanmas\u0131. \u00e7evrim i\u00e7i \u00f6\u011frenmenin belli bir etkinli\u011fe odakl\u0131, k\u00fc\u00e7\u00fck gruplarla y\u00fcz y\u00fcze etkile\u015fimlerle birle\u015ftirildi\u011fi veya \u00e7evrim i\u00e7i ve fiziksel laboratuvar deneyimlerinin bir araya getirildi\u011fi bu hibrit bi\u00e7imi, harmanlanm\u0131\u015f \u00f6\u011frenme<\/i><\/em> ba\u015fl\u0131\u011f\u0131 alt\u0131nda ele alaca\u011f\u0131z. Bu t\u00fcr tasar\u0131mlarda, y\u00fcz y\u00fcze ileti\u015fim s\u00fcresi genellikle azal\u0131r. \u00d6rne\u011fin, haftada \u00fc\u00e7 dersten bire d\u00fc\u015ferek \u00f6\u011frencilere \u00e7evrim i\u00e7i \u00e7al\u0131\u015fmak i\u00e7in daha fazla s\u00fcre tan\u0131mak gibi…<\/span><\/p>\n

                      Bu hibrit \u00f6\u011frenme bi\u00e7iminde, t\u00fcm \u00f6\u011frenme deneyimi yeniden tasarlan\u0131r ve kamp\u00fcs \u00f6\u011fretimi teknoloji kullan\u0131m\u0131n\u0131n etraf\u0131nda tekrar \u015fekillendirilir. \u00d6rne\u011fin:<\/span><\/p>\n

                        \n
                      • Ulusal Akademik D\u00f6n\u00fc\u015f\u00fcm Merkezi`nden Carol Twigg, \u00f6\u011frenmeyi art\u0131rmak ve maliyetleri azaltmak i\u00e7in kalabal\u0131k s\u0131n\u0131flarda verilen derslerin teknoloji kullan\u0131m\u0131 i\u00e7in yeniden tasarlanmas\u0131 konusunda uzun y\u0131llard\u0131r \u00fcniversiteler ile \u00e7al\u0131\u015f\u0131yor. Bu program 1999-2018 y\u0131llar\u0131 aras\u0131nda \u00e7ok ba\u015far\u0131l\u0131 bir \u015fekilde devam ediyor;<\/span><\/li>\n
                      • Virginia Tech, y\u0131llar \u00f6nce, e\u011fitmenlerin ve asistanlar\u0131n d\u00f6n\u00fc\u015f\u00fcml\u00fc olarak destek verdi\u011fi 7×24 hizmet veren bir bilgisayar destekli \u00f6\u011frenme ortam\u0131nda birinci ve ikinci s\u0131n\u0131flar i\u00e7in matematik \u00f6\u011fretimi i\u00e7in ba\u015far\u0131l\u0131 bir program geli\u015ftirmi\u015ftir (Robinson ve Moore, 2006);<\/span><\/li>\n
                      • British Columbia \u00dcniversitesi, 2013 y\u0131l\u0131nda esnek bir \u00f6\u011frenme inisiyatifi ad\u0131n\u0131 verdi\u011fi bir giri\u015fim ba\u015flatm\u0131\u015ft\u0131r. \u0130nisiyatif, \u00f6\u011frenci ba\u015far\u0131s\u0131nda etkili bir art\u0131\u015f sa\u011flamak amac\u0131yla \u00f6\u011frenme deneyimlerinin tasarlanmas\u0131, geli\u015ftirilmesi, uygulanmas\u0131 ve de\u011ferlendirilmesi \u00fczerine <\/span>odaklanm\u0131\u015ft\u0131r. Esnek \u00f6\u011frenme sayesinde pedagojik ve lojistik esneklik sa\u011flanm\u0131\u015f ve \u00f6\u011frencilerin kendilerine sunulan \u00f6\u011frenme f\u0131rsatlar\u0131 \u00fczerinde daha fazla s\u00f6z hakk\u0131 olmu\u015ftur (ne zaman, nerede ve ne \u00f6\u011frenmek istedikleri gibi).<\/i><\/span><\/em><\/li>\n<\/ul>\n

                        Bu nedenle ‘harmanlanm\u0131\u015f \u00f6\u011frenme’, y\u00fcz y\u00fcze \u00f6\u011fretimin benzersiz pedagojik \u00f6zelliklerini, \u00f6\u011frenmeye esnek eri\u015fim sa\u011flayan \u00e7evrim i\u00e7i \u00f6\u011frenme ile tan\u0131mlamay\u0131 ama\u00e7layan s\u0131n\u0131f yard\u0131mc\u0131lar\u0131n\u0131n kullan\u0131m\u0131 ile s\u0131n\u0131f \u00f6\u011fretiminin yeniden d\u00fc\u015f\u00fcn\u00fclmesi veya yeniden tasarlanmas\u0131 anlam\u0131na gelebilir.<\/span><\/p>\n

