{"id":74,"date":"2022-01-29T16:23:26","date_gmt":"2022-01-29T16:23:26","guid":{"rendered":"http:\/\/acikkitap.com.tr\/modern\/chapter\/__unknown__-2\/"},"modified":"2026-01-12T20:49:25","modified_gmt":"2026-01-12T20:49:25","slug":"dogitik","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/modern\/chapter\/dogitik\/","title":{"raw":"DA\u011eITIK \u00d6\u011eRENMEN\u0130N TAR\u0130H\u0130","rendered":"DA\u011eITIK \u00d6\u011eRENMEN\u0130N TAR\u0130H\u0130"},"content":{"raw":"
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\u00d6\u011frenme Bilimi ve ilgili teknolojiler son 30 y\u0131lda \u00e7arp\u0131c\u0131 ve y\u0131k\u0131c\u0131 bir \u015fekilde ilerledi ve hi\u00e7 \u015f\u00fcphesiz \u00f6ng\u00f6r\u00fclebilir gelecekte de geli\u015fmeye devam edecektir. Bilgiyle ilerleyebilmek i\u00e7in ge\u00e7mi\u015fi g\u00f6zden ge\u00e7irmek ve bug\u00fcne nas\u0131l geldi\u011fimizi, hangi ba\u015far\u0131larla ve tuzaklarla kar\u015f\u0131la\u015ft\u0131\u011f\u0131m\u0131z\u0131 ve hangi derslerin ilerideki \u00f6\u011frenim ekosistemine d\u00f6n\u00fc\u015febilece\u011fini incelemek \u00e7ok daha ak\u0131ll\u0131ca olur.<\/p>\r\n

Bu b\u00f6l\u00fcm hassaten da\u011f\u0131t\u0131k \u00f6\u011frenmenin evrimini incelemektedir. Bu kavrama, uzaktan \u00f6\u011frenme, da\u011f\u0131t\u0131k veya uzaktan e\u011fitim, web tabanl\u0131 ve web uyumlu \u00f6\u011fretim, \u00e7evrim i\u00e7i \u00f6\u011frenme ve e-\u00f6\u011frenme gibi \u00e7o\u011fu zaman e\u015f anlaml\u0131 olarak kullan\u0131lan ilgili terimleri de dahil ettik! Son zamanlarda, 'da\u011f\u0131t\u0131k \u00f6\u011frenme', bazen da\u011f\u0131t\u0131k sim\u00fclasyon, mobil \u00f6\u011frenme, art\u0131r\u0131lm\u0131\u015f ve sanal ger\u00e7eklik, bilgisayar destekli \u00f6\u011fretim ve web tabanl\u0131 \u00f6z y\u00f6netimli \u00f6\u011frenme gibi kavramlar\u0131 i\u00e7eren daha geni\u015f bir bak\u0131\u015f a\u00e7\u0131s\u0131yla ele al\u0131nmaya ba\u015fland\u0131. Bunlara da de\u011finece\u011fiz. Teknolojiyle zenginle\u015ftirilmi\u015f \u00f6\u011frenme veya e\u011fitim teknolojisi gibi belli ba\u015fl\u0131 genel terimler bile bazen da\u011f\u0131t\u0131k \u00f6\u011frenmeye at\u0131fta bulunmak i\u00e7in kullan\u0131lmaktad\u0131r ve uygun olan yer ve durumlarda bu kavramlar\u0131 da ele ald\u0131k.<\/p>\r\n

Bu kavramlar aras\u0131ndaki farkl\u0131l\u0131klar\u0131 kabul etmemize ra\u011fmen, bu yaz\u0131n\u0131n konusu, kavramlar\u0131n n\u00fcanslar\u0131 \u00fczerine ara\u015ft\u0131rma yapan akademik bir tart\u0131\u015fma de\u011fildir. Bunun yerine okuyucular\u0131, da\u011f\u0131t\u0131k \u00f6\u011frenmenin temellerinden ba\u015flay\u0131p bir\u00e7ok farkl\u0131 alanda evrimsel ilerlemesini g\u00f6z \u00f6n\u00fcnde bulundurarak, birle\u015fik, teknoloji destekli birbirine ba\u011fl\u0131 bir \u00f6\u011frenme paradigmas\u0131na do\u011fru k\u0131sa bir yolculu\u011fa \u00e7\u0131karmaya \u00e7al\u0131\u015f\u0131yoruz.<\/p>\r\n

Elbette, konuyla ilgili daha detayl\u0131 bilgiye eri\u015fmek isteyenler i\u00e7in di\u011fer yazarlar\u0131n daha g\u00fc\u00e7l\u00fc tarihsel dayana\u011f\u0131 olan \u00e7al\u0131\u015fmalar\u0131n\u0131 inceleyebilirler. \u00d6rne\u011fin, klasikle\u015fen bir makalede, Soren Niper, uzaktan e\u011fitimi \u00fc\u00e7 b\u00f6l\u00fcmde ele al\u0131yor, \u00e7al\u0131\u015fmas\u0131nda mektupla ba\u015flayan ve ard\u0131ndan \u00e7oklu ortam sunumlar\u0131 (\u00f6r. Kasetler ve televizyon yay\u0131nlar\u0131) ile devam eden, bug\u00fcn bilgi ve ileti\u015fim teknolojilerini de i\u00e7eren \u00fc\u00e7\u00fcnc\u00fc nesil uzaktan \u00f6\u011fretimi ana hatlar\u0131yla a\u00e7\u0131kl\u0131yor. Niper\u2019\u0131n \u00e7izdi\u011fi \u00e7er\u00e7eveyi temel alan Mary Simpson ve Bill Anderson, \"Uzaktan E\u011fitimde Tarih ve Miras\"\u0131n k\u0131sa ve ele\u015ftirel bir \u00f6zetini yazd\u0131lar.<\/p>\r\n

Bu konuyla ilgili detayl\u0131 bilgi i\u00e7in, Michael Grahame Moore'a ve William Anderson'\u0131n 2003'te yay\u0131nlanan Uzaktan E\u011fitim El Kitab\u0131na<\/em> (veya Moore\u2019un bu klasi\u011fin 2013'teki g\u00fcncellemesine) bakabilirsiniz. Ayr\u0131ca Paul Saettler'in Amerikan E\u011fitim Teknolojisinin Evrimi<\/em> ve J. Michael Spector vd. E\u011fitim \u0130leti\u015fimi ve Teknolojisi Ara\u015ft\u0131rma El Kitab\u0131'n\u0131n<\/em> ayr\u0131nt\u0131l\u0131 incelemesini de g\u00f6zden ge\u00e7irebilirsiniz. Son olarak, Michael Molenda \"Tarihsel Temeller\" b\u00f6l\u00fcm\u00fc, alan geli\u015fiminin ilgi \u00e7ekici ve bir \u00e7\u0131rp\u0131da okunabilen bir incelemesini sunuyor.<\/p>\r\n\r\n

1980\u2019<\/ins>ler<\/h3>\r\n

Da\u011f\u0131t\u0131k \u00f6\u011frenmenin t\u00fcm tarihsel arka plan\u0131na ili\u015fkin \u00e7al\u0131\u015fmalarda, yazarlar, 17. y\u00fczy\u0131lda kandillerle ayd\u0131nlat\u0131lan el boyamas\u0131 slaytlar, 18. y\u00fczy\u0131lda posta yaz\u0131\u015fma yolu ile \u00f6\u011frenme veya 20. y\u00fczy\u0131l\u0131n ba\u015flar\u0131ndaki sessiz filmler gibi konunun analog temellerini vurgulamak zorunda kal\u0131yorlar. Ancak, bizim anlad\u0131\u011f\u0131m\u0131z \u015fekliyle, da\u011f\u0131t\u0131k \u00f6\u011frenmenin tarihi tam anlam\u0131yla 1980'lerde ba\u015flam\u0131\u015ft\u0131r. Bu on y\u0131ll\u0131k s\u00fcre, 1983'ten itibaren \u00e7o\u011fu okulda yayg\u0131n olarak benimsenen ki\u015fisel bilgisayarlar\u0131n y\u00fckseli\u015fine tan\u0131k oldu. Bilgisayarlar\u0131n yayg\u0131nla\u015fmas\u0131 ile Niper\u2019\u0131n \u00fc\u00e7\u00fcnc\u00fc nesil olarak adland\u0131rd\u0131\u011f\u0131 uzaktan e\u011fitimine \"kitap kutular\u0131ndan bilgisayar temelli \u00f6\u011frenme deneyimlerine ge\u00e7i\u015f.\" te \u00f6nc\u00fcl\u00fck etti.<\/p>\r\n

Bilgisayar tabanl\u0131 \u00f6\u011frenme genel olarak \u00f6\u011frenim ve \u00f6\u011frenime eri\u015fim i\u00e7in bilgisayar kullan\u0131m\u0131n\u0131 ifade eder. A\u011f ba\u011flant\u0131l\u0131 veya ba\u011f\u0131ms\u0131z merkezler arac\u0131l\u0131\u011f\u0131yla iletilen e\u015f zamanl\u0131\/e\u015f zamans\u0131z etkinlikleri i\u00e7erebilir. Bilgisayar tabanl\u0131 \u00f6\u011frenmedeki ilk deneyler 1950'lerin sonlar\u0131nda ve 1960'lar\u0131n ba\u015f\u0131nda, Illinois \u00dcniversitesinin PLATO projesinin genellikle ilk bilgisayar tabanl\u0131 sistem olarak ve Gordon Pask ve Robin McKinnon-Wood'un \u00d6UK\u00d6 ilk uyarlanabilir \u00f6\u011fretici olarak g\u00f6sterilmesiyle ba\u015flad\u0131. \u00d6UK, yani \u00d6z-Uyarlamal\u0131 Klavye'nin k\u0131saltmas\u0131, al\u0131\u015f\u0131lagelmi\u015f \u00f6\u011fretim metotlar\u0131na g\u00f6re \u00f6\u011fretim s\u00fcrecini yar\u0131s\u0131 ile \u00fc\u00e7te birine kadar d\u00fc\u015f\u00fcren; \u00f6\u011frenenlerin performans\u0131na g\u00f6re kendi cevaplar\u0131n\u0131 geli\u015ftiren mekanik bir cihaz olarak kullan\u0131ld\u0131.<\/p>\r\n

Bu deneyler, genellikle \u201cbilgisayar destekli \u00f6\u011fretim \u00f6\u011freticileri\" olarak adland\u0131r\u0131lan birinci nesil bilgisayar uyarlamal\u0131 \u00f6\u011freticilere yol a\u00e7t\u0131\u201d. Bu s\u00fcre zarf\u0131nda bilgisayar destekli \u00f6\u011fretimin meta-analitik incelemesinde, James Kulik, \u00f6\u011frencilerin genellikle daha iyi performans g\u00f6sterdi\u011fini buldu (ortalama standart sapma boyutu:.35 sapma), \u00f6\u011frenciler \u00f6\u011frenme etkinliklerini daha verimli bir \u015fekilde tamamlad\u0131 (yakla\u015f\u0131k \u00fc\u00e7te biri \u00e7eyrek kala daha h\u0131zl\u0131) ve bilgisayar destekli \u00f6\u011fretim ile \u00f6\u011frenme konusunda daha olumlu bir g\u00f6r\u00fc\u015fe sahip olma e\u011filimindeydiler. Bu zaman \u00e7er\u00e7evesinde, \u00e7ok basit de\u011ferlendirmeleri, geri bildirimleri ve ders dallar\u0131na ay\u0131rma kurallar\u0131 ile bilgisayar destekli \u00f6\u011fretim \u00f6\u011fretmenlerine g\u00f6re \u00f6nemli bir ilerleme olan zeki \u00f6\u011fretici sistemler de dahil olmak \u00fczere \u00e7\u0131\u011f\u0131r a\u00e7an sistemler ortaya \u00e7\u0131kt\u0131. Erken d\u00f6nem ak\u0131ll\u0131 \u00f6\u011fretmen sistemleri aras\u0131ndaki baz\u0131 mihenk ta\u015flar\u0131: Alan Lesgold'un SHERLOCK'u, John Anderson vd.'lerinin LISP \u00f6\u011fretmeni ve John Seely Brown ve Richard Burton'\u0131n SOPHIE'si vard\u0131. Bu sistemler \u00f6\u011frenenlere otomatik olarak bilgi i\u015flemsel y\u00f6ntemlerle; problemin a\u015famalar\u0131 boyunca rehberlik etmek, ipucu vermek ve \u00f6\u011fretmen benzeri geri bildirim sa\u011flamak \u00fczere kullan\u0131lm\u0131\u015ft\u0131r. James Kulik, Phil Dodds ve Dexter Fletcher taraf\u0131ndan y\u00fcr\u00fct\u00fclm\u00fc\u015f yak\u0131n zamanda yap\u0131lan meta analizine g\u00f6re daha geli\u015fmi\u015f ak\u0131ll\u0131 \u00f6\u011fretim sistemleri daha y\u00fcksek oranda (standart sapma oran\u0131 .76 b\u00fcy\u00fckl\u00fc\u011f\u00fcnde bir etki) \u00f6\u011frenme kazan\u0131mlar\u0131 ortaya koymu\u015ftur.<\/p>\r\n

\"\"\r\nPLATO III kullanan \u00f6\u011frenen, 1970; Urbana-Champaign Ar\u015fivlerindeki Illinois \u00dcniversitesinin izniyle<\/p>\r\n

