{"id":80,"date":"2020-09-03T15:35:12","date_gmt":"2020-09-03T12:35:12","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-20\/"},"modified":"2020-09-03T15:35:12","modified_gmt":"2020-09-03T12:35:12","slug":"__unknown__-20","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-20\/","title":{"raw":"3.3 Aktar\u0131m: dinleyerek \u00f6\u011frenme","rendered":"3.3 Aktar\u0131m: dinleyerek \u00f6\u011frenme"},"content":{"raw":"\n<p class=\"para2\"><img class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0027.jpg\" alt=\"OEBPS\/images\/image0027.jpg\"><\/p>\n<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span lang=\"zxx\">Figure 3.3.1 Sunum tekni\u011fi, s\u0131n\u0131f \u00f6\u011fretiminin en geleneksel bi\u00e7imlerinden biridir. G\u00f6rsel: Lecture Hall, Baruch College, New York City \u2013 Wikipedia<\/span><\/i><\/span><\/span>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.1 Tan\u0131m<\/span><\/h3>\n<blockquote><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span lang=\"zxx\">[Sunumlar], dinleyicilerin bir \u015feyler \u00f6\u011frenmesini isteyen bir konu\u015fmac\u0131 taraf\u0131ndan az ya da \u00e7ok s\u00fcren anlat\u0131mlard\u0131r.<\/span><\/i><\/span><\/span><\/blockquote>\n<p lang=\"en-CA\" style=\"text-align: right;\" align=\"right\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bligh, 2000<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu tan\u0131m, e\u011fitmenler ve \u00f6\u011frenciler aras\u0131ndaki soru-cevap veya tart\u0131\u015fma durumlar\u0131n\u0131 te\u015fvik edecek \u015fekilde \u00f6zel olarak tasarlanm\u0131\u015f ders anlat\u0131mlar\u0131n\u0131 kapsam d\u0131\u015f\u0131nda tutmaktad\u0131r. Bu t\u00fcr daha etkile\u015fimli ders anlat\u0131mlar\u0131, bir sonraki konuda (Tema 3, B\u00f6l\u00fcm 4) ele al\u0131nacakt\u0131r.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">3.3.2 Ders anlat\u0131m\u0131n\u0131n k\u00f6kleri<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131m\u0131n\u0131n k\u00f6kleri eski Yunan ve Roma\u2019ya kadar uzansa da 13. Y\u00fczy\u0131l Avrupa\u2019s\u0131nda \u00fcniversitenin kurulu\u015fundan itibaren ele al\u0131nabilir. \u2018Ders anlat\u0131m\u0131\u2019 terimi, Latince \u2018okumak\u2019 anlam\u0131na gelmektedir. 13. Y\u00fczy\u0131lda, kitaplar\u0131n b\u00fcy\u00fck k\u0131sm\u0131na nadiren eri\u015filebilirdi. Kitaplar, eski Yunan veya Roma\u2019dan kalma nadir ve de\u011ferli koleksiyonlardan veya par\u00e7alardan ya da Arap\u00e7a kaynaklardan terc\u00fcme edilmek suretiyle ke\u015fi\u015fler taraf\u0131ndan zahmetli bir \u015fekilde el i\u015f\u00e7ili\u011fi ile yap\u0131l\u0131r ve resimlenirdi. Bu kaynaklardan faydalan\u0131lmas\u0131n\u0131n nedeni, Roma imparatorlu\u011funun \u00e7\u00f6k\u00fc\u015f\u00fcnden sonra Karanl\u0131k \u00c7a\u011flarda Avrupa\u2019daki \u00e7o\u011fu belgenin yok edilmi\u015f olmas\u0131yd\u0131. Sonu\u00e7 olarak bir \u00fcniversitede genellikle bir kitab\u0131n yaln\u0131zca bir kopyas\u0131 bulunmakta ve hatta o kopya s\u00f6z konusu kitab\u0131n d\u00fcnyadaki tek kopyas\u0131 olabilmekteydi. Dolay\u0131s\u0131yla bir \u00fcniversitenin sahip oldu\u011fu k\u00fct\u00fcphane ve kitap koleksiyonu kurumun tan\u0131n\u0131rl\u0131\u011f\u0131 ve itibar\u0131 i\u00e7in \u00e7ok \u00f6nemliydi. E\u011fitmenler kitaplar\u0131 k\u00fct\u00fcphaneden \u00f6d\u00fcn\u00e7 al\u0131r, derste \u00f6\u011frencilere okur ve \u00f6\u011frenciler de kendi kelimeleriyle ders anlat\u0131m\u0131n\u0131 yaz\u0131ya d\u00f6kerlerdi.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131mlar\u0131, bilginin nesiller boyu a\u011f\u0131zdan a\u011f\u0131za aktar\u0131ld\u0131\u011f\u0131 \u00e7ok daha eski bir s\u00f6zl\u00fc \u00f6\u011frenme gelene\u011fine dayan\u0131r. Bu ba\u011flamda, \u2018kabul g\u00f6rm\u00fc\u015f olan\u2019 bilginin ba\u015far\u0131yla aktar\u0131labilmesi i\u00e7in do\u011fruluk ve g\u00fcven (veya bilgiye eri\u015fimi kontrol g\u00fcc\u00fc) kritik \u00f6nem ta\u015f\u0131r. G\u00fc\u00e7l\u00fc haf\u0131za, tekrar etme ve g\u00fcvenilir kaynaklara at\u0131f, aktar\u0131lan enformasyonun ge\u00e7erlili\u011finin sa\u011flanmas\u0131 a\u00e7\u0131s\u0131ndan \u00e7ok \u00f6nemli bir h\u00e2l almaktad\u0131r. Eski Yunan\u2019\u0131n ve \u00e7ok sonralar\u0131 Vikinglerin b\u00fcy\u00fck efsaneleri, bilginin s\u00f6zel olarak aktar\u0131labilirli\u011finin \u00e7ok \u00f6nemli \u00f6rneklerindendir. Bu gelenek, bir\u00e7ok yerli toplulu\u011fun mitleri ve efsanelerinde bug\u00fcn dahi devam etmektedir.<\/span><\/span><\/p>\n<p class=\"para2\"><img class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0028.jpg\" alt=\"OEBPS\/images\/image0028.jpg\"><\/p>\n<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span lang=\"zxx\">\u015eekil 3.3.2 Orta \u00e7a\u011f\u2019da ders anlat\u0131m\u0131\nSanat\u00e7\u0131: Laurentius de Voltolina;\nSanat\u00e7\u0131: Laurentius de Voltolina; Liber ethicorum des Henricus de Alemannia; Kupferstichkabinett SMPK, Berlin\/Staatliche Museen Preussiischer Kulturbesitz, Min. 1233<\/span><\/i><\/span><\/span>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">On \u00fc\u00e7\u00fcnc\u00fc y\u00fczy\u0131ldan kalan bu il\u00fcstrasyon, 1233 y\u0131l\u0131nda \u0130talya\u2019daki \u00fcniversite \u00f6\u011frencilerine verilen bir dersi betimliyor. Burada \u00e7arp\u0131c\u0131 olan nokta, betimlemenin g\u00fcn\u00fcm\u00fcz s\u0131n\u0131flar\u0131na ne kadar yak\u0131n oldu\u011fudur: baz\u0131 \u00f6\u011frenciler not al\u0131yor, baz\u0131lar\u0131 arkada sohbet ediyor ve bir \u00f6\u011frenci gayet rahat uyuyor. \u00d6yle ki Rip Van Winkle 800 sene uyuduktan sonra modern bir s\u0131n\u0131fta uyanm\u0131\u015f olsayd\u0131, `Neredeyim ben?\u2019 sorusuna kesin olarak cevap verebilecekti.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bununla birlikte ders anlat\u0131m\u0131 y\u00f6ntemi y\u0131llard\u0131r sorgulanmaya ve tart\u0131\u015f\u0131lmaya devam etmektedir. 200 y\u0131ldan daha uzun bir s\u00fcre \u00f6nce Samuel Johnson <\/span><em class=\"western\"><span lang=\"zxx\"><i>(1709-1784)<\/i><\/span><\/em><span lang=\"zxx\"> ders anlat\u0131m\u0131yla ilgili \u015f\u00f6yle demi\u015fti:<\/span><\/span><\/p>\n\u2018<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><em class=\"western\"><span lang=\"zxx\">Bug\u00fcnlerde insanlar \u2026 her \u015feyin ders anlat\u0131m\u0131yla \u00f6\u011fretilmesi gerekti\u011fi gibi garip bir d\u00fc\u015f\u00fcnceye sahipler. Bu t\u00fcr anlat\u0131mlar bir zamanlar faydal\u0131yd\u0131 ancak bug\u00fcn herkes okuyabiliyor, istedi\u011fi kitaba ula\u015fabiliyor; dolay\u0131s\u0131yla ders anlat\u0131mlar\u0131 gereksiz bir h\u00e2l almaya ba\u015flad\u0131.<\/span><\/em><span lang=\"zxx\">'<\/span><\/i><\/span><\/span>\n<p lang=\"en-CA\" align=\"right\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Boswell, 1791<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Matbaan\u0131n, radyo, televizyon ve internetin icad\u0131ndan sonra bile, yetki sahibi bir e\u011fitmenin bir grup \u00f6\u011frenciye hitaben konu\u015fmas\u0131 olarak betimlenebilecek ders anlat\u0131m\u0131n\u0131n, bilginin bir t\u0131kla eri\u015filebilece\u011fi dijital \u00e7a\u011fda bir\u00e7ok kurumda h\u00e2len daha ge\u00e7erli \u00f6\u011fretim y\u00f6ntemi olmas\u0131 dikkate de\u011fer... Bu kadar uzun s\u00fcre var olmaya devam eden bir \u015feyin demek ki faydal\u0131 oldu\u011fu savunulabilir. Di\u011fer taraftan, son y\u0131llarda meydana gelen geli\u015fmeler ve dijital \u00e7a\u011f\u0131n gerektirdi\u011fi bilgi ve beceri t\u00fcrleri de g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda, bilgi aktar\u0131m\u0131 yoluyla ders anlat\u0131m\u0131n\u0131n h\u00e2la en uygun \u00f6\u011fretim y\u00f6ntemi olarak de\u011ferlendirilip de\u011ferlendirilmemesini gerekti\u011fini sorgulamal\u0131y\u0131z.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">3.3.3 Ders anlat\u0131m\u0131n\u0131n etkinli\u011fi konusunda ara\u015ft\u0131rmalar ne diyor?