                        2017’de Kanada orta\u00f6\u011fretim sonras\u0131 kurumlar\u0131n\u0131n d\u00f6rtte \u00fc\u00e7\u00fcnden fazlas\u0131ndaki e\u011fitmenler \u00e7evrim i\u00e7i olarak s\u0131n\u0131f \u00f6\u011fretimi ile b\u00fct\u00fcnle\u015fiyordu, ancak be\u015f kurumdan birinde bu formatta \u00f6nemli say\u0131da ders yoktu. Bununla birlikte \u00e7o\u011fu kurum \u00f6n\u00fcm\u00fczdeki birka\u00e7 y\u0131l i\u00e7inde bu t\u00fcr kurslarda h\u0131zl\u0131 bir art\u0131\u015f beklemektedir (Donovan vd., 2019 )<\/span><\/span><\/p>\n

                        10.1.2 \u00c7evrim i\u00e7i \u00f6\u011frenme s\u00fcreci<\/h2>\n

                        \"OEBPS\/images\/image0132.png\"<\/p>\n

                        \u015eekil 10.1.2 Teknoloji tabanl\u0131 \u00f6\u011frenmenin s\u00fcreklili\u011fi (ders verme bi\u00e7imleri). Bates ve Poole, 2003’ten uyarlanm\u0131\u015ft\u0131r.<\/i><\/span><\/span><\/p>\n

                        Dolay\u0131s\u0131yla yukar\u0131daki \u015eekil 10.1.2’de g\u00f6sterildi\u011fi gibi teknolojiye dayal\u0131 \u00f6\u011frenmenin bir s\u00fcreklili\u011fi vard\u0131r.<\/span><\/p>\n

                        10.1.3 Kararlar, kararlar!<\/h2>\n

                        Bu geli\u015fmeler, \u00f6\u011fretmenleri \u00e7ok farkl\u0131 konularda karar almaya itmektedir. Art\u0131k her \u00f6\u011fretenin a\u015fa\u011f\u0131dakilere karar vermesi gerekir:<\/span><\/p>\n

                          \n
                        • ne t\u00fcr bir ders veya program vermek istiyorum?<\/span><\/li>\n
                        • bu karar\u0131m\u0131 verirken hangi fakt\u00f6rleri dikkate almam gerekir?<\/span><\/li>\n
                        • \u00f6\u011frencilerin bir\u00e7ok konuyu \u00e7evrim i\u00e7i \u00e7al\u0131\u015fabilecekleri bir \u00e7a\u011fda s\u0131n\u0131f \u00f6\u011fretiminin rol\u00fc nedir?<\/span><\/li>\n
                        • \u00f6\u011fretim ortam\u0131m\u0131 ve materyallerimi ba\u015fkalar\u0131n\u0131n eri\u015fimine a\u00e7mal\u0131 m\u0131y\u0131m?<\/span><\/li>\n<\/ul>\n

                          Bu b\u00f6l\u00fcm, bu sorulara cevap vermenizde size yard\u0131mc\u0131 olmay\u0131 ama\u00e7lamaktad\u0131r.<\/span><\/p>\n

                          Kaynak\u00e7a<\/h2>\n

                          Bates, A. and Poole, G. (2003) Effective Teaching with Technology in Higher Education: Foundations for Success<\/i><\/em> San Francisco: Jossey-Bass<\/span><\/span><\/p>\n

                          Donovan, T. et al. (2019) Tracking Online and Distance Education in Canadian Universities and Colleges: 2018<\/i><\/em> Halifax NS: Canadian Digital Learning Research Association<\/span><\/span><\/p>\n

                          Robinson, B. and Moore, A. (2006) \u2018Virginia Tech: the Math Emporium\u2019 in Oblinger, D. (ed.) Learning Spaces<\/i><\/em> Boulder CO: EDUCAUSE<\/span><\/span><\/p>\n

                          Seaman, J., Allen, I., and Seaman, J. (2018) Grade Increase: Tracking Distance Education in the United States<\/i><\/em> Wellesley MA: The Babson Survey Research Group<\/span><\/span><\/p>\n

                          \n
                          \n

                          Etkinlik 10.1 Dersleriniz teknoloji tabanl\u0131 \u00f6\u011fretim s\u00fcrecinin neresinde?<\/p>\n<\/header>\n

                          \n

                          1. Derslerinizin s\u00fcrecin hangi noktas\u0131nda yer ald\u0131\u011f\u0131na kolayl\u0131kla karar verebiliyor musunuz? Bu karar\u0131 vermek kolay m\u0131? Derslerinizin hangi noktaya daha uygun oldu\u011funa karar vermenizi zorla\u015ft\u0131ran fakt\u00f6rler var m\u0131?<\/span><\/p>\n

                          2. \u00d6\u011fretti\u011finiz kurslar i\u00e7in teslimat \u015feklinin ne olaca\u011f\u0131na nas\u0131l karar veriliyor? E\u011fer karar\u0131 siz veriyorsan\u0131z, her bir ders i\u00e7in s\u00fcre\u00e7 \u00fczerindeki yerini neye g\u00f6re belirlediniz?<\/span><\/p>\n

                          3. Verdi\u011finiz karar(lar)dan memnun musunuz?<\/span><\/p>\n

                          3. Her ders t\u00fcr\u00fcnde ne t\u00fcr \u00f6\u011frencileriniz var?<\/span><\/p>\n

                          Bu etkinlik i\u00e7in herhangi bir geri bildirim yok<\/span><\/p>\n<\/div>\n<\/div>\n

                           <\/p>\n","protected":false},"author":1,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-250","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":247,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/250","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\/250\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/247"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/250\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=250"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=250"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=250"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=250"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}