Erken d\u00f6nem \u00f6\u011fretim teknolojilerinin \u00e7o\u011fu hen\u00fcz da\u011f\u0131t\u0131k<\/em> de\u011fildi ama bu de\u011fi\u015fiyordu. 1980'lerde Savunma Bakanl\u0131\u011f\u0131, Ulusal Bilim Vakf\u0131 ve E\u011fitim Bakanl\u0131\u011f\u0131 dahil ABD federal kurumlar\u0131, da\u011f\u0131t\u0131k \u00f6\u011frenme de dahil olmak \u00fczere bilgisayar tabanl\u0131 \u00f6\u011fretim konusunda \u00f6nemli ara\u015ft\u0131rmalara sponsor oldu. 1989 y\u0131l\u0131nda, ABD Teknoloji De\u011ferlendirme Ofisi, Kongreye yap\u0131lan yat\u0131r\u0131mlar\u0131n on y\u0131ll\u0131k s\u00fcre\u00e7teki geli\u015fimini \u00f6zetleyen \u00d6\u011frenmeye Ba\u011flanma<\/em> isimli raporu sundu:<\/p>\r\n\r\n

\r\n\r\nUzaktan e\u011fitim geli\u015fiyor. <\/span><\/ins>Ulusal bir temsili okul b\u00f6lgesi anketi, okul b\u00f6lgelerinin yakla\u015f\u0131k y\u00fczde 22'sinin uzaktan \u00f6\u011frenmeyi kulland\u0131\u011f\u0131n\u0131, y\u00fczde 33'\u00fcn\u00fcn bu kaynaklar\u0131 1990'a kadar kullanmay\u0131 umdu\u011funu belirtti. \u0130kinci k\u0131s\u0131m daha \u00f6nemlidir ve daha fazla dikkat gerektirir. Uzaktan e\u011fitim, e\u011fitim s\u0131n\u0131rlar\u0131n\u0131 (geleneksel olarak konum ve kurum taraf\u0131ndan tan\u0131mlanan s\u0131n\u0131rlar) de\u011fi\u015ftiriyor. \u00d6\u011frencilerin ve \u00f6\u011fretmenlerin havuzunda, uzaktan \u00f6\u011frenme \u00e7abalar\u0131 \u201cs\u0131n\u0131f\u0131\u201d yeniden yap\u0131land\u0131r\u0131r. Art\u0131k fiziksel alana ba\u011fl\u0131 olmayan s\u0131n\u0131flar, ayn\u0131 b\u00f6lgedeki di\u011fer \u00f6\u011frenciler, di\u011fer b\u00f6lgelere, di\u011fer eyaletlere ve hatta ulusal s\u0131n\u0131rlara kadar uzanmaktad\u0131r.<\/span>\r\n\r\n<\/div>\r\n

Raporda ayr\u0131ca, \u00f6zellikle etkinli\u011fi, metodolojisi ve tasar\u0131m\u0131 ile ilgili olarak da\u011f\u0131t\u0131k \u00f6\u011frenmeye ili\u015fkin ara\u015ft\u0131rmalar\u0131n art\u0131r\u0131lmas\u0131 y\u00f6n\u00fcnde \u00e7a\u011fr\u0131da bulunulmu\u015ftur. \"Uzaktan \u00f6\u011frenmenin kalitesi ve etkinli\u011fi belirlenir,\" ifadesi \"\u00f6\u011fretim tasar\u0131m\u0131 ve tekni\u011fi, uygun teknolojilerin se\u00e7imi ve \u00f6\u011frenenlere sa\u011flanan etkile\u015fim kalitesi ile\u201d a\u00e7\u0131klan\u0131r. Bu, \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131n\u0131n i\u015fiydi.<\/p>\r\n

\u00d6\u011fretim Sistemleri Tasar\u0131m\u0131n\u0131n (\u00d6ST) k\u00f6kenleri 1960'lara dayansa da 1980'lerde literat\u00fcrde \u00d6ST modellerinde bir art\u0131\u015f g\u00f6r\u00fcld\u00fc. Bu zaman zarf\u0131nda, ATGUD kavray\u0131\u015f\u0131 da \u00e7e\u015fitli modelleri destekleyen genel bir \u00e7er\u00e7eve olarak g\u00f6r\u00fcn\u00fc\u015fe g\u00f6re kendili\u011finden ger\u00e7ekle\u015fti. Geleneksel \u00d6ST yakla\u015f\u0131mlar\u0131 davran\u0131\u015f\u00e7\u0131 paradigmadan do\u011fdu ve benzer \u015fekilde, ilk bilgisayar temelli \u00f6\u011frenmenin \u00e7o\u011fu, davran\u0131\u015f\u00e7\u0131l\u0131k temelli al\u0131\u015ft\u0131rma ve uygulama taktiklerini kulland\u0131. O s\u0131rada Kulik'in g\u00f6zlemledi\u011fi gibi, \u201c\u00c7o\u011fu bilgisayar dersi program\u0131, temel bi\u00e7imini Skinner'\u0131n programlanm\u0131\u015f \u00f6\u011fretim \u00e7al\u0131\u015fmalar\u0131ndan al\u0131r. Skinner'\u0131n modelinde belirtilenler: (a) \u00f6\u011fretim materyallerinin bir dizi k\u00fc\u00e7\u00fck a\u015famaya veya \u00f6\u011fretim \u00e7er\u00e7evelerine b\u00f6l\u00fcnmesi; (b) her ad\u0131mda \u00f6\u011frenen yan\u0131tlar\u0131 ve (c) her yan\u0131ttan hemen sonra geri bildirim \u201d.<\/p>\r\n\r\n

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ATGUD<\/span><\/strong><\/p>\r\n\r\n<\/header>\r\n

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Analiz Et, Tasarla, Geli\u015ftir, Uygula ve De\u011ferlendir<\/span><\/strong><\/p>\r\n

\"her t\u00fcrl\u00fc prosed\u00fcre uyacak kadar genel, her dem taze bir model\u2019<\/ins><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n

Bu on y\u0131ldaki baz\u0131 e\u011fitimciler, Otto Peters taraf\u0131ndan \u00e7ok iyi ifade edildi\u011fi gibi da\u011f\u0131t\u0131k \u00f6\u011frenme i\u00e7in sanayile\u015fmi\u015f bir model geli\u015ftirdiler. Uzaktan e\u011fitim ile end\u00fcstriyel \u00fcretimi; birim maliyetlerini d\u00fc\u015f\u00fcrme, \u00f6l\u00e7ek ekonomilerini ger\u00e7ekle\u015ftirme, seri \u00fcretim, i\u015f\u00e7i s\u0131n\u0131f ayr\u0131m\u0131n\u0131 belirterek \u015f\u00fcpheye yer b\u0131rakmayacak \u015fekilde ikisinin benzerliklerini ortaya koydu. Modeli bir \u00f6\u011fretim teorisi olarak tasarlanmam\u0131\u015ft\u0131, daha ziyade kendi ifadeleriyle end\u00fcstriyel \u201c\u00f6\u011fretme s\u00fcrecinin nesnele\u015ftirilmesini\u201d tan\u0131mlayan \u00f6rg\u00fctsel bir kavram olarak tasarlanm\u0131\u015ft\u0131.<\/p>\r\n\r\n<\/div>\r\n

\"\"\r\nBunun sonucunda 1980'lerde \u201csanal\u201d ke\u015fif, NASA Ames ve ba\u015fka yerlerde rutin olarak sergilendi. 1990 y\u0131l\u0131nda \u00e7ekilen yukar\u0131daki resim, NASA'n\u0131n geli\u015ftirdi\u011fi Sanal Arabirim Ortam\u0131 \u0130\u015f \u0130stasyonunu kullanan bir operat\u00f6r\u00fc g\u00f6stermektedir. (NASA ve VPL Research, Inc.; NASA'n\u0131n izniyle).<\/p>\r\n\r\n

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Bununla birlikte, \u00f6\u011fretim biliminin durumu e\u011fitim teknolojide ilerleme kaydediyordu. 1980'ler, \u00f6rne\u011fin bili\u015fsel y\u00fck teorisi gibi kavramlar\u0131n geli\u015fmesiyle birlikte bili\u015fsel ekolden etkilenmesine de \u015fahit oldu. Her ne kadar bu teorinin \u00f6nc\u00fcllerine 1950'lerde rastlansa da 1980'lere gelinceye kadar John Sweller bahsi ge\u00e7en bili\u015fsel ilkeleri pratik e\u011fitim taktiklerine ba\u011flamam\u0131\u015ft\u0131. Sweller, \u00f6\u011frenime devam eden \u00f6\u011frenci \u00e7al\u0131\u015fmalar\u0131ndaki g\u00f6zlemlerine dayanarak, bili\u015fsel s\u00fcre\u00e7lerimizin do\u011fal darbo\u011fazlar\u0131n, \u00f6\u011frenmenin \u00f6n\u00fcnde engeller olu\u015fturdu\u011funu ve \u00f6\u011fretmenlerin \u00f6\u011frenmenin \u00f6n\u00fcnde engeller olu\u015fturan bu durumu dikkatli \u00f6\u011fretim tasar\u0131m\u0131yla azaltabileceklerini \u00f6ne s\u00fcrd\u00fc. Ba\u015fka bir deyi\u015fle, Sweller'in teorisi, belirli fakt\u00f6rlerin bili\u015fsel y\u00fck\u00fcm\u00fcz\u00fc art\u0131rabilece\u011fini ve bizi ilgili bilgileri \u00f6\u011frenmekten al\u0131koyabilece\u011fini varsayar; daha da \u00f6nemlisi, teorisi, e\u011fitsel teknolojisi tasar\u0131mc\u0131lar\u0131 i\u00e7in \u00e7\u0131kar\u0131mlar da dahil olmak \u00fczere, bu dikkat da\u011f\u0131t\u0131c\u0131 unsurlar\u0131 azaltmak i\u00e7in \u00f6\u011fretmenlere ve tasar\u0131mc\u0131lara eyleme ge\u00e7irilebilir \u00f6neriler sundu.<\/p>\r\n

Benjamin Bloom, bili\u015fsel bilimin e\u011fitim \u00fczerindeki etkilerini de ara\u015ft\u0131r\u0131yordu. \u201c\u0130ki Sigma Problemi\u201d \u00fczerine yapt\u0131\u011f\u0131 etkili ara\u015ft\u0131rmas\u0131, bir\u00e7ok \u00f6\u011frenme ara\u015ft\u0131rmac\u0131s\u0131n\u0131n dikkatini \u00e7ekti. Bloom, uzman \u00f6\u011frenme tekniklerini kullanarak bire-bir (insan) \u00f6zel ders alan \u00f6\u011frencilerin s\u0131n\u0131fta grup temelli e\u011fitim alanlardan daha iyi performans g\u00f6sterdi\u011fini buldu. Bu temel \u00e7al\u0131\u015fma, bilgisayar tabanl\u0131 uyarlanabilir \u00f6\u011frenmenin savunucular\u0131 i\u00e7in bir toplama noktas\u0131 haline geldi.<\/p>\r\n

Bloom'un klasik \u00e7al\u0131\u015fmas\u0131 ve \u015fimdiye kadarki bilgisayar tabanl\u0131 \u00f6\u011frenmenin \u00e7o\u011fu, bireysel \u00f6\u011fretimi vurgulasa da 1980'lerin ortalar\u0131nda bilim adamlar\u0131, \u00f6rne\u011fin Jean Piaget'in ve i\u015fbirlikli ve yap\u0131land\u0131rmac\u0131 \u00f6\u011fretimin savunucusu Lev Vigotsky'nin yap\u0131land\u0131rmac\u0131 e\u011fitim teorileri gibi i\u015fbirlikli teknikleri ke\u015ffetmeye ba\u015flad\u0131lar. En radikal yap\u0131land\u0131rmac\u0131 e\u011fitim teorileri, nesnel \u201cger\u00e7ekli\u011fin\u201d bilinmeyen oldu\u011fu iddias\u0131yla ba\u015flar ve bunun yerine, bireyler kendi zihinlerinde \u00f6znel, kavramsalla\u015ft\u0131r\u0131lm\u0131\u015f bir ger\u00e7eklik in\u015fa eder. Daha az radikal yap\u0131land\u0131rmac\u0131lar, nesnel fiziksel ve sosyal d\u00fcnyan\u0131n s\u0131n\u0131rlar\u0131n\u0131 zorlama e\u011filiminde olan aktif bilgi in\u015fas\u0131n\u0131 h\u00e2l\u00e2 vurgulamaktad\u0131r. E\u011fitim ortamlar\u0131 i\u00e7in bu, \u00f6\u011frencilerin bilgiyi pasif bir \u015fekilde yorumlamaktan ziyade aktif olarak \u00f6\u011frenme deneyimleri olu\u015fturarak \u00f6\u011fretim materyalleri ile etkile\u015fime girerek en iyi \u015fekilde \u00f6\u011frendikleri anlam\u0131na gelir. Yap\u0131land\u0131rmac\u0131l\u0131k, e\u011fitim teorisindeki bir de\u011fi\u015fikli\u011fi katalize ederek, onu e\u011fitmen ve i\u00e7erik merkezli g\u00f6r\u00fc\u015flerden uzakla\u015ft\u0131rarak, \u00f6\u011frenen merkezli bir bak\u0131\u015f a\u00e7\u0131s\u0131na do\u011fru ta\u015f\u0131d\u0131. Sosyal yap\u0131land\u0131rmac\u0131l\u0131k, bu \u00f6nceli\u011fi bir ad\u0131m \u00f6teye g\u00f6t\u00fcr\u00fcr; i\u015f birli\u011fini ve sosyal etkile\u015fimlerin, \u00f6\u011frenme ve gruplara g\u00f6re bilgi in\u015fas\u0131 \u00fczerindeki etkilerini peki\u015ftirerek ilerler.<\/p>\r\n