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Samuel Johnson\u2019\u0131n fikrine kat\u0131lal\u0131m veya kat\u0131lmayal\u0131m, ders anlat\u0131m y\u00f6nteminin etkinli\u011fi konusunda 1960\u2019lardan itibaren \u00f6nemli ara\u015ft\u0131rmalar yap\u0131l\u0131yor. Ders anlat\u0131m\u0131n\u0131n etkinli\u011fi \u00fczerinde yap\u0131lan en yetkin \u00e7\u00f6z\u00fcmleme Bligh (<\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><a href=\"https:\/\/www.wiley.com\/en-ca\/What's+the+Use+of+Lectures%3F:+First+U+S+Edition+of+the+Classic+Work+on+Lecturing-p-9780787951627\">2000<\/a><\/u><\/span><\/span><span lang=\"zxx\">) taraf\u0131ndan yap\u0131lan ara\u015ft\u0131rmad\u0131r. \u00c7al\u0131\u015fmas\u0131nda ders anlat\u0131m y\u00f6nteminin etkinli\u011fini di\u011fer \u00f6\u011fretim y\u00f6ntemleriyle kar\u015f\u0131la\u015ft\u0131ran \u00e7ok say\u0131da \u00e7al\u0131\u015fma ve meta analizi incelemi\u015f, \u00e7\u00f6z\u00fcmlemi\u015f ve tutarl\u0131 sonu\u00e7lar elde etmi\u015ftir:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ders anlat\u0131m\u0131, enformasyon aktar\u0131m\u0131 i\u00e7in kullan\u0131lan di\u011fer y\u00f6ntemler kadar etkilidir (elde edilen sonu\u00e7, video, okuma, ba\u011f\u0131ms\u0131z \u00e7al\u0131\u015fma veya Vikipedi gibi farkl\u0131 di\u011fer y\u00f6ntemlerin enformasyon aktar\u0131m\u0131nda ders anlat\u0131m\u0131 kadar etkili oldu\u011fudur);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00e7o\u011fu ders anlat\u0131m\u0131, d\u00fc\u015f\u00fcnmenin g\u00fcd\u00fclenmesi a\u00e7\u0131s\u0131ndan tart\u0131\u015fma y\u00f6ntemi kadar etkili de\u011fildir;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ders anlat\u0131mlar\u0131, tutum veya de\u011fer de\u011fi\u015fikli\u011fi ya da bir konuya ilgi \u00e7ekme konusunda genellikle etkisizdir;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ders anlat\u0131mlar\u0131, davran\u0131\u015fsal becerileri \u00f6\u011fretmede nispeten etkisizdir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Dikkat, ezber ve motivasyon \u00fczerine yap\u0131lan ara\u015ft\u0131rmalar\u0131 da inceleyen Bligh, \u015fu sonuca varm\u0131\u015ft\u0131r (s.56):<\/span><\/span><\/p>\n\n<blockquote>\u2018<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><em class=\"western\"><span lang=\"zxx\">Bir kez daha\u2026 en az\u0131ndan farkl\u0131 y\u00f6ntemlerle uyar\u0131m sa\u011flanmad\u0131\u011f\u0131 s\u00fcrece\u2026 ders anlat\u0131mlar\u0131n\u0131n s\u00fcresinin yirmi ila otuz dakikadan fazla olmamas\u0131 gerekti\u011finin kan\u0131tland\u0131\u011f\u0131n\u0131 g\u00f6rd\u00fck<\/span><\/em><span lang=\"zxx\">.'<\/span><\/i><\/span><\/span><\/blockquote>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu ara\u015ft\u0131rmalar, enformasyonu anlamak, \u00e7\u00f6z\u00fcmlemek, uygulamak ve uzun s\u00fcreli belle\u011fe iletmek i\u00e7in \u00f6\u011frencinin materyal ile aktif olarak ilgilenmesi gerekti\u011fini g\u00f6stermektedir. Bir anlat\u0131m\u0131n etkili olabilmesi i\u00e7in \u00f6\u011frenciyi enformasyonu zihinsel olarak i\u015flemeye y\u00f6nelten etkinlikler i\u00e7ermesi gerekir. Bir \u00e7ok e\u011fitmen ders anlat\u0131m\u0131 s\u00fcresince ara ara durup g\u00f6r\u00fc\u015f veya soru sorarak bunu yap\u0131yor olsa da \u00e7o\u011fu ders anlat\u0131mlar\u0131nda bu t\u00fcr etkinlikler kullan\u0131lmamaktad\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Uzun zamand\u0131r alan yaz\u0131nda var olan bu ara\u015ft\u0131rma sonu\u00e7lar\u0131na, uzunlu\u011fu yakla\u015f\u0131k sekiz dakikay\u0131 ge\u00e7meyen You Tube videolar\u0131 ya da en fazla 20 dakika s\u00fcren TED konu\u015fmalar\u0131na ra\u011fmen \u00e7o\u011fu e\u011fitim kurumu derslerin s\u00fcresini 50 dakika veya daha uzun tutmaya devam etmektedir. \u00d6\u011frenciler \u015fansl\u0131ysa, bu derslerin sonunda soru-cevap veya tart\u0131\u015fma i\u00e7in zaman ayr\u0131lmaktad\u0131r. Ara\u015ft\u0131rmalardan elde edilen iki \u00f6nemli sonu\u00e7 vard\u0131r:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ders anlat\u0131mlar\u0131n\u0131n tek amac\u0131 olan enformasyon aktar\u0131m\u0131 i\u00e7in bile olsa 50 dakikal\u0131k derslerin \u00f6\u011frencilerin soru sormalar\u0131na ve konuyla ilgili tart\u0131\u015fmalar\u0131na izin verecek \u015fekilde etkin olarak d\u00fczenlenmesi gerekmektedir (Bligh, bunun nas\u0131l yap\u0131laca\u011f\u0131na ili\u015fkin olarak kitab\u0131nda m\u00fckemmel \u00f6rnekler vermektedir);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ele\u015ftirel d\u00fc\u015f\u00fcnce, derin anlama ve bilginin uygulanmas\u0131n\u0131n geli\u015ftirilmesi gibi dijital \u00e7a\u011fda ihtiya\u00e7 duyulan becerilere ili\u015fkin di\u011fer t\u00fcm \u00f6nemli \u00f6\u011frenme etkinlikleri i\u00e7in ders anlat\u0131m y\u00f6ntemi olduk\u00e7a etkisizdir. Bunun i\u00e7in \u00f6\u011frencilerin aktif olarak yer ald\u0131\u011f\u0131 etkinlikler ve tart\u0131\u015fma f\u0131rsatlar\u0131 gibi di\u011fer \u00f6\u011frenme ve \u00f6\u011fretme bi\u00e7imleri gereklidir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.4 Yeni teknolojiler ders anlat\u0131mlar\u0131n\u0131 daha g\u00fcncel h\u00e2le mi getiriyor<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Y\u0131llar i\u00e7inde, e\u011fitim kurumlar\u0131 ders anlat\u0131mlar\u0131n\u0131 desteklemek amac\u0131yla teknolojiye b\u00fcy\u00fck yat\u0131r\u0131m yapt\u0131lar. Powerpoint sunumlar, \u00e7oklu projeksiyon cihazlar\u0131 ve ekranlar, \u00f6\u011frenci cevaplar\u0131n\u0131 kaydeden \u2018clicker\u2019lar ve hatta Twitter \u00fczerinden \u2018kar\u015f\u0131l\u0131kl\u0131 sohbet\u2019 gibi \u00f6\u011frencilerin ders anlat\u0131m\u0131yla (bir konu\u015fmac\u0131 i\u00e7in kesinlikle en <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">k\u00f6t\u00fc i\u015fkence \u015fekli<\/span><\/span><span lang=\"zxx\">) ilgili ger\u00e7ek zamanl\u0131 olarak yorum yapabilmesini sa\u011flayan bir \u00e7ok teknoloji denendi. \u00d6\u011frencilerden s\u0131n\u0131fa tabletleri veya diz\u00fcst\u00fc bilgisayarlar\u0131yla gelmeleri istendi. \u00d6zellikle \u00fcniversiteler, son teknoloji \u00fcr\u00fcn\u00fc derslikler ya da amfilere milyonlarca dolar yat\u0131r\u0131m yapt\u0131lar. T\u00fcm bu \u00e7abalar, e\u015fe\u011fe alt\u0131n semer vurmaktan ba\u015fka bir \u015fey de\u011fildi. Nitekim ders anlat\u0131m\u0131 y\u00f6nteminin \u00f6z\u00fc, bug\u00fcn art\u0131k di\u011fer medya bi\u00e7imlerinde \u00e7ok daha kullan\u0131c\u0131 dostu platformlar \u00fczerinden kolayl\u0131kla ve \u00fccretsizce ger\u00e7ekle\u015ftirilebilecek enformasyon aktar\u0131m\u0131 olmaya devam ediyor.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Daha \u00f6nce \u00e7al\u0131\u015ft\u0131\u011f\u0131m bir y\u00fcksek\u00f6\u011fretim kurumundaki b\u00f6l\u00fcmlerden birinde, \u00f6\u011frenciler s\u0131n\u0131fa diz\u00fcst\u00fc bilgisayarlar\u0131yla gelmek zorundayd\u0131. En az\u0131ndan bu derslerde, \u00f6\u011frencilerin ders esnas\u0131nda diz\u00fcst\u00fc bilgisayarlar\u0131n\u0131 kullanmalar\u0131n\u0131 gerektiren birtak\u0131m etkinlikler yap\u0131labiliyordu. Buna ra\u011fmen, \u00e7o\u011fu ders i\u00e7in bu etkinlikler ders s\u00fcresinin y\u00fczde 25'inden daha az\u0131n\u0131 kaps\u0131yordu. Dersin kalan s\u00fcresinde \u00f6\u011frencilere ders anlat\u0131l\u0131yor, onlar da bu arada bilgisayarlar\u0131n\u0131 akademik olmayan i\u015fler i\u00e7in (\u00e7o\u011funlukla da \u00e7evrim i\u00e7i oyunlarda) kullan\u0131yorlard\u0131.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00d6\u011fretim elemanlar\u0131 genellikle \u00f6\u011frencilerin cep telefonu veya tablet bilgisayarlar gibi teknolojileri dersle \u2018alakas\u0131z\u2019 i\u015fler i\u00e7in kulland\u0131\u011f\u0131ndan \u015fikayet eder; ancak burada g\u00f6zden ka\u00e7\u0131r\u0131lan bir konu var. E\u011fer \u00f6\u011frencilerin \u00e7o\u011funun cep telefonu veya tablet bilgisayar\u0131 varsa neden h\u00e2la fiziksel olarak <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">bizzat<\/span><\/span><span lang=\"zxx\"> s\u0131n\u0131fta bulunmak zorundalar? Neden dersin videosunu veya ses dosyas\u0131n\u0131 cihazlar\u0131na indirip dinleyemiyorlar veya izleyemiyorlar? E\u011fer derse geliyorlarsa, \u00f6\u011fretim elemanlar\u0131 neden bu \u00f6\u011frencileri cep telefonlar\u0131n\u0131, tabletlerini veya diz\u00fcst\u00fc bilgisayarlar\u0131n\u0131 ders ama\u00e7l\u0131 (kaynak bulmak gibi) kullanmalar\u0131 i\u00e7in y\u00f6nlendirmiyor? Veya neden k\u00fc\u00e7\u00fck gruplara ay\u0131r\u0131p, o dersin konusuyla ilgili internetten ara\u015ft\u0131rma yapt\u0131ktan sonra bulgular\u0131n\u0131 s\u0131n\u0131f\u0131n geri kalan\u0131yla payla\u015fmalar\u0131n\u0131 sa\u011flam\u0131yorlar? E\u011fer ders anlat\u0131m y\u00f6ntemi kullan\u0131lacaksa, ama\u00e7 ders anlat\u0131m\u0131n\u0131n \u00f6\u011frencileri derse \u00e7ekmesi ve b\u00f6ylece \u00f6\u011frencilerin dikkatinin <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">ders d\u0131\u015f\u0131 \u00e7evrim i\u00e7i<\/span><\/span><span lang=\"zxx\"> etkinliklerle da\u011f\u0131lmamas\u0131n\u0131 sa\u011flamak olmamal\u0131 m\u0131d\u0131r?<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">3.3.5 Dijital \u00e7a\u011fda ders anlat\u0131m\u0131n\u0131n yeri yok mu?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131m\u0131 y\u00f6nteminin e\u011fitimde h\u00e2la yeri var. Yeni g\u00f6reve ba\u015flayan bir profes\u00f6r\u00fcn ilk dersine kat\u0131lm\u0131\u015ft\u0131m. Derste, profes\u00f6r ekibiyle yapm\u0131\u015f oldu\u011fu ve farkl\u0131 kanser t\u00fcrlerinin yan\u0131 s\u0131ra bir\u00e7ok di\u011fer hastal\u0131\u011f\u0131n tedavisinde de kullan\u0131lacak olan ara\u015ft\u0131rmas\u0131n\u0131 \u00f6zetledi. Halka a\u00e7\u0131k bir anlat\u0131md\u0131; yani profes\u00f6r yaln\u0131zca kendi alan\u0131n\u0131n \u00f6nde gelen di\u011fer ara\u015ft\u0131rmac\u0131lar\u0131n\u0131 de\u011fil hi\u00e7bir bilim ge\u00e7mi\u015fi olmayan, meslek d\u0131\u015f\u0131ndan dinleyicileri de memnun etmek durumundayd\u0131. Profes\u00f6r, bu zorlu g\u00f6revi m\u00fckemmel g\u00f6rseller ve benzetimler kullanarak ba\u015fard\u0131. Sunumun ard\u0131ndan, dinleyiciler i\u00e7in bir i\u00e7ecek- peynir organizasyonu yap\u0131ld\u0131. Bu ders anlat\u0131m\u0131n\u0131n etkili olmas\u0131n\u0131n bir \u00e7ok nedeni vard\u0131:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ilk olarak arkada\u015flar\u0131n, meslekta\u015flar\u0131n ve aile \u00fcyelerinin bir araya geldi\u011fi bir kutlama etkinli\u011fiydi;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ikinci olarak 20 y\u0131ll\u0131k bir ara\u015ft\u0131rma, tek ve b\u00fct\u00fcnc\u00fcl bir anlat\u0131mla bir hik\u00e2ye olarak dile getirilmi\u015fti;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00fc\u00e7\u00fcnc\u00fcs\u00fc, anlat\u0131m resim, grafik ve videonun uygun \u015fekilde kullan\u0131m\u0131yla desteklenmi\u015fti;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">son olarak bu anlat\u0131m\u0131 haz\u0131rlarken ve dinleyicilerin kim olaca\u011f\u0131 hususunda d\u00fc\u015f\u00fcn\u00fcrken fazlaca emek harcam\u0131\u015ft\u0131r. Hatta, denilebilir ki dersin al\u0131\u015f\u0131lagelen anlat\u0131mlar\u0131ndan birinin haz\u0131rl\u0131\u011f\u0131ndan \u00e7ok daha ciddi bir haz\u0131rl\u0131kt\u0131r bu.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">McKeachie ve Svinicki (2006, s. 58) ders anlat\u0131m y\u00f6nteminin a\u015fa\u011f\u0131daki durumlarda daha etkili oldu\u011funu \u00f6ne s\u00fcrm\u00fc\u015ft\u00fcr:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">tek bir kaynakta bulunamayan g\u00fcncel materyallerin sa\u011flanmas\u0131;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">farkl\u0131 kaynaklarda bulunan materyallerin \u00f6zetlenmesi;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">materyalin belli bir grubun ilgi alan\u0131na uyarlanabilmesi;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frencilerin kilit kavramlar\u0131, ilkeleri veya fikirleri ke\u015ffetmesine yard\u0131mc\u0131 olmas\u0131;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bir uzman gibi d\u00fc\u015f\u00fcnmeyi g\u00f6stermesi ve modellemesi.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Burada son nokta \u00e7ok \u00f6nemli... \u00d6\u011fretim elemanlar\u0131 ders anlat\u0131m\u0131n\u0131n ger\u00e7ek de\u011ferinin, bir akademisyenin bir konuya veya probleme nas\u0131l yakla\u015ft\u0131\u011f\u0131n\u0131 anlatan bir model ortaya koydu\u011funu savunurlar. Dolay\u0131s\u0131yla ders anlat\u0131m\u0131n\u0131n as\u0131l \u00f6nemi i\u00e7eri\u011fin (yani olgular\u0131n, ilkelerin veya fikirlerin) aktar\u0131lmas\u0131 de\u011fil (ki bunu \u00f6\u011frenciler sadece okuyarak da elde edebilirler), o konu hakk\u0131nda bir uzman gibi nas\u0131l d\u00fc\u015f\u00fcn\u00fclece\u011fini g\u00f6stermesidir. Ders anlat\u0131mlar\u0131yla ilgili bu arg\u00fcman, \u00fc\u00e7 y\u00f6nden s\u0131k\u0131nt\u0131l\u0131 olabilir:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frenciler ders anlat\u0131m\u0131n\u0131n bu amac\u0131n\u0131n nadiren fark\u0131nda olduklar\u0131ndan, bu d\u00fc\u015f\u00fcnce modellemesi yerine anlat\u0131lan i\u00e7eri\u011fi ezberlemeye odaklan\u0131rlar;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011fretim elemanlar\u0131, modellemeyi nas\u0131l yapt\u0131klar\u0131 konusunda a\u00e7\u0131k de\u011fillerdir (veya modellemenin kullan\u0131labilece\u011fi di\u011fer bi\u00e7imleri de g\u00f6stererek \u00f6\u011frencilerin kar\u015f\u0131la\u015ft\u0131rma yapmas\u0131n\u0131 sa\u011flamay\u0131 ba\u015faramazlar);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frenciler, modellemenin fark\u0131nda olsalar bile, uygulama olana\u011f\u0131 bulamazlar.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Belki daha da \u00f6nemlisi, McKeachie ve Svinicki\u2019nin \u00f6nerilerine bak\u0131ld\u0131\u011f\u0131nda, dijital \u00e7a\u011fda bu etkinlikleri \u00f6\u011fretim elemanlar\u0131n\u0131n de\u011fil de \u00f6\u011frencilerin yapmas\u0131 daha iyi olmaz m\u0131?<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Dolay\u0131s\u0131yla evet, anlat\u0131m y\u00f6nteminin etkili oldu\u011fu yerler var. Ancak ders anlat\u0131m\u0131 dijital \u00e7a\u011f\u0131n varsay\u0131lan \u00f6\u011fretim modeli olmamal\u0131d\u0131r. Nitekim, bir ders veya program\u0131n s\u00fcresi i\u00e7inde daha iyi \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 verecek daha iyi \u00f6\u011fretim yollar\u0131 bulunmaktad\u0131r.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">3.3.6 Ders anlat\u0131mlar\u0131 neden h\u00e2la en ge\u00e7erli \u00f6\u011fretim y\u00f6ntemi olarak g\u00f6r\u00fcl\u00fcyor?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Yukar\u0131da konu\u015fulanlar \u0131\u015f\u0131\u011f\u0131nda, ders anlat\u0131m y\u00f6nteminin 21. y\u00fczy\u0131lda h\u00e2len daha tercih edilmesiyle ilgili birtak\u0131m a\u00e7\u0131klamalar yapmak gerekmektedir. \u0130\u015fte size baz\u0131 \u00f6neriler:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i>E\u011fitimin bir\u00e7ok alan\u0131nda<\/i><\/span><\/span><\/em><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">, \u00f6zellikle de bir\u00e7ok ilk\u00f6\u011fretim okulunda ders anlat\u0131m y\u00f6ntemi terk edilmi\u015ftir;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">e\u011fitim kurumlar\u0131, ders anlat\u0131m modelini destekleyen fiziksel mek\u00e2nlara (amfiler, derslikler) b\u00fcy\u00fck yat\u0131r\u0131m yapm\u0131\u015ft\u0131r. E\u011fer bu y\u00f6ntem kullan\u0131lmazsa, b\u00fct\u00fcn bu fiziksel mek\u00e2nlara ne olacakt\u0131r? (Winston Churchill\u2019in de s\u00f6yledi\u011fi gibi \"<\/span><\/span><em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i>Biz binalar\u0131m\u0131z\u0131 \u015fekillendiririz, binalar\u0131m\u0131z da bizi<\/i><\/span><\/span><\/em><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\");<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Kuzey Amerika\u2019da, 13 haftal\u0131k bir d\u00f6nem boyunca kredi ba\u015f\u0131na haftada bir saatlik ders temeline dayal\u0131 Carnegie \u00f6\u011fretim birimi kullan\u0131lmaktad\u0131r. Buna g\u00f6re \u00fc\u00e7 kredilik bir dersi \u00f6\u011fretim program\u0131n\u0131n kapsamas\u0131 gereken 