Sosyal yap\u0131land\u0131rmac\u0131 e\u011fitim teorileri, bilgisayar destekli i\u015fbirlikli \u00f6\u011frenmenin, etkile\u015fimli \u00f6\u011frenmeyi ve bilgisayar arac\u0131l\u0131 ileti\u015fimi desteklemek i\u00e7in tasarlanan yaz\u0131l\u0131m\u0131n geli\u015ftirilmesini te\u015fvik etti. \u0130\u015fletmeler ve \u00fcniversiteler, Xerox'un NoteCards ve Carnegie-Mellon \u00dcniversitesinden Andrew gibi ileti\u015fim ve e\u011fitim teknolojileri geli\u015ftirmeye ba\u015flad\u0131. Marlene Scardamalia ve Toronto \u00dcniversitesinden meslekta\u015flar\u0131 da bu alanda \u00f6nemli katk\u0131lar sundu. \u00d6rne\u011fin, \u00f6\u011frencilerin a\u011f bilgisayarlar\u0131 arac\u0131l\u0131\u011f\u0131yla fikirleri, resimleri ve notlar\u0131 payla\u015fmalar\u0131na yard\u0131mc\u0131 olarak i\u015f birli\u011fine dayal\u0131 anlam olu\u015fturmay\u0131 m\u00fcmk\u00fcn k\u0131lan bilgisayar destekli kas\u0131tl\u0131 \u00f6\u011frenme ortamlar\u0131n\u0131 denediler. Bu gibi projeler, e\u011fitim teknolojisinin daha geni\u015f bir alan\u0131n\u0131 etkileyerek sosyal \u00f6\u011frenmeye do\u011fru temel bir kaymay\u0131 te\u015fvik etti.<\/p>\r\n

Bu ilgi, a\u011f \u00fczerinden bilgisayar arac\u0131l\u0131 ileti\u015fim ile kolayla\u015ft\u0131r\u0131lan her yerde, \u00e7ok ki\u015fili bir \u201csanal s\u0131n\u0131f\u201d fikrinin geli\u015ftirilmesine yard\u0131mc\u0131 oldu. New Jersey Teknoloji Enstit\u00fcs\u00fcnden Starr Roxanne Hiltz \u015f\u00f6yle demi\u015fti: \u201cBirdenbire akl\u0131ma geldi. \u201cBir \u00f6\u011fretme ve \u00f6\u011frenme ortam\u0131n\u0131n tu\u011fla ve tahtalardan in\u015fa edilmesi gerekli de\u011fildi. Pekala yaz\u0131l\u0131m ile de in\u015fa edilebilir. Sanal olabilirdi! Bir\u00e7ok \u00f6\u011fretmen ve \u00f6\u011frencin mikro bilgisayarlar\u0131n\u0131n oldu\u011fu bir d\u00f6nemde art\u0131k s\u0131n\u0131fa gitmelerine de gerek yoktu.. s\u0131n\u0131f telefon hatlar\u0131 ve bilgisayarlar\u0131 \u00fczerinden onlara gelebilirdi\u201d.<\/p>\r\n

1980'lerde ortaya \u00e7\u0131kan dijital i\u015f birlikleri, sonraki y\u0131llarda i\u00e7erik a\u00e7\u0131s\u0131ndan zengin ortamlara yol a\u00e7t\u0131. Hiltz vd. sanal s\u0131n\u0131flar geli\u015ftirirken di\u011ferleri t\u00fcm d\u00fcnyalar\u0131<\/em> in\u015fa etti. Sanal d\u00fcnyalar veya \"avatar olarak temsil edilen, a\u011fa ba\u011fl\u0131 bilgisayarlar taraf\u0131ndan kolayla\u015ft\u0131r\u0131lan senkronize, kal\u0131c\u0131 a\u011f (lar)\" ve sentetik ortamlar veya ger\u00e7ek\u00e7i sim\u00fclasyon ortamlar\u0131, benzer \u015fekilde bu \u00e7a\u011fda ortaya \u00e7\u0131kt\u0131. Buna bir \u00f6rnek, Michael Naimark\u2019\u0131n \u201cvekil seyahat\u201d kavram\u0131, bir LaserDisc ile gezilebilen ger\u00e7ek ortamlar\u0131n sanal yeniden yarat\u0131m\u0131d\u0131r. Ba\u015fka bir \u00f6rnek, stereoskopik ba\u015fa tak\u0131lan ekranlar ve bir fiber optik veri eldiveni kullanan NASA Ames Laboratuvar\u0131n\u0131n sanal ger\u00e7eklik sistemidir. Son olarak, Lucasfilm Games taraf\u0131ndan Quantum Computer Services, Inc. ile birlikte geli\u015ftirilen Habitat<\/em>, genellikle b\u00fcy\u00fck \u00f6l\u00e7ekli, \u00e7ok oyunculu, ticari bir sanal d\u00fcnya geli\u015ftirmeye \u00e7al\u0131\u015fan ilk giri\u015fimlerden biri olarak kabul ediliyor. Bu t\u00fcr sistemler, meyvelere ula\u015fmak i\u00e7in birka\u00e7 on y\u0131l ara gerektirir ancak bu \u00f6nc\u00fcllerin katk\u0131lar\u0131 anla\u015f\u0131lmaz.<\/p>\r\n

E\u011fitim toplulu\u011fu sanal d\u00fcnyalar ve i\u015fbirlik\u00e7i sanal s\u0131n\u0131flar geli\u015ftirirken, e\u011fitim end\u00fcstrisi benzer \u015fekilde \u00e7ok ki\u015fili e\u011fitim sim\u00fclasyonlar\u0131 i\u00e7in toplu \u00f6\u011frenme yeteneklerini ara\u015ft\u0131rd\u0131. NASA ve ABD ordusu gibi kurulu\u015flar taraf\u0131ndan te\u015fvik edilen, bilgisayar destekli \u00f6\u011freticiler, 1940'larda ortaya \u00e7\u0131kt\u0131. Ba\u015flang\u0131\u00e7ta, bu \u00f6\u011fretici benzetimler, \u00e7ok pahal\u0131, g\u00fcvensiz veya zahmetli olan canl\u0131 e\u011fitimin ikamesi olarak kullan\u0131lm\u0131\u015ft\u0131r. Bununla birlikte, 1970'ler boyunca, e\u011fitim toplulu\u011fu, benzersiz bir \u00f6\u011fretim arac\u0131 ve ekip tabanl\u0131 uygulama i\u00e7in potansiyel bir platform olarak g\u00f6rerek, sadece de\u011fi\u015ftirmenin \u00f6tesinde \u00f6\u011fretim sim\u00fclasyonuna de\u011fer vermeye ba\u015flad\u0131. K\u0131smen kolektif ve iyile\u015ftirilmi\u015f e\u011fitim talebinden cesaret alan ara\u015ft\u0131rmac\u0131lar, kolektif, da\u011f\u0131t\u0131k sim\u00fclasyon tabanl\u0131 e\u011fitim teknolojisi geli\u015ftirmeye ba\u015flad\u0131. 1987'de kurulan Geli\u015fmi\u015f Savunma Ara\u015ft\u0131rma Projeleri Kurulu\u015fu (GSAPK) Sim\u00fclasyon A\u011f\u0131 (SIMNET) dikkate de\u011fer bir \u00f6rnek te\u015fkil ediyor. Bununla birlikte, da\u011f\u0131t\u0131k sim\u00fclasyon, 1990'l\u0131 y\u0131llara ve k\u00fcresel internetin y\u00fckseli\u015fine kadar ger\u00e7ekten uygulanabilir bir \u00f6\u011frenme y\u00f6ntemi haline gelmeyecekti.<\/p>\r\n\r\n

1990'lar<\/h3>\r\n

Bilgisayar tabanl\u0131 \u00f6\u011frenme, ki\u015fisel bilgisayarlar\u0131n artan yayg\u0131nl\u0131\u011f\u0131, \u00e7oklu ortam yeteneklerindeki geli\u015fmeler ve bilgisayar a\u011f\u0131ndaki geli\u015fmelerle ba\u011flant\u0131l\u0131 olarak 1990'lar boyunca geni\u015flemeye devam etti. 1990'lara derin bir \u015fekilde damgas\u0131n\u0131 vuran en \u00f6nemli olay d\u00fcnya \u00e7ap\u0131nda a\u011flar\u0131n (www, 1989'da icat edilmi\u015fti) b\u00fcy\u00fcmesi ve bununla birlikte a\u011fa ba\u011fl\u0131 ileti\u015fimlere geni\u015f eri\u015fimdir.<\/p>\r\n

\u0130lk kullan\u0131lmaya haz\u0131r web tabanl\u0131 dersler 1990'lar\u0131n ortas\u0131nda ortaya \u00e7\u0131kt\u0131 ve on y\u0131l\u0131n sonunda, ABD merkezli t\u00fcm \u00fcniversitelerin yakla\u015f\u0131k %60'\u0131 web tabanl\u0131 derslere sahipti. Bu s\u0131rada, e-\u00f6\u011frenme end\u00fcstrisi de geli\u015fti. 90'lar boyunca, tedarik\u00e7iler \u00f6\u011fretmenlerin ve kurumlar\u0131n e-\u00f6\u011frenme kaynaklar\u0131n\u0131 y\u00f6netmelerine yard\u0131mc\u0131 olacak ara\u00e7lar geli\u015ftirdi. \u0130lgili yaz\u0131l\u0131m, kurs y\u00f6netimi sistemleri, sanal \u00f6\u011frenme ortamlar\u0131, \u00f6\u011frenme platformlar\u0131 ve y\u00f6netilen \u00f6\u011frenme ortamlar\u0131n\u0131n yan\u0131 s\u0131ra, g\u00fcn\u00fcm\u00fczde pop\u00fcler olan \u00f6\u011frenme y\u00f6netim sistemleri ve \u00f6\u011frenme i\u00e7erik y\u00f6netim sistemleri dahil olmak \u00fczere \u00e7e\u015fitli ba\u015fl\u0131klar alt\u0131nda yay\u0131nland\u0131.<\/p>\r\n

Geleneksel e-\u00f6\u011frenmeye ek olarak, baz\u0131 ara\u015ft\u0131rmac\u0131lar uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam\u0131 te\u015fvik etmeye ba\u015flad\u0131. T\u00fcm izleyicilere ayn\u0131 metni, ba\u011flant\u0131lar\u0131 ve \u00e7oklu ortam\u0131 sa\u011flayan tipik web sitelerinin aksine, uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam sistemleri her ziyaret\u00e7inin kullan\u0131c\u0131 modellerini olu\u015fturur ve ard\u0131ndan sunulan bilgi ve ba\u011flant\u0131lar\u0131 uyarlar. Peter Brusilovsky ve meslekta\u015flar\u0131 web ileti\u015fimi ve zeki \u00f6\u011fretici kavramlar\u0131n\u0131 b\u00fct\u00fcnle\u015ftiren uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam sistemleri geli\u015ftirdi ve test etti.<\/p>\r\n

Uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam\u0131n yan\u0131 s\u0131ra, 'ikinci nesil' olarak da isimlendirilen uyarlanabilir \u00f6\u011freticiler (zeki \u00f6\u011fretici sistemler olarak da isimlendirilir) olgunla\u015ft\u0131. Dikkate de\u011fer bir \u00f6rnek olarak da Ken Koedinger vd. taraf\u0131ndan geli\u015ftirilen bili\u015fsel \u00f6\u011freticiler verilebilir, Amerika Birle\u015fik Devletleri'ndeki binlerce okulda ortaokul \u00f6\u011frencilerini matematik konusunda e\u011fittiler ve titiz de\u011ferlendirmeler yaparak etkileyici \u00f6\u011frenme kazan\u0131mlar\u0131 elde ettiler. Kulik ve Fletcher, konuyla ilgili meta-analizlerinde, 90'l\u0131 y\u0131llardaki zeki \u00f6\u011freticilerin neredeyse bir standart sapman\u0131n bir'e yak\u0131n etki boyutlar\u0131na sahip oldu\u011funu buldular, bu birinci ku\u015fak bilgisayar destekli \u00f6\u011fretim \u00f6\u011freticilerinden ilk neslinden neredeyse iki kat daha fazla kazan\u0131m elde ettiklerini ifade eder Bu zeki \u00f6\u011freticilerin sa\u011flad\u0131\u011f\u0131 \u00f6\u011frenme kazan\u0131mlar\u0131, yakla\u015f\u0131k olarak insan \u00f6\u011freticilere e\u015fde\u011ferdir.<\/p>\r\n