39 adet birer saatlik ders anlat\u0131mlar\u0131na b\u00f6lmek kolay olmaktad\u0131r. Bu, \u00f6\u011fretim i\u00e7eri\u011finin ve kaynaklar\u0131n karar verildi\u011fi dayanakt\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">y\u00fcksek\u00f6\u011fretim d\u00fczeyindeki \u00f6\u011fretim elemanlar\u0131, ba\u015fka bir \u00f6\u011fretim modeli bilmemektedir. Al\u0131\u015fagelmi\u015f olduklar\u0131 model budur ve \u00f6\u011fretim elemanlar\u0131n\u0131n istihdam\u0131 \u00f6\u011fretme niteliklerine de\u011fil de ara\u015ft\u0131rma veya di\u011fer i\u015f deneyimine ba\u011fl\u0131 oldu\u011fu i\u00e7in \u00f6\u011frencilerin nas\u0131l \u00f6\u011frendi\u011fi konusunda bilgileri ya da di\u011fer \u00f6\u011fretim y\u00f6ntemlerine ili\u015fkin deneyimleri yoktur;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">tek bilgi kayna\u011f\u0131 ve konu uzman\u0131 olma stat\u00fcs\u00fcn\u00fc peki\u015ftirdi\u011fi i\u00e7in \u00e7o\u011fu ki\u015fi s\u00f6zl\u00fc \u00f6\u011fretim gelene\u011fini tercih etmektedir. D\u0131\u015far\u0131dan m\u00fcdahale olmadan bir saat s\u00fcreyle \u00e7ok say\u0131da dinleyiciye insan\u0131n kendi fikirlerini anlatmak, ki\u015fisel olarak son derece tatmin edici bir deneyimdir (en az\u0131ndan ben ders anlat\u0131rken b\u00f6yle hissediyorum);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bak\u0131n\u0131z b\u00f6l\u00fcm\u00fcn ba\u015f\u0131ndaki Senaryo C.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.7 Dijital \u00e7a\u011f i\u00e7inde ders anlat\u0131mlar\u0131n\u0131n gelece\u011fi var m\u0131?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu sorunun cevab\u0131, ne kadar uzak bir gelece\u011fe bakmak istedi\u011fimizle ba\u011flant\u0131l\u0131... Sistemin dura\u011fanl\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, anlat\u0131m y\u00f6nteminin \u00f6n\u00fcm\u00fczdeki on sene daha bask\u0131n olaca\u011f\u0131 g\u00f6r\u00fcl\u00fcyor; ancak ondan sonra, \u00e7o\u011fu e\u011fitim kurumunda haftada \u00fc\u00e7 saatlik derslerin yer ald\u0131\u011f\u0131 13 haftal\u0131k d\u00f6nemlerle e\u011fitim yapman\u0131n tarihe kar\u0131\u015faca\u011f\u0131 d\u00fc\u015f\u00fcn\u00fcl\u00fcyor. Bunun bir\u00e7ok nedeni var:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">t\u00fcm ders i\u00e7erikleri kolayl\u0131kla dijital h\u00e2le getirilebilecek ve \u00e7ok uygun maliyetlerle eri\u015filebilecektir (bk. Tema 11);<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">kurumlar g\u00f6sterim, benzetim ve animasyon i\u00e7in dinamik videolar\u0131 daha fazla kullanacak, Dolay\u0131s\u0131yla \u00e7o\u011fu i\u00e7erik mod\u00fcl\u00fc \u00e7oklu ortam i\u00e7eriyor olacakt\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00fc\u00e7\u00fcnc\u00fc olarak \u00e7o\u011fu ders anlat\u0131m\u0131n\u0131n temel mant\u0131\u011f\u0131 olan i\u00e7erik, ders organizasyonu ve yorumlama \u00f6gelerini \u00e7oklu ortam bile\u015fenleri ve \u00f6\u011frenci etkinliklerinin yer ald\u0131\u011f\u0131 a\u00e7\u0131k ders kitaplar\u0131 sa\u011flayacakt\u0131r;<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">son olarak ve belki de en \u00f6nemlisi, \u00f6\u011fretimin \u00f6nceli\u011fi enformasyon aktar\u0131m\u0131 ve d\u00fczenlenmesinden bilgi y\u00f6netimine kaym\u0131\u015f olacakt\u0131r. Bu yeni odak noktas\u0131nda, bilginin bulunmas\u0131, \u00e7\u00f6z\u00fcmlenmesi, de\u011ferlendirilmesi ve uygulanmas\u0131na ili\u015fkin sorumluluk, nitelikli bir konu alan uzman\u0131n\u0131n y\u00f6nlendirmesi alt\u0131nda \u00f6\u011frencilerin olacakt\u0131r. Proje tabanl\u0131 \u00f6\u011frenme, i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ve durumlu ya da ya\u015fant\u0131sal \u00f6\u011frenme \u00e7ok daha yayg\u0131n olacakt\u0131r. Bir\u00e7ok e\u011fitmen, ders anlat\u0131m\u0131na harcad\u0131klar\u0131 zaman\u0131 daha do\u011frudan, bireysel ve grup olarak \u00f6\u011frenmeyi desteklemek i\u00e7in tercih edecekler ve b\u00f6ylece \u00f6\u011frencileriyle daha fazla ileti\u015fim kurabileceklerdir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bunun anlam\u0131 ders anlat\u0131mlar\u0131n\u0131n tamamen yok olaca\u011f\u0131 de\u011fildir elbette, ama zaman i\u00e7inde \u00e7oklu ortam \u00f6zelliklerinin de kullan\u0131ld\u0131\u011f\u0131, e\u015f zamanl\u0131 veya farkl\u0131 zamanl\u0131 verilen \u00f6zel etkinlikler h\u00e2lini alacakt\u0131r. \u00d6zel etkinliklerden kast edilen:<\/span><\/span><\/p>\n\n<ul>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bir profes\u00f6r\u00fcn son yapt\u0131\u011f\u0131 ara\u015ft\u0131rman\u0131n sonu\u00e7lar\u0131n\u0131 sunmas\u0131,<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bir dersin tan\u0131t\u0131m\u0131,<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">dersin belirli noktalar\u0131nda \u00f6\u011frenme g\u00fc\u00e7l\u00fckleri ile ilgilenilmesi, ya da<\/span><\/span><\/p>\n<\/li>\n \t<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bir dersin son oturumu gibi etkinliklerdir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131mlar\u0131, kendilerini tan\u0131tmalar\u0131, ilgi alanlar\u0131n\u0131 ve hobilerini payla\u015fmalar\u0131 ve \u00f6\u011frencilerini g\u00fcd\u00fclemeleri i\u00e7in e\u011fitmenlere f\u0131rsat verir. Ancak bu anlat\u0131mlar, \u00f6\u011frencilerin \u00e7ok daha b\u00fcy\u00fck \u00f6\u011frenme deneyimlerinin nispeten k\u00fc\u00e7\u00fck ama \u00e7ok \u00f6nemli bir par\u00e7as\u0131 olacakt\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131mlar\u0131n\u0131n rol\u00fc ve gelece\u011fi \u00fczerine farkl\u0131 bir bak\u0131\u015f a\u00e7\u0131s\u0131 i\u00e7in bak\u0131n\u0131z Christine Gross-Loh, 2016.<\/span><\/span><\/p>\n\n<h3 class=\"western\"><span lang=\"zxx\">Kaynak\u00e7a<\/span><\/h3>\nBates, A. (1985)&nbsp;<a href=\"https:\/\/www.worldcat.org\/title\/broadcasting-in-education-an-evaluation\/oclc\/11411151\"><em>Broadcasting in Education: An Evaluation<\/em><\/a>&nbsp;London: Constables\n\nBligh, D. (2000)&nbsp;<a href=\"https:\/\/www.wiley.com\/en-ca\/What's+the+Use+of+Lectures%3F:+First+U+S+Edition+of+the+Classic+Work+on+Lecturing-p-9780787951627\"><em>What\u2019s the Use of Lectures?&nbsp;<\/em><\/a>San Francisco: Jossey-Bass\n\nBoswell, J. (1791),&nbsp;<a href=\"https:\/\/www.penguinrandomhouse.com\/books\/304096\/the-life-of-samuel-johnson-by-james-boswell\/9780140436624\/\"><i>The Life of Samuel Johnson<\/i><\/a>, New York: Penguin Classics (edited by&nbsp;Hibbert, C., 1986)\n\nGross-Loh, C. (2016)&nbsp;<a href=\"http:\/\/www.theatlantic.com\/education\/archive\/2016\/07\/eliminating-the-lecture\/491135\/\">Should colleges really eliminate the college lecture?<\/a>&nbsp;<em>The Atlantic<\/em>, 14 July\n\nMcKeachie, W. and Svinicki, M. (2006)&nbsp;<a href=\"https:\/\/trove.nla.gov.au\/work\/20556164\"><em>McKeachie\u2019s Teaching Tips: Strategies, Research and Theory for College and University Teachers<\/em><\/a>&nbsp;Boston\/New York: Houghton Mifflin\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"western\"><span lang=\"zxx\">Etkinlik 3.3 Ders anlat\u0131mlar\u0131n\u0131n gelece\u011fi<\/span><\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">1. Ders anlat\u0131m y\u00f6nteminin art\u0131k yok olmaya y\u00fcz tuttu\u011fu konusunda hemfikir misiniz?<\/span><\/span><\/p>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">2. Tema 1\u2019de tan\u0131mlanan dijital \u00e7a\u011f becerilerine bir g\u00f6z at\u0131n. Ders anlat\u0131m y\u00f6ntemi bu becerilerin hangilerini geli\u015ftirmeye yard\u0131mc\u0131 olabilir? Bunun i\u00e7in yeniden tasarlanmalar\u0131 veya de\u011fi\u015ftirilmeleri gerekir mi?<\/span><\/span><\/p>\n\n<\/div>\n<\/div>\n","rendered":"<p class=\"para2\"><img decoding=\"async\" class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0027.jpg\" alt=\"OEBPS\/images\/image0027.jpg\" \/><\/p>\n<p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span lang=\"zxx\">Figure 3.3.1 Sunum tekni\u011fi, s\u0131n\u0131f \u00f6\u011fretiminin en geleneksel bi\u00e7imlerinden biridir. G\u00f6rsel: Lecture Hall, Baruch College, New York City \u2013 Wikipedia<\/span><\/i><\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.1 Tan\u0131m<\/span><\/h3>\n<blockquote><p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span lang=\"zxx\">[Sunumlar], dinleyicilerin bir \u015feyler \u00f6\u011frenmesini isteyen bir konu\u015fmac\u0131 taraf\u0131ndan az ya da \u00e7ok s\u00fcren anlat\u0131mlard\u0131r.<\/span><\/i><\/span><\/span><\/p><\/blockquote>\n<p lang=\"en-CA\" style=\"text-align: right; text-align: right;\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bligh, 2000<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu tan\u0131m, e\u011fitmenler ve \u00f6\u011frenciler aras\u0131ndaki soru-cevap veya tart\u0131\u015fma durumlar\u0131n\u0131 te\u015fvik edecek \u015fekilde \u00f6zel olarak tasarlanm\u0131\u015f ders anlat\u0131mlar\u0131n\u0131 kapsam d\u0131\u015f\u0131nda tutmaktad\u0131r. Bu t\u00fcr daha etkile\u015fimli ders anlat\u0131mlar\u0131, bir sonraki konuda (Tema 3, B\u00f6l\u00fcm 4) ele al\u0131nacakt\u0131r.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.2 Ders anlat\u0131m\u0131n\u0131n k\u00f6kleri<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131m\u0131n\u0131n k\u00f6kleri eski Yunan ve Roma\u2019ya kadar uzansa da 13. Y\u00fczy\u0131l Avrupa\u2019s\u0131nda \u00fcniversitenin kurulu\u015fundan itibaren ele al\u0131nabilir. \u2018Ders anlat\u0131m\u0131\u2019 terimi, Latince \u2018okumak\u2019 anlam\u0131na gelmektedir. 13. Y\u00fczy\u0131lda, kitaplar\u0131n b\u00fcy\u00fck k\u0131sm\u0131na nadiren eri\u015filebilirdi. Kitaplar, eski Yunan veya Roma\u2019dan kalma nadir ve de\u011ferli koleksiyonlardan veya par\u00e7alardan ya da Arap\u00e7a kaynaklardan terc\u00fcme edilmek suretiyle ke\u015fi\u015fler taraf\u0131ndan zahmetli bir \u015fekilde el i\u015f\u00e7ili\u011fi ile yap\u0131l\u0131r ve resimlenirdi. Bu kaynaklardan faydalan\u0131lmas\u0131n\u0131n nedeni, Roma imparatorlu\u011funun \u00e7\u00f6k\u00fc\u015f\u00fcnden sonra Karanl\u0131k \u00c7a\u011flarda Avrupa\u2019daki \u00e7o\u011fu belgenin yok edilmi\u015f olmas\u0131yd\u0131. Sonu\u00e7 olarak bir \u00fcniversitede genellikle bir kitab\u0131n yaln\u0131zca bir kopyas\u0131 bulunmakta ve hatta o kopya s\u00f6z konusu kitab\u0131n d\u00fcnyadaki tek kopyas\u0131 olabilmekteydi. Dolay\u0131s\u0131yla bir \u00fcniversitenin sahip oldu\u011fu k\u00fct\u00fcphane ve kitap koleksiyonu kurumun tan\u0131n\u0131rl\u0131\u011f\u0131 ve itibar\u0131 i\u00e7in \u00e7ok \u00f6nemliydi. E\u011fitmenler kitaplar\u0131 k\u00fct\u00fcphaneden \u00f6d\u00fcn\u00e7 al\u0131r, derste \u00f6\u011frencilere okur ve \u00f6\u011frenciler de kendi kelimeleriyle ders anlat\u0131m\u0131n\u0131 yaz\u0131ya d\u00f6kerlerdi.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131mlar\u0131, bilginin nesiller boyu a\u011f\u0131zdan a\u011f\u0131za aktar\u0131ld\u0131\u011f\u0131 \u00e7ok daha eski bir s\u00f6zl\u00fc \u00f6\u011frenme gelene\u011fine dayan\u0131r. Bu ba\u011flamda, \u2018kabul g\u00f6rm\u00fc\u015f olan\u2019 bilginin ba\u015far\u0131yla aktar\u0131labilmesi i\u00e7in do\u011fruluk ve g\u00fcven (veya bilgiye eri\u015fimi kontrol g\u00fcc\u00fc) kritik \u00f6nem ta\u015f\u0131r. G\u00fc\u00e7l\u00fc haf\u0131za, tekrar etme ve g\u00fcvenilir kaynaklara at\u0131f, aktar\u0131lan enformasyonun ge\u00e7erlili\u011finin sa\u011flanmas\u0131 a\u00e7\u0131s\u0131ndan \u00e7ok \u00f6nemli bir h\u00e2l almaktad\u0131r. Eski Yunan\u2019\u0131n ve \u00e7ok sonralar\u0131 Vikinglerin b\u00fcy\u00fck efsaneleri, bilginin s\u00f6zel olarak aktar\u0131labilirli\u011finin \u00e7ok \u00f6nemli \u00f6rneklerindendir. Bu gelenek, bir\u00e7ok yerli toplulu\u011fun mitleri ve efsanelerinde bug\u00fcn dahi devam etmektedir.<\/span><\/span><\/p>\n<p class=\"para2\"><img decoding=\"async\" class=\"frame0\" src=\"http:\/\/acikkitap.com.tr\/dijital\/wp-content\/uploads\/sites\/3\/2020\/09\/image0028.jpg\" alt=\"OEBPS\/images\/image0028.jpg\" \/><\/p>\n<p><span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><span lang=\"zxx\">\u015eekil 3.3.2 Orta \u00e7a\u011f\u2019da ders anlat\u0131m\u0131<br \/>\nSanat\u00e7\u0131: Laurentius de Voltolina;<br \/>\nSanat\u00e7\u0131: Laurentius de Voltolina; Liber ethicorum des Henricus de Alemannia; Kupferstichkabinett SMPK, Berlin\/Staatliche Museen Preussiischer Kulturbesitz, Min. 1233<\/span><\/i><\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">On \u00fc\u00e7\u00fcnc\u00fc y\u00fczy\u0131ldan kalan bu il\u00fcstrasyon, 1233 y\u0131l\u0131nda \u0130talya\u2019daki \u00fcniversite \u00f6\u011frencilerine verilen bir dersi betimliyor. Burada \u00e7arp\u0131c\u0131 olan nokta, betimlemenin g\u00fcn\u00fcm\u00fcz s\u0131n\u0131flar\u0131na ne kadar yak\u0131n oldu\u011fudur: baz\u0131 \u00f6\u011frenciler not al\u0131yor, baz\u0131lar\u0131 arkada sohbet ediyor ve bir \u00f6\u011frenci gayet rahat uyuyor. \u00d6yle ki Rip Van Winkle 800 sene uyuduktan sonra modern bir s\u0131n\u0131fta uyanm\u0131\u015f olsayd\u0131, `Neredeyim ben?\u2019 sorusuna kesin olarak cevap verebilecekti.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bununla birlikte ders anlat\u0131m\u0131 y\u00f6ntemi y\u0131llard\u0131r sorgulanmaya ve tart\u0131\u015f\u0131lmaya devam etmektedir. 200 y\u0131ldan daha uzun bir s\u00fcre \u00f6nce Samuel Johnson <\/span><em class=\"western\"><span lang=\"zxx\"><i>(1709-1784)<\/i><\/span><\/em><span lang=\"zxx\"> ders anlat\u0131m\u0131yla ilgili \u015f\u00f6yle demi\u015fti:<\/span><\/span><\/p>\n<p>\u2018<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><em class=\"western\"><span lang=\"zxx\">Bug\u00fcnlerde insanlar \u2026 her \u015feyin ders anlat\u0131m\u0131yla \u00f6\u011fretilmesi gerekti\u011fi gibi garip bir d\u00fc\u015f\u00fcnceye sahipler. Bu t\u00fcr anlat\u0131mlar bir zamanlar faydal\u0131yd\u0131 ancak bug\u00fcn herkes okuyabiliyor, istedi\u011fi kitaba ula\u015fabiliyor; dolay\u0131s\u0131yla ders anlat\u0131mlar\u0131 gereksiz bir h\u00e2l almaya ba\u015flad\u0131.<\/span><\/em><span lang=\"zxx\">&#8216;<\/span><\/i><\/span><\/span><\/p>\n<p lang=\"en-CA\" style=\"text-align: right;\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Boswell, 1791<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Matbaan\u0131n, radyo, televizyon ve internetin icad\u0131ndan sonra bile, yetki sahibi bir e\u011fitmenin bir grup \u00f6\u011frenciye hitaben konu\u015fmas\u0131 olarak betimlenebilecek ders anlat\u0131m\u0131n\u0131n, bilginin bir t\u0131kla eri\u015filebilece\u011fi dijital \u00e7a\u011fda bir\u00e7ok kurumda h\u00e2len daha ge\u00e7erli \u00f6\u011fretim y\u00f6ntemi olmas\u0131 dikkate de\u011fer&#8230; Bu kadar uzun s\u00fcre var olmaya devam eden bir \u015feyin demek ki faydal\u0131 oldu\u011fu savunulabilir. Di\u011fer taraftan, son y\u0131llarda meydana gelen geli\u015fmeler ve dijital \u00e7a\u011f\u0131n gerektirdi\u011fi bilgi ve beceri t\u00fcrleri de g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda, bilgi aktar\u0131m\u0131 yoluyla ders anlat\u0131m\u0131n\u0131n h\u00e2la en uygun \u00f6\u011fretim y\u00f6ntemi olarak de\u011ferlendirilip de\u011ferlendirilmemesini gerekti\u011fini sorgulamal\u0131y\u0131z.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.3 Ders anlat\u0131m\u0131n\u0131n etkinli\u011fi konusunda ara\u015ft\u0131rmalar ne diyor?