Duyu\u015fsal bilgi i\u015flem, bu on y\u0131l\u0131n ortas\u0131nda, \u00f6zellikle Rosalind Picard taraf\u0131ndan bilgisayar biliminin bir dal\u0131 olarak ortaya kondu. Bu ara\u015ft\u0131rmac\u0131lar, YZ'de duygular\u0131n nas\u0131l sim\u00fcle edileceklerini incelediler ve makinelerin insanlardaki duygular\u0131 alg\u0131lamas\u0131 i\u00e7in y\u00f6ntemler geli\u015ftirdiler. Her iki hedef de e\u011fitim i\u00e7in uygun olacakt\u0131r. \u0130lki, \u00f6\u011fretim teknolojilerinde; \u00f6\u011fretici i\u015flevi g\u00f6ren ya da akran i\u015flevi g\u00f6ren animasyon karakterleri veya pedagojik arac\u0131lar hakk\u0131nda yap\u0131lan \u00f6nceki ara\u015ft\u0131rmalar bilgi kayna\u011f\u0131 oldu. \u0130kincisi, s\u0131k\u0131nt\u0131 veya hayal k\u0131r\u0131kl\u0131\u011f\u0131 sergileyen \u00f6\u011frencilere cevap vermek gibi ki\u015fiselle\u015ftirilmi\u015f \u00f6\u011frenme sistemlerinin uyarlanabilir tepkilerini bildirmeye yard\u0131mc\u0131 olacakt\u0131r. Daha sonra, bu disiplin 21. Y\u00fczy\u0131lda olgunla\u015fmas\u0131yla Rafael Calvo ve Sidney D\u2019Mello gibi ara\u015ft\u0131rmac\u0131lar g\u00f6z izleme, y\u00fcz ve jest tan\u0131ma, fare hareketleri ve duru\u015f alg\u0131lay\u0131c\u0131lar\u0131 gibi ara\u00e7lar\u0131 kullanarak bu durumlar\u0131 daha g\u00fcvenilir ve mahremiyet ihlaline sebep olmayacak bir \u015fekilde alg\u0131laman\u0131n yollar\u0131n\u0131 geli\u015ftirecekti.<\/p>\r\n

\"\"\r\n\u0130lk sarmayac\u0131 art\u0131r\u0131lm\u0131\u015f ger\u00e7eklik sistemi olarak kabul edilen Virtual Fixtures, ABD Hava Kuvvetleri Ara\u015ft\u0131rma Laboratuvar\u0131nda Louis Rosenberg taraf\u0131ndan in\u015fa edilmi\u015ftir. Yukar\u0131daki resimde, 1992'de sistemi kullanan Rosenberg; Foto\u011fraf AR Trends'in izniyle.<\/p>\r\n

T\u00fcm bu do\u011fu\u015f s\u00fcrecindeki teknoloji, kan\u0131ta dayal\u0131 yeni \u00f6\u011frenme ilkelerine ihtiya\u00e7 duyuldu\u011fu gittik\u00e7e daha belirgin hale geliyordu. Di\u011fer bir geli\u015fme Richard Mayer ve \u00e7oklu ortam \u00f6\u011frenme teorisinden geldi. Mayer, Sweller'in bili\u015fsel y\u00fck teorisinin yan\u0131 s\u0131ra di\u011fer bili\u015fsel ilkeleri temel alarak , \u00f6\u011frenenlerin \u00e7oklu ortam \u00f6\u011fretimi ile etkile\u015fime girdi\u011finde zihinsel s\u00fcre\u00e7lerini dikkatlice tan\u0131mlad\u0131 ve daha sonra en iyi hale getirmek i\u00e7in rehberlik etti. \u00d6rne\u011fin: Yaln\u0131zca kelimelerden ziyade s\u00f6zc\u00fcklerde ve resimlerde bir a\u00e7\u0131klama yapmak ve kar\u015f\u0131l\u0131k gelen kelimeleri ve resimleri ayr\u0131 ayr\u0131 de\u011fil, biti\u015fik olarak sunmak gibi. Mayer'\u0131n \u00e7al\u0131\u015fmalar\u0131n\u0131n alanda \u00f6nemli etkileri oldu; bili\u015fsel bilimi e\u011fitimciler i\u00e7in daha eri\u015filebilir hale getirdi ve \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131na uygulayabilecekleri a\u00e7\u0131k tavsiyelerde bulundu.<\/p>\r\n

Bilgisayar arac\u0131l\u0131\u011f\u0131nda ileti\u015fimle ilgili \u00f6\u011fretim teorileri de ilgi toplad\u0131. Bu kavramlar 1980'lerde ortaya \u00e7\u0131kmas\u0131na ra\u011fmen, bu son on y\u0131ll\u0131k s\u00fcre\u00e7te, web tabanl\u0131 ileti\u015fime haz\u0131r eri\u015fimiyle serpilip geli\u015ftiler. Bu alanda \u00fcretken bir bilim insan\u0131 olan Randy Garrison'\u0131n, zaman\u0131nda yazd\u0131\u011f\u0131 gibi \u201c\u2026bir \u00f6\u011frenen toplulu\u011fu ba\u011flam\u0131nda s\u0131k s\u0131k iki y\u00f6nl\u00fc ileti\u015fim yoluyla e\u011fitim i\u015fleminin kontrol\u00fcn\u00fc ki\u015fiselle\u015ftirme ve payla\u015fma yetene\u011fi ile nitelenen bir sanayi sonras\u0131 uzaktan e\u011fitim \u00e7a\u011f\u0131na giriyoruz\u201d. \u00d6nceki on y\u0131l\u0131n, da\u011f\u0131t\u0131k \u00f6\u011frenme ara\u00e7lar\u0131n\u0131n end\u00fcstriyel de\u011ferini vurgulama e\u011filiminde oldu\u011fu yerlerde, 1990'larda, Garrison gibi teorisyenler, uzaktan \u00f6\u011fretim ve \u00f6\u011frenmenin kolayla\u015ft\u0131r\u0131lmas\u0131na daha fazla vurgu yapmaya ba\u015flad\u0131lar. Uzaktan e\u011fitimin end\u00fcstriyel modelini ilk \u00f6neren Otto Peters bile 1990'larda buun \"end\u00fcstri sonras\u0131\" olarak adland\u0131r\u0131labilecek \"yeni bir \u00e7a\u011f\u0131n ilk i\u015faretleri\" olup olmad\u0131\u011f\u0131n\u0131 sordu.<\/p>\r\n

\u00d6\u011fretim teorisyenleri d\u00fcnya \u00e7ap\u0131nda webin sundu\u011fu pedagojik f\u0131rsatlar\u0131 alk\u0131\u015flarken, baz\u0131 \u00fcniversitelerin daha da g\u00f6rkemli tasar\u0131mlar\u0131 vard\u0131. John Daniel, Mega \u00dcniversiteler ve Bilgi Medyas\u0131<\/em> adl\u0131 kitab\u0131nda orta \u00f6\u011fretim sonras\u0131 e\u011fitimde geni\u015f \u00f6l\u00e7ekli, a\u00e7\u0131k ve uzaktan \u00f6\u011frenmenin d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc g\u00fcc\u00fcn\u00fc inceledi ve maliyetleri d\u00fc\u015f\u00fcrme, esneklik yaratma ve y\u00fcksek \u00f6\u011fretime daha fazla eri\u015fim sa\u011flama (\u00f6zellikle de ayr\u0131cal\u0131ks\u0131z alanlarda) vaadinin alt\u0131n\u0131 \u00e7izdi. Daniel, British Open University gibi mega \u00fcniversitelerin sundu\u011fu \u00e7\u00f6z\u00fcmleri \u00f6zellikle inceledi. Tan\u0131m olarak, bu kurumlar\u0131n kay\u0131t i\u00e7in engelleri kald\u0131r\u0131yor ve en az 100.000 \u00f6\u011frenciye hizmet veriyor. Daniel yaz\u0131s\u0131nda, \"Geli\u015fmekte olan d\u00fcnyan\u0131n geli\u015fen n\u00fcfusuna e\u011fitim ve \u00f6\u011fretim sa\u011flamak sadece ilgili \u00fclkelerin sorunu de\u011fildir.\" diyor. \"\u0130nsano\u011flunun g\u00fcvenli\u011fi buna ba\u011fl\u0131 olabilir\".<\/p>\r\n

Webin e\u011fitim yoluyla toplumu de\u011fi\u015ftirme g\u00fcc\u00fc g\u00f6z ard\u0131 edilemezdi. \u00d6nemine binaen, ABD Kongresi, Y\u00fcksek \u00d6\u011fretim Yasa's\u0131n\u0131n yeniden oylanmas\u0131n\u0131n bir par\u00e7as\u0131 olarak 1998'de \u0130ki Tarafl\u0131 (partili) Web Tabanl\u0131 E\u011fitim Komisyonunu kurdu. Komisyonun sonraki ve kan\u0131t a\u00e7\u0131s\u0131ndan zengin, \u00d6\u011frenme i\u00e7in \u0130nternetin G\u00fcc\u00fc ba\u015fl\u0131kl\u0131 raporunda, Kongreyi e-\u00f6\u011frenmeyi \u00fclke e\u011fitiminin merkezi bir par\u00e7as\u0131 haline getirmeye \u00e7a\u011f\u0131rd\u0131. \u201c\u0130nternet, belki de i\u015f, medya, e\u011flence ve toplumu \u015fa\u015f\u0131rt\u0131c\u0131 \u015fekillerde yeniden \u015fekillendiren tarihteki en d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc teknolojidir. Sahip oldu\u011fu t\u00fcm g\u00fcce ra\u011fmen, e\u011fitimi d\u00f6n\u00fc\u015ft\u00fcrmek i\u00e7in ancak \u015fu anda aday g\u00f6sterildi. \u2026 art\u0131k konu\u015fmadan uygulamaya ge\u00e7menin zaman\u0131\u201d.<\/p>\r\n

Komisyon raporunda belirtilen alt\u0131 gelecek vaat eden e\u011filim \u015funlar\u0131 i\u00e7eriyordu: daha geni\u015f bant eri\u015fimini; 'bilgisayar, ba\u011flant\u0131 ve ileti\u015fim teknolojilerinin k\u00fc\u00e7\u00fck, \u00e7ok ama\u00e7l\u0131 cihazlar\u0131 birbirine ba\u011flayarak kablosuz teknolojilerle birbirine ba\u011flad\u0131\u011f\u0131' yayg\u0131n bilgi i\u015flem; dijital yak\u0131nsama veya telekom\u00fcnikasyon, radyo, televizyon ve di\u011fer etkile\u015fimli cihazlar\u0131n her yerde bulunan bir altyap\u0131ya birle\u015ftirilmesi; e\u011fitim teknolojisi standartlar\u0131; konu\u015fma ve el ve y\u00fcz hareketlerini tan\u0131may\u0131, metinden konu\u015fmaya, dil \u00e7evirisini ve duyusal sarmalamay\u0131 birle\u015ftiren yeni uyarlanabilir teknolojiler ve son olarak, \u00f6nemli \u00f6l\u00e7\u00fcde maliyeti azalan geni\u015f bant \u0130nternet.<\/p>\r\n

Ge\u00e7mi\u015fe bug\u00fcn\u00fcn penceresinden bakman\u0131n avantaj\u0131yla, bu listedeki e\u011filimlere birka\u00e7 ekleme yapabiliriz. Bir \u00f6rnek, sanal ger\u00e7eklik (SG) ve art\u0131r\u0131lm\u0131\u015f ger\u00e7eklik (AG) i\u00e7eren bir s\u00fcrem olan karma ger\u00e7ekliktir. Her ne kadar 1950'lerden 1980'lere kadar \u00f6nc\u00fcl\u00fck etmi\u015f olsa da ilk faydal\u0131 e\u011fitim ve \u00f6\u011fretim uygulamalar\u0131 1990'lar\u0131n ortalar\u0131nda ger\u00e7ekle\u015fmeye ba\u015flad\u0131. O zamanki sanal ger\u00e7eklik teklifleri, s\u00fcr\u00fckleyici deneyimler yaratmak i\u00e7in genellikle kafaya monte edilen ekranlar veya ma\u011fara benzeri projeksiyon odalar\u0131 olarak kullan\u0131l\u0131yordu. Ger\u00e7ekli\u011fi tamamen sanal manzaralar ve seslerle de\u011fi\u015ftirmeye \u00e7al\u0131\u015fan SG'nin aksine, AG sistemleri, ger\u00e7ek zamanl\u0131, ger\u00e7ek d\u00fcnyada olan video \u00fczerine grafikler bindirmek gibi ger\u00e7ek durumlara, sanal uyar\u0131lar\u0131 zerk eder. Bununla birlikte, her iki durumda da teknolojinin h\u00e2len pahal\u0131 ve ve hantal olmas\u0131na kar\u015f\u0131n h\u0131zl\u0131 bir \u015fekilde de ilerlemesini s\u00fcrd\u00fcr\u00fcyordu. Yine de \u00f6\u011frenmeyi veya g\u00fcd\u00fclemeyi iyile\u015ftirmek i\u00e7in bu teknolojilerin etkisinin g\u00f6rg\u00fcl de\u011ferlendirmesi, bug\u00fcn bile \u015fa\u015f\u0131rt\u0131c\u0131 bir \u015fekilde en d\u00fc\u015f\u00fck d\u00fczeyde kalmaktad\u0131r.<\/p>\r\n

Da\u011f\u0131t\u0131lm\u0131\u015f sim\u00fclasyon da bu on y\u0131l boyunca belirgin bir ilerleme kaydetti. On y\u0131l \u00f6nceki SIMNET'in geli\u015fmeleri, a\u011f ba\u011flant\u0131l\u0131 ger\u00e7ek zamanl\u0131 sim\u00fclasyonlar \u00e7a\u011f\u0131n\u0131 do\u011furmu\u015ftu. \u015eimdi, SIMNET'in olu\u015fturulmas\u0131na \u00f6nc\u00fcl\u00fck eden ayn\u0131 savunucular, canl\u0131, sanal ve yap\u0131c\u0131 sim\u00fclasyonlar\u0131 ortak bir ortamda sorunsuz bir \u015fekilde entegre edebilen sentetik ortamlar geli\u015ftirmeye \u00e7al\u0131\u015ft\u0131lar. Sonlara do\u011fru m\u00fchendisler, Da\u011f\u0131t\u0131lm\u0131\u015f Etkile\u015fimli Sim\u00fclasyon (DES) ve \u00dcst D\u00fczey Mimari (\u00dcDM) protokolleri de dahil olmak \u00fczere, e\u015f zamanl\u0131 \u00f6\u011fretim senaryolar\u0131n\u0131 desteklemek i\u00e7in yeni birlikte \u00e7al\u0131\u015fabilirlik standartlar\u0131 geli\u015ftiriyorlard\u0131, ara\u015ft\u0131rmac\u0131lar ise d\u00fcnya \u00e7ap\u0131nda a\u011f\u0131n da\u011f\u0131t\u0131k sim\u00fclasyon i\u00e7in kullan\u0131lmas\u0131n\u0131n uygunlu\u011funu inceliyorlard\u0131.<\/p>\r\n

ABD H\u00fck\u00fbmeti, \u00f6zellikle asker\u00ee ve i\u015f g\u00fcc\u00fc geli\u015fimi i\u00e7in web tabanl\u0131 \u00f6\u011frenmeden yararlanmak i\u00e7in daha iyi yollar ar\u0131yordu. Bu gereklilikler Geli\u015fmi\u015f Da\u011f\u0131t\u0131k \u00d6\u011frenme (\u0130D\u00d6) Giri\u015fiminin olu\u015fturulmas\u0131na yol a\u00e7t\u0131. \u0130DO Giri\u015fimi, \u00f6nc\u00fcllerini, Kongrenin, Ulusal Muhaf\u0131zlar'a personeli i\u00e7in prototip elektronik s\u0131n\u0131flar ve \u00f6\u011frenme a\u011flar\u0131 in\u015fa etme yetkisi verdi\u011fi 1990'lar\u0131n ba\u015flar\u0131na kadar takip etti. 1990'lar\u0131n ortalar\u0131na gelindi\u011finde, Savunma Bakanl\u0131\u011f\u0131 daha koordineli bir yakla\u015f\u0131ma duyulan ihtiyac\u0131 fark etti ve 1996 D\u00f6rt Y\u0131ll\u0131k Savunma \u0130ncelemesi<\/em> bunu, teknoloji tabanl\u0131 e\u011fitim ve \u00f6\u011fretimi modernle\u015ftirmek etmek i\u00e7in bakanl\u0131k \u00e7ap\u0131nda bir stratejinin geli\u015ftirilmesini y\u00f6nlendirerek resm\u00eele\u015ftirdi. Bu strateji, orijinal \u0130D\u00d6 Giri\u015fimi oldu. 1998 y\u0131l\u0131nda Savunma Bakan\u0131 Yard\u0131mc\u0131s\u0131, Savunma Personel ve Haz\u0131rl\u0131k M\u00fcste\u015farl\u0131\u011f\u0131n\u0131 Sat\u0131n Alma ve Teknoloji ve Denetim, M\u00fc\u015fterek Kurmay Ba\u015fkanl\u0131\u011f\u0131 ile i\u015f birli\u011fi i\u00e7erisinde geli\u015fen programa \u00f6nc\u00fcl\u00fck etmesi i\u00e7in y\u00f6nlendirdi. Ayr\u0131ca, da\u011f\u0131t\u0131k \u00f6\u011frenme i\u00e7in departman \u00e7ap\u0131nda bir politikan\u0131n olu\u015fturulmas\u0131n\u0131, politikay\u0131 y\u00fcr\u00fctmek i\u00e7in kar\u015f\u0131l\u0131k gelen bir \"ana plan\u0131n\" geli\u015ftirilmesini ve ilgili uygulama i\u00e7in kaynaklar\u0131 y\u00f6netti. Bundan k\u0131sa bir s\u00fcre sonra \u0130D\u00d6 Giri\u015fimi, e-\u00f6\u011frenme sistemlerinin koordinasyon, payla\u015f\u0131lan teknoloji standartlar\u0131 ve modern \u00f6\u011frenme teorisinin uygulanmas\u0131 yoluyla birle\u015ftirilmesine yard\u0131mc\u0131 olma g\u00f6reviyle federal \u00e7apta bir program haline geldi.<\/p>\r\n\r\n

\r\n\r\nGeli\u015fmi\u015f da\u011f\u0131t\u0131k \u00f6\u011frenme stratejisi, \u00f6\u011frenme paradigmas\u0131n\u0131 \u201cs\u0131n\u0131f merkezli\u201d bir modelden giderek artan \u201c\u00f6\u011frenen merkezli\u201d bir modele yeniden yap\u0131land\u0131rmay\u0131 ve \u00f6\u011frenme i\u015f s\u00fcrecini \u201cfabrika modelinden\u201d (\u00e7o\u011funlukla b\u00fcy\u00fck e\u011fitim ve e\u011fitim kurumlar\u0131) her zaman her yerde \u00f6\u011frenmeyi<\/span> i\u00e7eren daha a\u011f merkezli bir \u201cbilgi \u00e7a\u011f\u0131 modeli\u201d ne do\u011fru yeniden yap\u0131land\u0131rmay\u0131 gerektiriyor.\r\n\r\n<\/div>\r\n

\u0130D\u00d6 Giri\u015fimin misyonunun bir par\u00e7as\u0131 da\u011f\u0131t\u0131k \u00f6\u011frenme i\u00e7in teknoloji standartlar\u0131n\u0131 i\u00e7erir. 1990'larda, K\u00f6pr\u00fc Metni Aktar\u0131m Protokol\u00fc (HTTP) ve K\u00f6pr\u00fc Metni Bi\u00e7imlendirme Dili (HTML) gibi standartlar yeni ortaya \u00e7\u0131k\u0131yordu. Benzer \u015fekilde, Geni\u015fletilebilir \u0130\u015faretleme Dili (XML) 1990'lar\u0131n ortalar\u0131nda kullan\u0131ma sunuldu ve webin yay\u0131mlanan sunum ortam\u0131ndan, veri a\u00e7\u0131s\u0131ndan zengin bir platforma d\u00f6n\u00fc\u015fmesine yard\u0131mc\u0131 oldu, bu geli\u015fmeyle birlikte semantik webin de kap\u0131s\u0131 aralanm\u0131\u015f oldu.<\/p>\r\n

20. y\u00fczy\u0131l\u0131n son on y\u0131l\u0131nda g\u00f6r\u00fclen teknolojik geli\u015fmeler hakk\u0131nda epeyce kitap yaz\u0131labilir (ve kesinlikle de yaz\u0131lm\u0131\u015ft\u0131r). Bizim amac\u0131m\u0131z do\u011frultusunda, di\u011fer dikkat \u00e7ekici birka\u00e7 nokta aras\u0131nda yapay zek\u00e2 ve veri madencili\u011finin giderek artan dikkat \u00e7ekicili\u011fi, do\u011fal dil aray\u00fczlerinin kullan\u0131labilirli\u011fi, ki\u015fisel dijital asistanlar\u0131n ticarile\u015ftirilmesi ve ilgili h\u00fccresel ileti\u015fimler ile DVD'lerin olu\u015fturulmas\u0131 yer almaktad\u0131r. Ayr\u0131ca, ara\u015ft\u0131rmac\u0131lar\u0131 hava liman\u0131 tesisleri, \u00e7a\u011fr\u0131 merkezleri, i\u015fletmeler, sa\u011fl\u0131k merkezleri ve hatta fast-food restoranlar\u0131 da dahil olmak \u00fczere t\u00fcm sekt\u00f6rler i\u00e7in kapsaml\u0131 model setleri olu\u015fturmaya te\u015fvik eden bilgi i\u015flemsel modeller i\u00e7in benzeri g\u00f6r\u00fclmemi\u015f bir talep geli\u015fti. \u0130lk olarak daha \u00f6nceki y\u0131llarda ke\u015ffedilen bili\u015fsel modelleme yakla\u015f\u0131mlar\u0131, uygulamal\u0131 sistemlerde ger\u00e7ekle\u015ftirilmeye ba\u015fland\u0131. Mesela DARPA'n\u0131n Pilot Orta\u011f\u0131, bir u\u00e7ak pilotunun kullan\u0131m plan\u0131n\u0131 anlamak ve karar vermesini desteklemek i\u00e7in yapay zek\u00e2 ve bili\u015fsel modellemeyi bir araya getirdi. Bu t\u00fcr bili\u015fsel ve n\u00f6robilim geli\u015fmeleri de bu d\u00f6neme damgas\u0131n\u0131 vurdu ve daha sonra ba\u015fkan George H.W. Bush bu d\u00f6neme \u201cBeynin On Y\u0131l\u0131\u201d ad\u0131n\u0131 verdi.<\/p>\r\n\r\n

2000'ler<\/h3>\r\n

2000'ler, geni\u015f bant eri\u015fimini, t\u00fcketici ak\u0131ll\u0131 telefonlar\u0131n\u0131, video servislerini yay\u0131nlamay\u0131, e-kitap okuyucular\u0131n\u0131 ve sosyal medyan\u0131n y\u00fckseli\u015fini destekleyerek \u00f6\u011frenme teknolojilerindeki ivmeyi g\u00f6rmeye devam etti. Cep telefonlar\u0131 d\u00fcnyaya yay\u0131l\u0131rken, uygulay\u0131c\u0131lar mobil \u00f6\u011frenmeyi (veya m-\u00f6\u011frenmeyi) benimsediler. Geli\u015fmekte olan \u00fclkelerde, m-\u00f6\u011frenme, milyonlarca ba\u015fka ba\u011flant\u0131s\u0131 kesilmi\u015f ya da yetersiz insanlara e\u011fitim veren bir ya\u015fam \u00e7izgisi haline geldi. Sanayile\u015fmi\u015f \u00fclkelerde bile, m-\u00f6\u011frenme yeni kap\u0131lar a\u00e7t\u0131 ve ba\u011flama duyarl\u0131, yayg\u0131n \u00f6\u011frenme i\u00e7in yenilik\u00e7i bir platform sundu.<\/p>\r\n

M-\u00f6\u011frenme i\u00e7in tasarlanan i\u00e7erik genellikle bal\u0131k yemi b\u00fcy\u00fckl\u00fc\u011f\u00fcnde, mikro \u00f6\u011frenme topaklar\u0131 \u015feklini ald\u0131. Her ne kadar mikro \u00f6\u011frenme ve mobil \u00f6\u011frenme farkl\u0131 kavramlar olsa da ikisi de hem esnek ve kendi h\u0131z\u0131nda ilerleyebilece\u011fi i\u00e7eri\u011fi hem de \u00f6\u011frenmenin kavramsalla\u015ft\u0131r\u0131lmas\u0131n\u0131 vurgulamalar\u0131 nedeniyle birbirleriyle \u00f6rt\u00fc\u015f\u00fcr ve kesi\u015fir. Ak\u0131ll\u0131 telefon tabanl\u0131 mikro \u00f6\u011frenme, vaat edilen, her zaman her yerde \u00f6\u011frenmeyi (ger\u00e7ekten her yerde haz\u0131r bulunan, ihtiya\u00e7 an\u0131nda sunulan) ger\u00e7ekle\u015ftirdi.<\/p>\r\n

M-\u00f6\u011frenme geli\u015firken, geleneksel \u00e7evrim i\u00e7i \u00f6\u011frenme de b\u00fcy\u00fcmeye devam etti. On y\u0131l\u0131n sonunda, ABD'deki okul b\u00f6lgelerinin %80'i \u00e7evrim i\u00e7i kurslar verdi. Neredeyse t\u00fcm \u00fcniversiteler bir t\u00fcr e-\u00f6\u011frenme i\u00e7eriyordu ve Cisco ve AT&T gibi bir\u00e7ok \u015firket, kurumsal e\u011fitimlerinin \u00f6nemli bir b\u00f6l\u00fcm\u00fcn\u00fc \u00e7evrim i\u00e7ine ta\u015f\u0131d\u0131. Blackboard ve WebCT gibi ticari \u00f6\u011frenme y\u00f6netimi sistemleri yayg\u0131n pazar pay\u0131na sahipti ve Moodle ve Sakai gibi a\u00e7\u0131k kaynakl\u0131 rakipleri de pop\u00fclerlik kazanmaya ba\u015flad\u0131.<\/p>\r\n