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Samuel Johnson\u2019\u0131n fikrine kat\u0131lal\u0131m veya kat\u0131lmayal\u0131m, ders anlat\u0131m y\u00f6nteminin etkinli\u011fi konusunda 1960\u2019lardan itibaren \u00f6nemli ara\u015ft\u0131rmalar yap\u0131l\u0131yor. Ders anlat\u0131m\u0131n\u0131n etkinli\u011fi \u00fczerinde yap\u0131lan en yetkin \u00e7\u00f6z\u00fcmleme Bligh (<\/span><span style=\"color: #000080;\"><span lang=\"zxx\"><u><a href=\"https:\/\/www.wiley.com\/en-ca\/What's+the+Use+of+Lectures%3F:+First+U+S+Edition+of+the+Classic+Work+on+Lecturing-p-9780787951627\">2000<\/a><\/u><\/span><\/span><span lang=\"zxx\">) taraf\u0131ndan yap\u0131lan ara\u015ft\u0131rmad\u0131r. \u00c7al\u0131\u015fmas\u0131nda ders anlat\u0131m y\u00f6nteminin etkinli\u011fini di\u011fer \u00f6\u011fretim y\u00f6ntemleriyle kar\u015f\u0131la\u015ft\u0131ran \u00e7ok say\u0131da \u00e7al\u0131\u015fma ve meta analizi incelemi\u015f, \u00e7\u00f6z\u00fcmlemi\u015f ve tutarl\u0131 sonu\u00e7lar elde etmi\u015ftir:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ders anlat\u0131m\u0131, enformasyon aktar\u0131m\u0131 i\u00e7in kullan\u0131lan di\u011fer y\u00f6ntemler kadar etkilidir (elde edilen sonu\u00e7, video, okuma, ba\u011f\u0131ms\u0131z \u00e7al\u0131\u015fma veya Vikipedi gibi farkl\u0131 di\u011fer y\u00f6ntemlerin enformasyon aktar\u0131m\u0131nda ders anlat\u0131m\u0131 kadar etkili oldu\u011fudur);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00e7o\u011fu ders anlat\u0131m\u0131, d\u00fc\u015f\u00fcnmenin g\u00fcd\u00fclenmesi a\u00e7\u0131s\u0131ndan tart\u0131\u015fma y\u00f6ntemi kadar etkili de\u011fildir;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ders anlat\u0131mlar\u0131, tutum veya de\u011fer de\u011fi\u015fikli\u011fi ya da bir konuya ilgi \u00e7ekme konusunda genellikle etkisizdir;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ders anlat\u0131mlar\u0131, davran\u0131\u015fsal becerileri \u00f6\u011fretmede nispeten etkisizdir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Dikkat, ezber ve motivasyon \u00fczerine yap\u0131lan ara\u015ft\u0131rmalar\u0131 da inceleyen Bligh, \u015fu sonuca varm\u0131\u015ft\u0131r (s.56):<\/span><\/span><\/p>\n<blockquote><p>\u2018<span style=\"font-family: Book Antiqua, serif;\"><span style=\"font-size: small;\"><i><em class=\"western\"><span lang=\"zxx\">Bir kez daha\u2026 en az\u0131ndan farkl\u0131 y\u00f6ntemlerle uyar\u0131m sa\u011flanmad\u0131\u011f\u0131 s\u00fcrece\u2026 ders anlat\u0131mlar\u0131n\u0131n s\u00fcresinin yirmi ila otuz dakikadan fazla olmamas\u0131 gerekti\u011finin kan\u0131tland\u0131\u011f\u0131n\u0131 g\u00f6rd\u00fck<\/span><\/em><span lang=\"zxx\">.&#8217;<\/span><\/i><\/span><\/span><\/p><\/blockquote>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu ara\u015ft\u0131rmalar, enformasyonu anlamak, \u00e7\u00f6z\u00fcmlemek, uygulamak ve uzun s\u00fcreli belle\u011fe iletmek i\u00e7in \u00f6\u011frencinin materyal ile aktif olarak ilgilenmesi gerekti\u011fini g\u00f6stermektedir. Bir anlat\u0131m\u0131n etkili olabilmesi i\u00e7in \u00f6\u011frenciyi enformasyonu zihinsel olarak i\u015flemeye y\u00f6nelten etkinlikler i\u00e7ermesi gerekir. Bir \u00e7ok e\u011fitmen ders anlat\u0131m\u0131 s\u00fcresince ara ara durup g\u00f6r\u00fc\u015f veya soru sorarak bunu yap\u0131yor olsa da \u00e7o\u011fu ders anlat\u0131mlar\u0131nda bu t\u00fcr etkinlikler kullan\u0131lmamaktad\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Uzun zamand\u0131r alan yaz\u0131nda var olan bu ara\u015ft\u0131rma sonu\u00e7lar\u0131na, uzunlu\u011fu yakla\u015f\u0131k sekiz dakikay\u0131 ge\u00e7meyen You Tube videolar\u0131 ya da en fazla 20 dakika s\u00fcren TED konu\u015fmalar\u0131na ra\u011fmen \u00e7o\u011fu e\u011fitim kurumu derslerin s\u00fcresini 50 dakika veya daha uzun tutmaya devam etmektedir. \u00d6\u011frenciler \u015fansl\u0131ysa, bu derslerin sonunda soru-cevap veya tart\u0131\u015fma i\u00e7in zaman ayr\u0131lmaktad\u0131r. Ara\u015ft\u0131rmalardan elde edilen iki \u00f6nemli sonu\u00e7 vard\u0131r:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ders anlat\u0131mlar\u0131n\u0131n tek amac\u0131 olan enformasyon aktar\u0131m\u0131 i\u00e7in bile olsa 50 dakikal\u0131k derslerin \u00f6\u011frencilerin soru sormalar\u0131na ve konuyla ilgili tart\u0131\u015fmalar\u0131na izin verecek \u015fekilde etkin olarak d\u00fczenlenmesi gerekmektedir (Bligh, bunun nas\u0131l yap\u0131laca\u011f\u0131na ili\u015fkin olarak kitab\u0131nda m\u00fckemmel \u00f6rnekler vermektedir);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ele\u015ftirel d\u00fc\u015f\u00fcnce, derin anlama ve bilginin uygulanmas\u0131n\u0131n geli\u015ftirilmesi gibi dijital \u00e7a\u011fda ihtiya\u00e7 duyulan becerilere ili\u015fkin di\u011fer t\u00fcm \u00f6nemli \u00f6\u011frenme etkinlikleri i\u00e7in ders anlat\u0131m y\u00f6ntemi olduk\u00e7a etkisizdir. Bunun i\u00e7in \u00f6\u011frencilerin aktif olarak yer ald\u0131\u011f\u0131 etkinlikler ve tart\u0131\u015fma f\u0131rsatlar\u0131 gibi di\u011fer \u00f6\u011frenme ve \u00f6\u011fretme bi\u00e7imleri gereklidir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.4 Yeni teknolojiler ders anlat\u0131mlar\u0131n\u0131 daha g\u00fcncel h\u00e2le mi getiriyor<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Y\u0131llar i\u00e7inde, e\u011fitim kurumlar\u0131 ders anlat\u0131mlar\u0131n\u0131 desteklemek amac\u0131yla teknolojiye b\u00fcy\u00fck yat\u0131r\u0131m yapt\u0131lar. Powerpoint sunumlar, \u00e7oklu projeksiyon cihazlar\u0131 ve ekranlar, \u00f6\u011frenci cevaplar\u0131n\u0131 kaydeden \u2018clicker\u2019lar ve hatta Twitter \u00fczerinden \u2018kar\u015f\u0131l\u0131kl\u0131 sohbet\u2019 gibi \u00f6\u011frencilerin ders anlat\u0131m\u0131yla (bir konu\u015fmac\u0131 i\u00e7in kesinlikle en <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">k\u00f6t\u00fc i\u015fkence \u015fekli<\/span><\/span><span lang=\"zxx\">) ilgili ger\u00e7ek zamanl\u0131 olarak yorum yapabilmesini sa\u011flayan bir \u00e7ok teknoloji denendi. \u00d6\u011frencilerden s\u0131n\u0131fa tabletleri veya diz\u00fcst\u00fc bilgisayarlar\u0131yla gelmeleri istendi. \u00d6zellikle \u00fcniversiteler, son teknoloji \u00fcr\u00fcn\u00fc derslikler ya da amfilere milyonlarca dolar yat\u0131r\u0131m yapt\u0131lar. T\u00fcm bu \u00e7abalar, e\u015fe\u011fe alt\u0131n semer vurmaktan ba\u015fka bir \u015fey de\u011fildi. Nitekim ders anlat\u0131m\u0131 y\u00f6nteminin \u00f6z\u00fc, bug\u00fcn art\u0131k di\u011fer medya bi\u00e7imlerinde \u00e7ok daha kullan\u0131c\u0131 dostu platformlar \u00fczerinden kolayl\u0131kla ve \u00fccretsizce ger\u00e7ekle\u015ftirilebilecek enformasyon aktar\u0131m\u0131 olmaya devam ediyor.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Daha \u00f6nce \u00e7al\u0131\u015ft\u0131\u011f\u0131m bir y\u00fcksek\u00f6\u011fretim kurumundaki b\u00f6l\u00fcmlerden birinde, \u00f6\u011frenciler s\u0131n\u0131fa diz\u00fcst\u00fc bilgisayarlar\u0131yla gelmek zorundayd\u0131. En az\u0131ndan bu derslerde, \u00f6\u011frencilerin ders esnas\u0131nda diz\u00fcst\u00fc bilgisayarlar\u0131n\u0131 kullanmalar\u0131n\u0131 gerektiren birtak\u0131m etkinlikler yap\u0131labiliyordu. Buna ra\u011fmen, \u00e7o\u011fu ders i\u00e7in bu etkinlikler ders s\u00fcresinin y\u00fczde 25&#8217;inden daha az\u0131n\u0131 kaps\u0131yordu. Dersin kalan s\u00fcresinde \u00f6\u011frencilere ders anlat\u0131l\u0131yor, onlar da bu arada bilgisayarlar\u0131n\u0131 akademik olmayan i\u015fler i\u00e7in (\u00e7o\u011funlukla da \u00e7evrim i\u00e7i oyunlarda) kullan\u0131yorlard\u0131.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00d6\u011fretim elemanlar\u0131 genellikle \u00f6\u011frencilerin cep telefonu veya tablet bilgisayarlar gibi teknolojileri dersle \u2018alakas\u0131z\u2019 i\u015fler i\u00e7in kulland\u0131\u011f\u0131ndan \u015fikayet eder; ancak burada g\u00f6zden ka\u00e7\u0131r\u0131lan bir konu var. E\u011fer \u00f6\u011frencilerin \u00e7o\u011funun cep telefonu veya tablet bilgisayar\u0131 varsa neden h\u00e2la fiziksel olarak <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">bizzat<\/span><\/span><span lang=\"zxx\"> s\u0131n\u0131fta bulunmak zorundalar? Neden dersin videosunu veya ses dosyas\u0131n\u0131 cihazlar\u0131na indirip dinleyemiyorlar veya izleyemiyorlar? E\u011fer derse geliyorlarsa, \u00f6\u011fretim elemanlar\u0131 neden bu \u00f6\u011frencileri cep telefonlar\u0131n\u0131, tabletlerini veya diz\u00fcst\u00fc bilgisayarlar\u0131n\u0131 ders ama\u00e7l\u0131 (kaynak bulmak gibi) kullanmalar\u0131 i\u00e7in y\u00f6nlendirmiyor? Veya neden k\u00fc\u00e7\u00fck gruplara ay\u0131r\u0131p, o dersin konusuyla ilgili internetten ara\u015ft\u0131rma yapt\u0131ktan sonra bulgular\u0131n\u0131 s\u0131n\u0131f\u0131n geri kalan\u0131yla payla\u015fmalar\u0131n\u0131 sa\u011flam\u0131yorlar? E\u011fer ders anlat\u0131m y\u00f6ntemi kullan\u0131lacaksa, ama\u00e7 ders anlat\u0131m\u0131n\u0131n \u00f6\u011frencileri derse \u00e7ekmesi ve b\u00f6ylece \u00f6\u011frencilerin dikkatinin <\/span><span style=\"color: #008000;\"><span lang=\"zxx\">ders d\u0131\u015f\u0131 \u00e7evrim i\u00e7i<\/span><\/span><span lang=\"zxx\"> etkinliklerle da\u011f\u0131lmamas\u0131n\u0131 sa\u011flamak olmamal\u0131 m\u0131d\u0131r?