E-\u00f6\u011frenme yaz\u0131l\u0131mlar\u0131na y\u00f6nelik artan talep, i\u00e7erik meta verilerinin tan\u0131mlanmas\u0131 i\u00e7in \u00d6\u011frenme Nesnesi Meta Verileri (\u00d6NMV) ve Dublin \u00c7ekirde\u011fi gibi ili\u015fkili teknoloji standartlar\u0131na ve e-\u00f6\u011frenme i\u00e7eri\u011finin sistemler aras\u0131nda birlikte \u00e7al\u0131\u015fabilmesi i\u00e7in payla\u015f\u0131labilir \u0130\u00e7erik Nesnesi Referans Modeli (daha yayg\u0131n olarak SCORM olarak bilinir) \u00f6zelliklerine olan ihtiyac\u0131 art\u0131rd\u0131 . Bu belirimlere dayanarak, ara\u015ft\u0131rmac\u0131lar \u201c\u00f6\u011frenme nesneleri\u201d kavram\u0131n\u0131 ya da yeniden kar\u0131\u015ft\u0131r\u0131l\u0131p yeniden kullan\u0131labilecek kaps\u00fcllenmi\u015f \u00f6\u011frenme materyalleri kavram\u0131n\u0131 desteklediler. Fletcher, 2005 y\u0131l\u0131nda tahmin edildi\u011fi gibi:<\/p>\r\n\r\n

\u2026 teknolojiye dayal\u0131 \u00f6\u011fretim (veya performans yard\u0131m\u0131) i\u00e7in materyal haz\u0131rlama konusundaki vurgu, \u00f6\u011fretim nesnelerinin geli\u015ftirilmesi konusundaki <\/span>mevcut kayg\u0131lardan, halihaz\u0131rda mevcut nesneleri anlaml\u0131, ilgili ve etkili etkile\u015fimlere entegre etme kayg\u0131s\u0131na do\u011fru kayacakt\u0131r<\/span>.<\/div>\r\n

Bu t\u00fcr hedefleri g\u00f6z \u00f6n\u00fcnde bulundurarak destek\u00e7iler, \u00f6\u011frenme kay\u0131tlar\u0131 ve i\u00e7erik havuzlar\u0131, \u0130\u00e7erik Nesnesi Deposu Ke\u015ffi ve Kay\u0131t\/\u00c7\u00f6z\u00fcn\u00fcrl\u00fck gibi kusursuz ke\u015ffi ve i\u00e7eri\u011fe eri\u015fimi desteklemeyi ama\u00e7layan federe sistemler olu\u015fturmaya ba\u015flad\u0131lar. (Mimarl\u0131k (\u0130NDK\u00c7M) ve \u00d6\u011frenme ve \u00c7evrim i\u00e7i \u00d6\u011fretim i\u00e7in Multimedya E\u011fitim Kayna\u011f\u0131 (MERLOT) projesi.) Nesne kay\u0131tlar\u0131 fikri, aradan ge\u00e7en y\u0131llarda geli\u015ftirilmesi zorlanm\u0131\u015f olsa da \u00f6\u011frenmeye haz\u0131r eri\u015fim vaadi zemin kazanmaya devam etmektedir.<\/p>\r\n

E\u011fitimi geni\u015f \u00e7apta eri\u015filebilir hale getirme konusundaki ilgi, \u00f6\u011frenme kaynaklar\u0131n\u0131 \u00f6\u011fretmenlere, e\u011fitmenlere ve \u00f6\u011frenenlere \u00fccretsiz ve yayg\u0131n olarak sunmay\u0131 taahh\u00fct eden a\u00e7\u0131k e\u011fitim kaynaklar\u0131 hareketini te\u015fvik etti. Creative Commons ve a\u00e7\u0131k lisanslama modeli bu zaman zarf\u0131nda kuruldu ve Wikipedia ayn\u0131 y\u0131l i\u00e7inde piyasaya s\u00fcr\u00fcld\u00fc. Wired dergisi ayr\u0131ca 2000'lerin ortalar\u0131nda \u201c\u2026kitle kaynak kullan\u0131m\u0131\u201d terimi kavram\u0131n\u0131 ortaya att\u0131 ve bunu; a\u00e7\u0131k e\u011fitim toplulu\u011funun da h\u0131zl\u0131ca benimsedi\u011fi\u201c\u00e7al\u0131\u015fanlar taraf\u0131ndan bir kez ger\u00e7ekle\u015ftirilen bir i\u015flevi almak ve a\u00e7\u0131k bir \u00e7a\u011fr\u0131 \u015feklinde tan\u0131mlanmam\u0131\u015f (ve genel olarak b\u00fcy\u00fck) bir insan a\u011f\u0131na d\u0131\u015f kaynak olarak vermek\u201d \u015feklinde tan\u0131mlad\u0131.<\/p>\r\n

A\u00e7\u0131k e\u011fitim kampanyas\u0131, kitlesel olarak a\u00e7\u0131k \u00e7evrim i\u00e7i kurslar\u0131n veya KA\u00c7D'lerin geli\u015ftirilmesine de yol a\u00e7t\u0131. KA\u00c7D'ler 2012'ye kadar yayg\u0131n olarak pop\u00fcler hale gelmemi\u015f olsa da ilk olarak 2008'de ortaya \u00e7\u0131kt\u0131. K\u0131sa s\u00fcre sonra Udemy ve Peer 2 Peer \u00dcniversitesi gibi platformlar kuruldu ve binlerce \u00f6\u011frenciye \u00fccretsiz \u00e7evrim i\u00e7i dersler sunuldu. KA\u00c7D'ler ayr\u0131ca yeni bir \u00f6\u011frenme paradigmas\u0131 tan\u0131tt\u0131. \u0130lk KA\u00c7D'ler, George Siemens ve Stephen Downes taraf\u0131ndan geli\u015ftirilen, ba\u011flant\u0131c\u0131 \u00f6\u011frenme teorisini esas alarak b\u00fcy\u00fcmeye ba\u015flad\u0131. \"Dijital \u00c7a\u011f \u0130\u00e7in Bir \u00d6\u011frenme Teorisi\" olarak adland\u0131r\u0131lan ba\u011flant\u0131c\u0131l\u0131k, bilginin, \u00f6zellikle karma\u015f\u0131k modern d\u00fcnyam\u0131zda ba\u011flant\u0131 a\u011flar\u0131 aras\u0131nda da\u011f\u0131t\u0131ld\u0131\u011f\u0131n\u0131 \u00f6ne s\u00fcrer. Sonu\u00e7 olarak, s\u00fcrekli \u00f6\u011frenmeyi, bilgi kaynaklar\u0131 aras\u0131ndaki ve farkl\u0131 alanlarda ba\u011flant\u0131lar\u0131 g\u00f6rebilme yetene\u011fini ve mevcut, \u00e7e\u015fitli bilgilerin \u00f6nemini vurgulamaktad\u0131r. Orijinal, ba\u011flant\u0131c\u0131 KA\u00c7D'lere bazen sosyal \u00f6\u011frenme, i\u015f birli\u011fi ve i\u015fbirlikli \u00f6\u011frenme ara\u00e7lar\u0131n\u0131n kullan\u0131m\u0131na vurgular\u0131n\u0131 belirtmek i\u00e7in bKA\u00c7D denir.<\/p>\r\n

\"image\"<\/ins>\r\nBa\u011flant\u0131c\u0131l\u0131\u011fa ek olarak, 2000'li y\u0131llar boyunca ba\u015fka birka\u00e7 \u00f6\u011frenme teorisi daha geli\u015fti. \u00d6rne\u011fin, Ulusal Ara\u015ft\u0131rma Konseyi, \u0130nsanlar Nas\u0131l \u00d6\u011freniyor<\/em>? isimli, s\u0131n\u0131f \u00f6\u011fretimi ve \u00f6\u011frenimiyle ilgili geni\u015f kapsaml\u0131 anlay\u0131\u015flar\u0131 \u00f6zetleyen etkili bir kitap yay\u0131nlad\u0131. Lorin Anderson ve David Krathwohl, Bloom'un \u00fcnl\u00fc taksonomisinin iki boyutlu 'yeniden inceleme'sini yay\u0131nlad\u0131. David Merrill \u00d6\u011fretimin Temel \u0130lkeleri<\/em>, kitab\u0131n\u0131 yay\u0131mlad\u0131 ve bu da rekabet\u00e7i davran\u0131\u015f\u00e7\u0131, bili\u015fselci ve yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme kuramlar\u0131n\u0131n b\u00fct\u00fcnle\u015ftirilmesine yard\u0131mc\u0131 oldu. Steve Fiore ve Eduardo Salas, \u00e7evrim i\u00e7i bilime \u00f6\u011frenme biliminin i\u015f birli\u011fi boyutlar\u0131n\u0131 uygulamaya adanm\u0131\u015f bir \u00f6zet yay\u0131nlad\u0131lar, E\u011fitim Bilimleri Enstit\u00fcs\u00fc ise sa\u011flam g\u00f6zleme dayal\u0131 verilerle desteklenen ve s\u0131n\u0131fta kolayca uygulanabilen yedi bili\u015fsel \u00f6\u011frenme ilkesini yay\u0131nlad\u0131.<\/p>\r\n

Etkili \u0130nsanlar Nas\u0131l \u00d6\u011freniyor ve devam\u0131 \u0130nsanlar Nas\u0131l \u00d6\u011freniyor II, WWW.NAP.EDU adresindeki Ulusal Akademilerden a\u00e7\u0131k kaynak olarak temin edilebilir.<\/p>\r\n

Ki\u015fiselle\u015ftirilmi\u015f \u00f6\u011frenim ortamlar\u0131n\u0131n ara\u015ft\u0131r\u0131lmas\u0131 ve uygulamalar\u0131 olgunla\u015ft\u0131, hatta yap\u0131land\u0131rmac\u0131 ve uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam s\u0131n\u0131rlar\u0131n\u0131 a\u015ft\u0131, bunun da yan\u0131 s\u0131ra zeki \u00f6\u011fretici sistemler ve e\u011fitimde yapay zek\u00e2 alanlar\u0131 da b\u00fcy\u00fcmeye devam ediyor. \u0130lk olarak 1990'larda geli\u015ftirilen ters y\u00fcz s\u0131n\u0131f kavram\u0131, yayg\u0131n bir pop\u00fclerlik kazand\u0131. Bu \u00f6\u011fretim tekni\u011fi, ders anlat\u0131m\u0131 gibi didaktik \u00f6\u011fretim i\u00e7erikleri s\u0131n\u0131f\u0131n d\u0131\u015f\u0131nda, ev \u00f6devi vb etkile\u015fimli di\u011fer i\u00e7erikleri ise s\u0131n\u0131fta y\u00fcz y\u00fcze sunarak klasik okul modelini tersine \u00e7evirmeyi esas alan \u00f6\u011fretim tekni\u011fidir. \u00c7evrim i\u00e7i \u00f6\u011frenme ara\u00e7lar\u0131n\u0131n ve ak\u0131\u015f teknolojilerinin b\u00fcy\u00fcmesi, ters y\u00fcz edilmi\u015f s\u0131n\u0131flar\u0131 \u00f6\u011fretmenler i\u00e7in daha eri\u015filebilir hale getirdi. 2004 y\u0131l\u0131nda Khan Akademiyi kuran Salman Khan, bilinirliklerine \u00f6nemli \u00f6l\u00e7\u00fcde katk\u0131da bulundu ve \u00f6\u011fretmenlerin ve halk\u0131n kavrama geni\u015f \u00f6l\u00e7\u00fcde a\u015fina olmas\u0131na yard\u0131mc\u0131 oldu.<\/p>\r\n\"image\"\r\n1990'lardan kalma bir AutoTutor aray\u00fcz\u00fc, Graesser vd.<\/span>\r\n

Benzer \u015fekilde, k\u00f6kleri 19. y\u00fczy\u0131la kadar uzansa da aral\u0131kl\u0131 \u00f6\u011frenme taktiklerinin uygulanmas\u0131; (E\u011fitim Bilimleri Enstit\u00fcs\u00fcn\u00fcn \u00f6\u011frenmenin yedi bili\u015fsel ilkesinden birisidir) bu on y\u0131ll\u0131k s\u00fcre\u00e7te geni\u015f \u00f6l\u00e7\u00fcde kabul g\u00f6rm\u00fc\u015ft\u00fcr. Ayn\u0131 zamanda da\u011f\u0131t\u0131k uygulama olarak da adland\u0131r\u0131lan bu ilke; \u00f6\u011frenmenin en iyi meydana gelme \u015feklinin (yani en iyi \u015fekilde kodlanm\u0131\u015f ve uzun s\u00fcreli bellekten al\u0131nabilir) sunumun k\u0131sa ve daha az aral\u0131klarla yap\u0131lmas\u0131ndansa zaman i\u00e7ine yay\u0131lmas\u0131n\u0131n daha uygun oldu\u011funu vurgular. Bir \u0130ngiliz lisesinde ba\u015f\u00f6\u011fretmen olan Paul Kelley, \u00f6zellikle n\u00f6robilim ilkelerinden yararlanan 2008 tarihli Zihin Olu\u015fturma<\/em> adl\u0131 kitab\u0131nda aral\u0131kl\u0131 \u00f6\u011frenmenin yayg\u0131nla\u015fmas\u0131na yard\u0131mc\u0131 oldu. Kitapta belirtti\u011fi \u00fczere, \u201cBu andan itibaren, \u00f6\u011frenmenin bilimsel analizi, e\u011fitim \u00fczerinde \u00e7ok az etki yaratt\u0131. Buna kar\u015f\u0131l\u0131k, teknoloji alanlar\u0131nda bilgi ve bilim genel anlamda h\u0131zla b\u00fcy\u00fcyor. G\u00f6rece\u011fimiz gibi, bu bilgi genellikle geleneksel e\u011fitim bilgeli\u011fi ile \u00e7eli\u015fmektedir. \u0130nsan beyninin bilimsel anlay\u0131\u015f\u0131 ve nas\u0131l \u00e7al\u0131\u015ft\u0131\u011f\u0131, \u00f6\u011frenmenin bilginin sonsuz plastik zek\u00e2ya soyut bir aktar\u0131m\u0131 olmad\u0131\u011f\u0131n\u0131, fiziksel s\u0131n\u0131rl\u0131l\u0131klar\u0131 olan biyokimyasal bir s\u00fcre\u00e7 oldu\u011funu g\u00f6stermeye ba\u015fl\u0131yor\u201d.<\/p>\r\n

Artan bir taleple, kan\u0131ta dayal\u0131 titizlik iste\u011fi, \u00f6\u011frenme de\u011ferlendirmelerinde de g\u00f6r\u00fcld\u00fc. Yeni bir kavram olmasa da \u00f6\u011frenme bilimcileri testlerin \u00f6\u011frenme i\u00e7in kullan\u0131m\u0131ndan uzakla\u015fmay\u0131 g\u00fc\u00e7l\u00fc bir \u015fekilde te\u015fvik ettiler ve \u00f6\u011fretmenleri \u00e7oktan se\u00e7meli testler yerine kompozisyon yazmaya \u00e7a\u011f\u0131rd\u0131lar ki \u00e7o\u011fu \u00f6\u011fretmenin bildi\u011finin aksine kompozisyonlarda y\u00fcksek g\u00fcvenirlikte otomatik olarak de\u011ferlendirilebilmektedir. Bu on y\u0131ll\u0131k s\u00fcrecin sonunda, artan bilgi i\u015flem g\u00fcc\u00fcn\u00fcn ve b\u00fcy\u00fck miktarlardaki \u00f6\u011frenme verisinin, George Siemens vd. taraf\u0131ndan y\u00f6netilen \u00f6\u011frenme analiti\u011finin ve Ryan Baker ve meslekta\u015flar\u0131 taraf\u0131ndan y\u00f6netilen e\u011fitsel veri madencili\u011finin geli\u015ftirilmesini te\u015fvik etti. Birbiriyle yak\u0131ndan ili\u015fkili bu alanlar, her biri kendi profesyonel topluluklar\u0131na ve dergilerine sahip olacak \u015fekilde geli\u015fti, genellikle etkile\u015fim g\u00fcnl\u00fcklerinden veya e\u011fitim teknolojilerine entegre de\u011ferlendirmelerden toplanan veri bilimi ilkelerini \u00f6\u011frenme verilerine uyguluyorlar. Ara\u015ft\u0131rmac\u0131lar bu tan\u0131mlar\u0131n son noktalar\u0131n\u0131 tart\u0131\u015fmaya devam etseler de her iki alan da \u00f6\u011frenme sisteminin geli\u015fimi ile ilgili analizlerin uygulanmas\u0131n\u0131n yan\u0131 s\u0131ra, \u00f6\u011frenme ve geli\u015fim ile ilgili verilerin \u00f6l\u00e7\u00fcm\u00fc, toplanmas\u0131 ve analizlerinin kullan\u0131m\u0131n\u0131 vurgulamaktad\u0131r.<\/p>\r\n\r\n

2010-G\u00dcN\u00dcM\u00dcZ<\/h3>\r\n

\u00d6\u011frenme bilimi ve teknolojisi cephesinden bak\u0131ld\u0131\u011f\u0131nda 2010lar bir \u00f6nceki on y\u0131ll\u0131k s\u00fcrece kar\u0131\u015fmakta ancak ufku \u00e7arp\u0131c\u0131 bi\u00e7imde de\u011fi\u015ftiren teknolojik geli\u015fmelere de sahip. Bu on y\u0131ll\u0131k s\u00fcre\u00e7te; do\u011fru konu\u015fulan dil anlay\u0131\u015f\u0131, t\u00fcm topluluklardaki ak\u0131ll\u0131 telefonlar, her yerde bulunan oyun ve sosyal medya, ince taneli boyutlardaki sistem g\u00fcnl\u00fc\u011f\u00fc dosyalar\u0131ndaki performans\u0131n izini s\u00fcrme, insanlar\u0131n duygular\u0131n\u0131 ve kimli\u011fini alg\u0131layan algoritmalar, binlerce konuda KA\u00c7D'ler, hiper-ger\u00e7ek\u00e7i animasyonlu ajanlar, i\u015fbirlik\u00e7i problem \u00e7\u00f6zme ve bir\u00e7ok i\u015fin yerini alacak y\u0131k\u0131c\u0131 YZ d\u00fcnyam\u0131za e\u015flik etti. \u00c7a\u011f\u0131m\u0131z\u0131n en \u00e7arp\u0131c\u0131 icatlar\u0131n\u0131 tahmin etmek imk\u00e2ns\u0131zd\u0131r. Ancak, \u015fu anki on y\u0131l\u0131k s\u00fcrecimizde birka\u00e7 e\u011filim \u00f6ne \u00e7\u0131ksa da bunlar\u0131n zamana yenik d\u00fc\u015f\u00fcp d\u00fc\u015fmeyeceklerine ili\u015fkin net bir g\u00f6r\u00fc\u015f yok.<\/p>\r\n

KA\u00c7D'ler ele\u015ftirmenleri ve kayg\u0131lar\u0131 olmasa da geli\u015fmeye devam etti. Daha yayg\u0131n olarak, bug\u00fcn, KA\u00c7D'ler Geni\u015fletilmi\u015f KA\u00c7D modelini takip ediyor. Bu gKA\u00c7D'ler, a\u00e7\u0131k eri\u015fim ve b\u00fcy\u00fck \u00f6l\u00e7ek dahil olmak \u00fczere bKA\u00c7D ile baz\u0131 \u00f6zellikleri payla\u015f\u0131r. Bununla birlikte, bKA\u00c7D'ler\u0131n ba\u011flant\u0131c\u0131 \u00f6\u011frenmeyi vurgulad\u0131\u011f\u0131 yerlerde, KA\u00c7D'ler genellikle daha geleneksel, \u00f6\u011fretici y\u00f6ntemleri kullan\u0131r ve bunun yerine \u00f6l\u00e7eklenebilirli\u011fe odaklan\u0131r. Coursera, edX ve Udacity dahil olmak \u00fczere 2012'de piyasaya s\u00fcr\u00fclen en pop\u00fcler gKA\u00c7D'ler hem end\u00fcstriye hem de akademiye yay\u0131ld\u0131. \u00d6l\u00e7ekli \u00f6\u011frenme sa\u011flamaya \u00e7al\u0131\u015fan bu platformlara, 2000'li y\u0131llarda bulut bili\u015fimin geli\u015fmesiyle ve Amazon Web Servisleri ile Microsoft Azure'un t\u00fcketici s\u00fcr\u00fcmleri taraf\u0131ndan \u00f6nemli \u00f6l\u00e7\u00fcde yard\u0131mc\u0131 olunmu\u015ftur. Bulut sistemleri, \u201chizmet\u201d modelini uygulanabilir hale getirdi, yaz\u0131l\u0131m uygulamalar\u0131n\u0131 ayg\u0131t ve konumdan ba\u011f\u0131ms\u0131z hale getirerek serbest b\u0131rakt\u0131, daha s\u0131k uygulama g\u00fcncellemelerine olanak sa\u011flad\u0131 ve talep \u00fczerine \u00f6l\u00e7eklendirmek i\u00e7in neredeyse s\u0131n\u0131rs\u0131z bir kapasite yaratt\u0131.<\/p>\r\n

Bulut bilgisayarlar ayr\u0131ca, a\u011flara ba\u011flanabilen ve veri payla\u015fabilen ak\u0131ll\u0131 cihazlar\u0131n a\u011f\u0131 olan Nesnelerin \u0130nterneti'nin (N\u0130) de hayata ge\u00e7irilmesine yard\u0131mc\u0131 oldu. Cisco\u2019nun Ba\u015f F\u00fct\u00fcristi Dave Evans, N\u0130'nin 2008 veya 2009 civar\u0131nda \u201cdo\u011fdu\u011funu\u201d tahmin ediyor ancak ara\u015ft\u0131rmac\u0131lar N\u0130'nin \u00f6\u011frenme uygulamalar\u0131n\u0131 yeni ke\u015ffetmeye ba\u015flad\u0131lar. E\u011fitim ve \u00f6\u011fretim ba\u011flam\u0131nda N\u0130, ger\u00e7ek ve sanal ba\u011flamlar\u0131 k\u00f6pr\u00fclemeye yard\u0131mc\u0131 olarak \u00f6\u011frenenlerin dijital ayak izleri olan a\u011fa ba\u011fl\u0131 fiziksel nesnelerle etkile\u015fime girmesine izin verir. Bu nesneler g\u00f6m\u00fcl\u00fc RFID alg\u0131lay\u0131c\u0131lar\u0131, uzamsal i\u015faretler veya FitBits veya Google Glass gibi giyilebilir teknolojiler i\u00e7erebilir.<\/p>\r\n

Baz\u0131 giyilebilir teknolojiler ayn\u0131 zamanda nab\u0131z monit\u00f6rleri veya g\u00f6z izleyicileri gibi n\u00f6rofizyolojik alg\u0131lay\u0131c\u0131lar\u0131 de i\u00e7erir. Bunlar\u0131n ticari versiyonlar\u0131 genellikle rahats\u0131z edici verilerden muzdariptir ve uygulamal\u0131 \u00f6\u011frenme sistemlerine anlaml\u0131 bir \u015fekilde entegre olmaya yeni ba\u015flamaktad\u0131r. Psikofizyolojik ara\u00e7lar (\u00f6r., g\u00f6z izleme, cilt iletkenli\u011fi), beyin g\u00f6r\u00fcnt\u00fcleme ara\u00e7lar\u0131 (\u00f6r., fMRG, EEG) ve etkili bilgisayar uygulamalar\u0131 laboratuvar \u015fartlar\u0131nda h\u0131zla ilerlemektedir ve ara\u015ft\u0131rmac\u0131lar \u00f6\u011frencilerin duygular\u0131n\u0131 d\u00fc\u015f\u00fck maliyetli bir \u015fekilde telefon ve diz\u00fcst\u00fc bilgisayarlardaki stok kameralar\u0131ndan \u00e7ekilen video yay\u0131nlar\u0131 ile tespit etmede ba\u015far\u0131l\u0131 olmu\u015ftur. Ayr\u0131ca, birka\u00e7 yeni DARPA program\u0131 sinirsel aray\u00fczleri ke\u015ffederken bilim-kurguya benzer sonu\u00e7lar veriyor; Bunlar klinik deneylerde insan\u0131n idrak kabiliyeti ve \u00f6\u011frenmesini artt\u0131rd\u0131\u011f\u0131n\u0131 g\u00f6stermi\u015ftir ve bir g\u00fcn karma\u015f\u0131k insan-makine ekibi olu\u015fmas\u0131na da m\u00fcmk\u00fcn k\u0131labilirler.<\/p>\r\n

Bu uygulamalar\u0131n her biri \u00e7ok fazla miktarda dijital yan \u00fcr\u00fcn \u00fcretiyor. \u00d6\u011frenme verilerinin patlamas\u0131 ve buna ba\u011fl\u0131 olarak \u00f6\u011frenme platformlar\u0131n\u0131n b\u00fcy\u00fcmesi ve \u00e7e\u015fitlili\u011fi, bir kez daha yeni teknoloji standartlar\u0131na ihtiya\u00e7 duydu. \u0130D\u00d6 Giri\u015fimi, 2011'de geli\u015ftirmeye ba\u015flad\u0131\u011f\u0131 Deneyim API'sini (xAPI) ilk kez 2013 y\u0131l\u0131nda piyasaya s\u00fcrd\u00fc. xAPI, yaz\u0131l\u0131m uygulamalar\u0131n\u0131n ili\u015fkili \u00f6\u011fretim veya performans ba\u011flam\u0131 bilgileriyle birlikte insan performans\u0131yla ilgili (potansiyel olarak b\u00fcy\u00fck) verileri payla\u015fmas\u0131n\u0131 sa\u011flar. xAPI, analistlerin geleneksel \u00d6YS'lerden mobil cihazlara, sim\u00fclasyonlara, giyilebilir cihazlara ve fiziksel i\u015faret\u00e7ilere kadar farkl\u0131 sistemlerden \u00f6\u011frenen verilerini toplamas\u0131na ve toplu olarak analiz etmesine yard\u0131mc\u0131 olur. xAPI ayn\u0131 anda bir\u00e7ok farkl\u0131 veri taban\u0131na da\u011f\u0131lm\u0131\u015f olan verileri birbirine ba\u011flamay\u0131, \u00f6\u011frenme teknolojilerini bir birine uyumlu sistemlerin sistemine d\u00f6n\u00fc\u015ft\u00fcrmeyi taahh\u00fct eden ve geli\u015fmekte olan Toplam \u00d6\u011frenme Mimarisinin bir par\u00e7as\u0131 olan bir dizi belirtimdir.<\/p>\r\n\r\n