<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.5 Dijital \u00e7a\u011fda ders anlat\u0131m\u0131n\u0131n yeri yok mu?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131m\u0131 y\u00f6nteminin e\u011fitimde h\u00e2la yeri var. Yeni g\u00f6reve ba\u015flayan bir profes\u00f6r\u00fcn ilk dersine kat\u0131lm\u0131\u015ft\u0131m. Derste, profes\u00f6r ekibiyle yapm\u0131\u015f oldu\u011fu ve farkl\u0131 kanser t\u00fcrlerinin yan\u0131 s\u0131ra bir\u00e7ok di\u011fer hastal\u0131\u011f\u0131n tedavisinde de kullan\u0131lacak olan ara\u015ft\u0131rmas\u0131n\u0131 \u00f6zetledi. Halka a\u00e7\u0131k bir anlat\u0131md\u0131; yani profes\u00f6r yaln\u0131zca kendi alan\u0131n\u0131n \u00f6nde gelen di\u011fer ara\u015ft\u0131rmac\u0131lar\u0131n\u0131 de\u011fil hi\u00e7bir bilim ge\u00e7mi\u015fi olmayan, meslek d\u0131\u015f\u0131ndan dinleyicileri de memnun etmek durumundayd\u0131. Profes\u00f6r, bu zorlu g\u00f6revi m\u00fckemmel g\u00f6rseller ve benzetimler kullanarak ba\u015fard\u0131. Sunumun ard\u0131ndan, dinleyiciler i\u00e7in bir i\u00e7ecek- peynir organizasyonu yap\u0131ld\u0131. Bu ders anlat\u0131m\u0131n\u0131n etkili olmas\u0131n\u0131n bir \u00e7ok nedeni vard\u0131:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ilk olarak arkada\u015flar\u0131n, meslekta\u015flar\u0131n ve aile \u00fcyelerinin bir araya geldi\u011fi bir kutlama etkinli\u011fiydi;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">ikinci olarak 20 y\u0131ll\u0131k bir ara\u015ft\u0131rma, tek ve b\u00fct\u00fcnc\u00fcl bir anlat\u0131mla bir hik\u00e2ye olarak dile getirilmi\u015fti;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00fc\u00e7\u00fcnc\u00fcs\u00fc, anlat\u0131m resim, grafik ve videonun uygun \u015fekilde kullan\u0131m\u0131yla desteklenmi\u015fti;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">son olarak bu anlat\u0131m\u0131 haz\u0131rlarken ve dinleyicilerin kim olaca\u011f\u0131 hususunda d\u00fc\u015f\u00fcn\u00fcrken fazlaca emek harcam\u0131\u015ft\u0131r. Hatta, denilebilir ki dersin al\u0131\u015f\u0131lagelen anlat\u0131mlar\u0131ndan birinin haz\u0131rl\u0131\u011f\u0131ndan \u00e7ok daha ciddi bir haz\u0131rl\u0131kt\u0131r bu.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">McKeachie ve Svinicki (2006, s. 58) ders anlat\u0131m y\u00f6nteminin a\u015fa\u011f\u0131daki durumlarda daha etkili oldu\u011funu \u00f6ne s\u00fcrm\u00fc\u015ft\u00fcr:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">tek bir kaynakta bulunamayan g\u00fcncel materyallerin sa\u011flanmas\u0131;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">farkl\u0131 kaynaklarda bulunan materyallerin \u00f6zetlenmesi;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">materyalin belli bir grubun ilgi alan\u0131na uyarlanabilmesi;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frencilerin kilit kavramlar\u0131, ilkeleri veya fikirleri ke\u015ffetmesine yard\u0131mc\u0131 olmas\u0131;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bir uzman gibi d\u00fc\u015f\u00fcnmeyi g\u00f6stermesi ve modellemesi.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Burada son nokta \u00e7ok \u00f6nemli&#8230; \u00d6\u011fretim elemanlar\u0131 ders anlat\u0131m\u0131n\u0131n ger\u00e7ek de\u011ferinin, bir akademisyenin bir konuya veya probleme nas\u0131l yakla\u015ft\u0131\u011f\u0131n\u0131 anlatan bir model ortaya koydu\u011funu savunurlar. Dolay\u0131s\u0131yla ders anlat\u0131m\u0131n\u0131n as\u0131l \u00f6nemi i\u00e7eri\u011fin (yani olgular\u0131n, ilkelerin veya fikirlerin) aktar\u0131lmas\u0131 de\u011fil (ki bunu \u00f6\u011frenciler sadece okuyarak da elde edebilirler), o konu hakk\u0131nda bir uzman gibi nas\u0131l d\u00fc\u015f\u00fcn\u00fclece\u011fini g\u00f6stermesidir. Ders anlat\u0131mlar\u0131yla ilgili bu arg\u00fcman, \u00fc\u00e7 y\u00f6nden s\u0131k\u0131nt\u0131l\u0131 olabilir:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frenciler ders anlat\u0131m\u0131n\u0131n bu amac\u0131n\u0131n nadiren fark\u0131nda olduklar\u0131ndan, bu d\u00fc\u015f\u00fcnce modellemesi yerine anlat\u0131lan i\u00e7eri\u011fi ezberlemeye odaklan\u0131rlar;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011fretim elemanlar\u0131, modellemeyi nas\u0131l yapt\u0131klar\u0131 konusunda a\u00e7\u0131k de\u011fillerdir (veya modellemenin kullan\u0131labilece\u011fi di\u011fer bi\u00e7imleri de g\u00f6stererek \u00f6\u011frencilerin kar\u015f\u0131la\u015ft\u0131rma yapmas\u0131n\u0131 sa\u011flamay\u0131 ba\u015faramazlar);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00f6\u011frenciler, modellemenin fark\u0131nda olsalar bile, uygulama olana\u011f\u0131 bulamazlar.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Belki daha da \u00f6nemlisi, McKeachie ve Svinicki\u2019nin \u00f6nerilerine bak\u0131ld\u0131\u011f\u0131nda, dijital \u00e7a\u011fda bu etkinlikleri \u00f6\u011fretim elemanlar\u0131n\u0131n de\u011fil de \u00f6\u011frencilerin yapmas\u0131 daha iyi olmaz m\u0131?<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Dolay\u0131s\u0131yla evet, anlat\u0131m y\u00f6nteminin etkili oldu\u011fu yerler var. Ancak ders anlat\u0131m\u0131 dijital \u00e7a\u011f\u0131n varsay\u0131lan \u00f6\u011fretim modeli olmamal\u0131d\u0131r. Nitekim, bir ders veya program\u0131n s\u00fcresi i\u00e7inde daha iyi \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 verecek daha iyi \u00f6\u011fretim yollar\u0131 bulunmaktad\u0131r.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.6 Ders anlat\u0131mlar\u0131 neden h\u00e2la en ge\u00e7erli \u00f6\u011fretim y\u00f6ntemi olarak g\u00f6r\u00fcl\u00fcyor?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Yukar\u0131da konu\u015fulanlar \u0131\u015f\u0131\u011f\u0131nda, ders anlat\u0131m y\u00f6nteminin 21. y\u00fczy\u0131lda h\u00e2len daha tercih edilmesiyle ilgili birtak\u0131m a\u00e7\u0131klamalar yapmak gerekmektedir. \u0130\u015fte size baz\u0131 \u00f6neriler:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i>E\u011fitimin bir\u00e7ok alan\u0131nda<\/i><\/span><\/span><\/em><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">, \u00f6zellikle de bir\u00e7ok ilk\u00f6\u011fretim okulunda ders anlat\u0131m y\u00f6ntemi terk edilmi\u015ftir;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">e\u011fitim kurumlar\u0131, ders anlat\u0131m modelini destekleyen fiziksel mek\u00e2nlara (amfiler, derslikler) b\u00fcy\u00fck yat\u0131r\u0131m yapm\u0131\u015ft\u0131r. E\u011fer bu y\u00f6ntem kullan\u0131lmazsa, b\u00fct\u00fcn bu fiziksel mek\u00e2nlara ne olacakt\u0131r? (Winston Churchill\u2019in de s\u00f6yledi\u011fi gibi &#8220;<\/span><\/span><em class=\"western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\"><i>Biz binalar\u0131m\u0131z\u0131 \u015fekillendiririz, binalar\u0131m\u0131z da bizi<\/i><\/span><\/span><\/em><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">&#8220;);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Kuzey Amerika\u2019da, 13 haftal\u0131k bir d\u00f6nem boyunca kredi ba\u015f\u0131na haftada bir saatlik ders temeline dayal\u0131 Carnegie \u00f6\u011fretim birimi kullan\u0131lmaktad\u0131r. Buna g\u00f6re \u00fc\u00e7 kredilik bir dersi \u00f6\u011fretim program\u0131n\u0131n kapsamas\u0131 gereken 39 adet birer saatlik ders anlat\u0131mlar\u0131na b\u00f6lmek kolay olmaktad\u0131r. Bu, \u00f6\u011fretim i\u00e7eri\u011finin ve kaynaklar\u0131n karar verildi\u011fi dayanakt\u0131r;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">y\u00fcksek\u00f6\u011fretim d\u00fczeyindeki \u00f6\u011fretim elemanlar\u0131, ba\u015fka bir \u00f6\u011fretim modeli bilmemektedir. Al\u0131\u015fagelmi\u015f olduklar\u0131 model budur ve \u00f6\u011fretim elemanlar\u0131n\u0131n istihdam\u0131 \u00f6\u011fretme niteliklerine de\u011fil de ara\u015ft\u0131rma veya di\u011fer i\u015f deneyimine ba\u011fl\u0131 oldu\u011fu i\u00e7in \u00f6\u011frencilerin nas\u0131l \u00f6\u011frendi\u011fi konusunda bilgileri ya da di\u011fer \u00f6\u011fretim y\u00f6ntemlerine ili\u015fkin deneyimleri yoktur;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">tek bilgi kayna\u011f\u0131 ve konu uzman\u0131 olma stat\u00fcs\u00fcn\u00fc peki\u015ftirdi\u011fi i\u00e7in \u00e7o\u011fu ki\u015fi s\u00f6zl\u00fc \u00f6\u011fretim gelene\u011fini tercih etmektedir. D\u0131\u015far\u0131dan m\u00fcdahale olmadan bir saat s\u00fcreyle \u00e7ok say\u0131da dinleyiciye insan\u0131n kendi fikirlerini anlatmak, ki\u015fisel olarak son derece tatmin edici bir deneyimdir (en az\u0131ndan ben ders anlat\u0131rken b\u00f6yle hissediyorum);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bak\u0131n\u0131z b\u00f6l\u00fcm\u00fcn ba\u015f\u0131ndaki Senaryo C.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<h3 class=\"western\"><span lang=\"zxx\">3.3.7 Dijital \u00e7a\u011f i\u00e7inde ders anlat\u0131mlar\u0131n\u0131n gelece\u011fi var m\u0131?<\/span><\/h3>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bu sorunun cevab\u0131, ne kadar uzak bir gelece\u011fe bakmak istedi\u011fimizle ba\u011flant\u0131l\u0131&#8230; Sistemin dura\u011fanl\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, anlat\u0131m y\u00f6nteminin \u00f6n\u00fcm\u00fczdeki on sene daha bask\u0131n olaca\u011f\u0131 g\u00f6r\u00fcl\u00fcyor; ancak ondan sonra, \u00e7o\u011fu e\u011fitim kurumunda haftada \u00fc\u00e7 saatlik derslerin yer ald\u0131\u011f\u0131 13 haftal\u0131k d\u00f6nemlerle e\u011fitim yapman\u0131n tarihe kar\u0131\u015faca\u011f\u0131 d\u00fc\u015f\u00fcn\u00fcl\u00fcyor. Bunun bir\u00e7ok nedeni var:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">t\u00fcm ders i\u00e7erikleri kolayl\u0131kla dijital h\u00e2le getirilebilecek ve \u00e7ok uygun maliyetlerle eri\u015filebilecektir (bk. Tema 11);<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">kurumlar g\u00f6sterim, benzetim ve animasyon i\u00e7in dinamik videolar\u0131 daha fazla kullanacak, Dolay\u0131s\u0131yla \u00e7o\u011fu i\u00e7erik mod\u00fcl\u00fc \u00e7oklu ortam i\u00e7eriyor olacakt\u0131r;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">\u00fc\u00e7\u00fcnc\u00fc olarak \u00e7o\u011fu ders anlat\u0131m\u0131n\u0131n temel mant\u0131\u011f\u0131 olan i\u00e7erik, ders organizasyonu ve yorumlama \u00f6gelerini \u00e7oklu ortam bile\u015fenleri ve \u00f6\u011frenci etkinliklerinin yer ald\u0131\u011f\u0131 a\u00e7\u0131k ders kitaplar\u0131 sa\u011flayacakt\u0131r;<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">son olarak ve belki de en \u00f6nemlisi, \u00f6\u011fretimin \u00f6nceli\u011fi enformasyon aktar\u0131m\u0131 ve d\u00fczenlenmesinden bilgi y\u00f6netimine kaym\u0131\u015f olacakt\u0131r. Bu yeni odak noktas\u0131nda, bilginin bulunmas\u0131, \u00e7\u00f6z\u00fcmlenmesi, de\u011ferlendirilmesi ve uygulanmas\u0131na ili\u015fkin sorumluluk, nitelikli bir konu alan uzman\u0131n\u0131n y\u00f6nlendirmesi alt\u0131nda \u00f6\u011frencilerin olacakt\u0131r. Proje tabanl\u0131 \u00f6\u011frenme, i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ve durumlu ya da ya\u015fant\u0131sal \u00f6\u011frenme \u00e7ok daha yayg\u0131n olacakt\u0131r. Bir\u00e7ok e\u011fitmen, ders anlat\u0131m\u0131na harcad\u0131klar\u0131 zaman\u0131 daha do\u011frudan, bireysel ve grup olarak \u00f6\u011frenmeyi desteklemek i\u00e7in tercih edecekler ve b\u00f6ylece \u00f6\u011frencileriyle daha fazla ileti\u015fim kurabileceklerdir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Bunun anlam\u0131 ders anlat\u0131mlar\u0131n\u0131n tamamen yok olaca\u011f\u0131 de\u011fildir elbette, ama zaman i\u00e7inde \u00e7oklu ortam \u00f6zelliklerinin de kullan\u0131ld\u0131\u011f\u0131, e\u015f zamanl\u0131 veya farkl\u0131 zamanl\u0131 verilen \u00f6zel etkinlikler h\u00e2lini alacakt\u0131r. \u00d6zel etkinliklerden kast edilen:<\/span><\/span><\/p>\n<ul>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bir profes\u00f6r\u00fcn son yapt\u0131\u011f\u0131 ara\u015ft\u0131rman\u0131n sonu\u00e7lar\u0131n\u0131 sunmas\u0131,<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bir dersin tan\u0131t\u0131m\u0131,<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">dersin belirli noktalar\u0131nda \u00f6\u011frenme g\u00fc\u00e7l\u00fckleri ile ilgilenilmesi, ya da<\/span><\/span><\/p>\n<\/li>\n<li>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">bir dersin son oturumu gibi etkinliklerdir.<\/span><\/span><\/p>\n<\/li>\n<\/ul>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131mlar\u0131, kendilerini tan\u0131tmalar\u0131, ilgi alanlar\u0131n\u0131 ve hobilerini payla\u015fmalar\u0131 ve \u00f6\u011frencilerini g\u00fcd\u00fclemeleri i\u00e7in e\u011fitmenlere f\u0131rsat verir. Ancak bu anlat\u0131mlar, \u00f6\u011frencilerin \u00e7ok daha b\u00fcy\u00fck \u00f6\u011frenme deneyimlerinin nispeten k\u00fc\u00e7\u00fck ama \u00e7ok \u00f6nemli bir par\u00e7as\u0131 olacakt\u0131r.<\/span><\/span><\/p>\n<p lang=\"en-CA\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">Ders anlat\u0131mlar\u0131n\u0131n rol\u00fc ve gelece\u011fi \u00fczerine farkl\u0131 bir bak\u0131\u015f a\u00e7\u0131s\u0131 i\u00e7in bak\u0131n\u0131z Christine Gross-Loh, 2016.<\/span><\/span><\/p>\n<h3 class=\"western\"><span lang=\"zxx\">Kaynak\u00e7a<\/span><\/h3>\n<p>Bates, A. (1985)&nbsp;<a href=\"https:\/\/www.worldcat.org\/title\/broadcasting-in-education-an-evaluation\/oclc\/11411151\"><em>Broadcasting in Education: An Evaluation<\/em><\/a>&nbsp;London: Constables<\/p>\n<p>Bligh, D. (2000)&nbsp;<a href=\"https:\/\/www.wiley.com\/en-ca\/What's+the+Use+of+Lectures%3F:+First+U+S+Edition+of+the+Classic+Work+on+Lecturing-p-9780787951627\"><em>What\u2019s the Use of Lectures?&nbsp;<\/em><\/a>San Francisco: Jossey-Bass<\/p>\n<p>Boswell, J. (1791),&nbsp;<a href=\"https:\/\/www.penguinrandomhouse.com\/books\/304096\/the-life-of-samuel-johnson-by-james-boswell\/9780140436624\/\"><i>The Life of Samuel Johnson<\/i><\/a>, New York: Penguin Classics (edited by&nbsp;Hibbert, C., 1986)<\/p>\n<p>Gross-Loh, C. (2016)&nbsp;<a href=\"http:\/\/www.theatlantic.com\/education\/archive\/2016\/07\/eliminating-the-lecture\/491135\/\">Should colleges really eliminate the college lecture?<\/a>&nbsp;<em>The Atlantic<\/em>, 14 July<\/p>\n<p>McKeachie, W. and Svinicki, M. (2006)&nbsp;<a href=\"https:\/\/trove.nla.gov.au\/work\/20556164\"><em>McKeachie\u2019s Teaching Tips: Strategies, Research and Theory for College and University Teachers<\/em><\/a>&nbsp;Boston\/New York: Houghton Mifflin<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"western\"><span lang=\"zxx\">Etkinlik 3.3 Ders anlat\u0131mlar\u0131n\u0131n gelece\u011fi<\/span><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">1. Ders anlat\u0131m y\u00f6nteminin art\u0131k yok olmaya y\u00fcz tuttu\u011fu konusunda hemfikir misiniz?<\/span><\/span><\/p>\n<p class=\"list-bullet-4-western\"><span style=\"font-family: Book Antiqua, serif;\"><span lang=\"zxx\">2. Tema 1\u2019de tan\u0131mlanan dijital \u00e7a\u011f becerilerine bir g\u00f6z at\u0131n. Ders anlat\u0131m y\u00f6ntemi bu becerilerin hangilerini geli\u015ftirmeye yard\u0131mc\u0131 olabilir? Bunun i\u00e7in yeniden tasarlanmalar\u0131 veya de\u011fi\u015ftirilmeleri gerekir mi?<\/span><\/span><\/p>\n<\/div>\n<\/div>\n","protected":false},"author":1,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-80","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":72,"_links":{"self":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/80","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\/80\/revisions"}],"part":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/parts\/72"}],"metadata":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapters\/80\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/media?parent=80"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/pressbooks\/v2\/chapter-type?post=80"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/contributor?post=80"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/acikkitap.com.tr\/dijital\/wp-json\/wp\/v2\/license?post=80"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}