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D\u00fc\u015f\u00fcnme Yetisinin Geli\u015fimi Dergisi i\u00e7in \u00f6\u011frenme biliminde nereden gelip ve nereye gitti\u011fimizi a\u00e7\u0131klayan bir tasla\u011f\u0131 yeni tamamlad\u0131k. 1970'lerden bug\u00fcne kadar fon yat\u0131r\u0131mlar\u0131n\u0131n izini s\u00fcrd\u00fck ve finansman\u0131n birden \u00e7ok federal kurum ve \u00f6zel vak\u0131f da dahil olmak \u00fczere farkl\u0131 yerlerden geldi\u011fini belirttik. \u00d6rne\u011fin, Deniz Ara\u015ft\u0131rmalar\u0131 Ofisi, E\u011fitim Bakanl\u0131\u011f\u0131n\u0131n sadece E\u011fitim Bilimleri Enstit\u00fcs\u00fc arac\u0131l\u0131\u011f\u0131yla de\u011fil, ayn\u0131 zamanda ulusal E\u011fitim Enstit\u00fcs\u00fc gibi \u00f6ncekiler arac\u0131l\u0131\u011f\u0131yla da bir\u00e7ok g\u00f6revde yapt\u0131\u011f\u0131 gibi, bu alanda uzun bir finansman ge\u00e7mi\u015fine sahiptir.<\/p>\r\n

Federal kurumlar bu ara\u015ft\u0131rmay\u0131 finanse etmek i\u00e7in farkl\u0131 yakla\u015f\u0131mlar benimsiyor (ajanslar\u0131n g\u00f6revlerinin farkl\u0131l\u0131\u011f\u0131 nedeniyle) ancak insanlar\u0131n nas\u0131l \u00f6\u011frendi\u011fini anlama hedefi bu yakla\u015f\u0131mlar\u0131n ortak noktas\u0131n\u0131 olu\u015fturuyor. Bu yat\u0131r\u0131mlar\u0131n ya i\u00e7erikten ba\u011f\u0131ms\u0131z, laboratuvarda tipik olarak \u00f6\u011frenilen, \u00f6rne\u011fin \u00f6\u011frenme uygulamas\u0131 gibi geni\u015f kapsaml\u0131 yararlar\u0131 olabilecek \u00f6\u011frenim ilkelerini inceleyerek- ya da i\u00e7eri\u011fe ba\u011fl\u0131 bir yakla\u015f\u0131m izlediklerini g\u00f6zlemledik. \u00d6rne\u011fin, okumaya yap\u0131lan yat\u0131r\u0131mlar, E\u011fitim Bilimleri Enstit\u00fcs\u00fcn\u00fcn 'Okumay\u0131 Anlama Giri\u015fimi' ile 70'ler ve 80'lerde mevcutken 2010'da yat\u0131r\u0131m yap\u0131l\u0131r h\u00e2le geldi... Bu i\u00e7eri\u011fe ba\u011fl\u0131 yakla\u015f\u0131m, i\u00e7erikten ba\u011f\u0131ms\u0131z yakla\u015f\u0131mdan \u00e7ok farkl\u0131d\u0131r; Bili\u015fsel bilim a\u00e7\u0131s\u0131ndan bir i\u00e7erik alan\u0131ndaki n\u00fcanslar\u0131 ve zorluklar\u0131 tan\u0131mlamakla ilgilidir.<\/p>\r\n

Hem i\u00e7erikten ba\u011f\u0131ms\u0131z hem de i\u00e7eri\u011fe ba\u011fl\u0131 yakla\u015f\u0131mlar y\u0131llar i\u00e7inde paralel olarak finanse edildi ve her ikisi de insanlar\u0131n nas\u0131l \u00f6\u011frendi\u011fini anlamam\u0131za \u00f6nemli katk\u0131da bulundu. Gelecek vaat eden \u00f6\u011frenme ilkelerini belirlemek i\u00e7in i\u00e7erikten ba\u011f\u0131ms\u0131z yakla\u015f\u0131ma ihtiyac\u0131n\u0131z var ancak i\u00e7eri\u011fe ba\u011fl\u0131 yakla\u015f\u0131m da gereklidir \u00e7\u00fcnk\u00fc her i\u00e7erik alan\u0131n\u0131n kendine \u00f6zg\u00fc ihtiya\u00e7lar\u0131 vard\u0131r. Sonu\u00e7ta, bu iki yakla\u015f\u0131m\u0131 birle\u015ftirmek gerekir ancak bili\u015fsel bilimciler taraf\u0131ndan farkl\u0131 t\u00fcrler olarak incelendi. Bu gruplar\u0131n birlikte \u00e7al\u0131\u015fmaya ba\u015flamas\u0131 faydal\u0131 olacakt\u0131r.<\/p>\r\n

Erin Higgins, Dr.<\/strong><\/p>\r\n

E\u011fitim Bilimleri Enstit\u00fcs\u00fc b\u00fcnyesinde program g\u00f6revlisi. ABD E\u011fitim Bakanl\u0131\u011f\u0131\r\n<\/span>'Higgins'e Bak\u0131n. Dettmer ve Albro, \u015fu anda bask\u0131da<\/span><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n21. y\u00fczy\u0131l \u00f6\u011frenme ortamlar\u0131n\u0131n ve i\u00e7lerindeki verilerin karma\u015f\u0131kl\u0131\u011f\u0131, maliyetleri art\u0131rmak gibi talihsiz bir sonuca sebep olur. Diyelim ki 50 milyon dolara mal olan pahal\u0131 bir sistem, 10 milyon \u00f6\u011frenene e\u011fitim sa\u011fl\u0131yorsa ekonomik olarak makuld\u00fcr ancak yaln\u0131zca 100 ki\u015fiye fayda sa\u011fl\u0131yorsa de\u011fildir. \u00d6\u011frenme ve motivasyonu artt\u0131rman\u0131n yan\u0131 s\u0131ra maliyetleri d\u00fc\u015f\u00fcrmek i\u00e7in de \u00e7ok\u00e7a \u00e7aba g\u00f6sterilmi\u015ftir. \u00d6rne\u011fin, zeki \u00f6\u011fretim sistemlerinin ge\u00e7mi\u015fte geli\u015ftirilmesi pahal\u0131yd\u0131, bu y\u00fczden Bob Sottilare \u00f6nderli\u011findeki Ordu Ara\u015ft\u0131rma Laboratuvar\u0131, uyarlanabilir \u00f6\u011fretim sistemi y\u00f6nergelerini ifade etmek i\u00e7in 200'den fazla ara\u015ft\u0131rmac\u0131 ve geli\u015ftiriciden olu\u015fan bir toplulukla birlikte, \u00f6\u011frenen modelleme, \u00f6\u011fretim y\u00f6netimi, yazarl\u0131k ara\u00e7lar\u0131, etki alan\u0131 modelleri, de\u011ferlendirme, tak\u0131m e\u011fitimi ve kendini geli\u015ftiren sistemleri kapsayan 7 ciltlik bir kitap serisi d\u00fczenledi. Bu 'Yayg\u0131nla\u015ft\u0131r\u0131lm\u0131\u015f Ak\u0131ll\u0131 \u00d6\u011fretici Sistemi' (YA\u00d6S) giri\u015fimi, sistemleri geli\u015ftirmek ve test etmek i\u00e7in kullan\u0131labilecek i\u015flevsel bir bilgi i\u015flemsel mimariyi i\u00e7erir.\r\n

Maliyetleri d\u00fc\u015f\u00fcrmek i\u00e7in ortaya \u00e7\u0131kan bir ba\u015fka yakla\u015f\u0131m da kendi kendini geli\u015ftiren sistemlerde niceliksel parametreleri otomatik olarak ayarlamak i\u00e7in makine \u00f6\u011frenimi ile i\u00e7erik olu\u015fturma ve de\u011fi\u015ftirmede kitle kaynak kullan\u0131m\u0131n\u0131 kullanmakt\u0131r. Ne yaz\u0131k ki, alan h\u00e2l\u00e2 bu karma\u015f\u0131k \u00f6\u011frenme ortamlar\u0131n\u0131 olu\u015fturmak ve test etmek i\u00e7in maliyetleri ve geli\u015ftirme zaman\u0131n\u0131 tahmin etmede sistematik, yayg\u0131n olarak kabul g\u00f6ren bir yakla\u015f\u0131mdan yoksundur.<\/p>\r\n\r\n

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T3 YEN\u0130L\u0130K A\u011eI<\/strong><\/h3>\r\n<\/header>\r\n
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2018'in ba\u015flar\u0131nda, ABD Ticaret Odas\u0131 ve Lumina Vak\u0131flar\u0131, \u015firketlerin, ikincil kurumlar\u0131n, teknik standartlar kurumlar\u0131n\u0131n, insan kaynaklar\u0131 profesyonellerinin ve teknoloji sat\u0131c\u0131lar\u0131n\u0131n, giderek daha a\u00e7\u0131k ve merkezi olmayan kamu-\u00f6zel veri ekosistemi i\u00e7in Web 3.0 teknolojilerini ke\u015ffetmeleri i\u00e7in T3 \u0130novasyon A\u011f\u0131n\u0131 ba\u015flatt\u0131lar. A\u011f, kurulu\u015fundan <\/span>bu yana<\/em> \u00fc\u00e7 temel zorlu\u011fu ele alan 128'in \u00fczerinde \u015firketten olu\u015fan ve geli\u015fen bir <\/span>a\u011f haline gelmi\u015ftir: (1) Verilerin sistemler ve payda\u015flar aras\u0131nda birlikte \u00e7al\u0131\u015fabilir ve payla\u015f\u0131labilir olmas\u0131n\u0131 sa\u011flamak i\u00e7in teknik veri standartlar\u0131 gruplar\u0131 aras\u0131nda <\/span>uyumla\u015ft\u0131rma ihtiyac\u0131; (2) \u00d6\u011frenme hedeflerinin, yeterliliklerin ve becerilerin nas\u0131l geli\u015ftirildi\u011fini, terc\u00fcme edildi\u011fini ve da\u011f\u0131t\u0131ld\u0131\u011f\u0131n\u0131 geli\u015ftirmek i\u00e7in YZ \u00e7\u00f6z\u00fcmleri uygulama ihtiyac\u0131 ve (3) Ajanslar\u0131n\u0131 ve yetenek pazar\u0131ndaki f\u0131rsatlar\u0131 y\u00f6netme ve bunlara ba\u011flanma yeteneklerini geli\u015ftirmek i\u00e7in \u00f6\u011frenenlere ve Amerikal\u0131 i\u015f\u00e7iye veri sa\u011flama gereksinimi.<\/span><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n

E\u011fitim ve \u00f6\u011fretimde artan otomasyonla birlikte, anlamsal a\u00e7\u0131dan zengin veriler yaratmak, yani temeldeki veri \u00f6gelerine bilgisayarlar\u0131n (ve di\u011fer insanlar\u0131n) anlayabilece\u011fi \u015fekillerde anlam vermek i\u00e7in itici g\u00fc\u00e7 oldu. \u00d6rne\u011fin, xAPI geli\u015ftiricileri, yay\u0131nlanm\u0131\u015f, payla\u015f\u0131lan s\u00f6zc\u00fck da\u011farc\u0131\u011f\u0131n\u0131n yan\u0131 s\u0131ra anlamsal olarak zengin kullan\u0131m profilleri olu\u015fturmaya \u00e7al\u0131\u015f\u0131yorlar. Yetkinlik temelli \u00f6\u011frenmenin savunucular\u0131 da benzer bir ba\u015far\u0131 sa\u011flamaya \u00e7al\u0131\u015f\u0131yorlar ancak onlar\u0131n durumunda bu, bir insan yeterlili\u011fini olu\u015fturan veri unsurlar\u0131n\u0131 tan\u0131mlama anlam\u0131na geliyor. IEEE'yi destekleyen g\u00f6n\u00fcll\u00fcler, 2018'de on y\u0131ll\u0131k Yeniden Kullan\u0131labilir Yetkinlik Tan\u0131m\u0131n\u0131 (1484.20.1) g\u00f6zden ge\u00e7irmek, hizmetini geni\u015fletmek; yetkinlikler ve yetkinlik \u00e7er\u00e7eveleri i\u00e7in di\u011fer standartlarla uyumlu hale getirmek i\u00e7in bir \u00e7al\u0131\u015fma grubu kurdu.<\/p>\r\n

\u00c7al\u0131\u015fma grubunun \u00e7abalar\u0131 daha resm\u00ee e\u011fitim programlar\u0131 taraf\u0131ndan, yetkinlik temelli dereceleri, yani \u00f6\u011frencilerin zamana dayal\u0131 kredi saatleri yerine ger\u00e7ek d\u00fcnyadaki projelerinde ustal\u0131k g\u00f6stererek diploma kazand\u0131klar\u0131 orta \u00f6\u011fretim sonras\u0131 programlar\u0131 kabul etmeye ba\u015flad\u0131\u011f\u0131 i\u00e7in zamanlamas\u0131 iyiydi. Yetkinlik temelli programlarda, \u00f6\u011frencilere didaktik e\u011fitmenlerden ziyade \u00f6\u011frenme ko\u00e7lar\u0131 atan\u0131r ve videolar, ders kitaplar\u0131 ve \u00e7evrimi\u00e7i topluluklar\u0131 da i\u00e7eren bir dizi a\u00e7\u0131k kayna\u011fa eri\u015febilirler. 2014 itibariyle, ABD'de tahmini 200'den fazla yetkinlik temelli \u00f6\u011frenme orta\u00f6\u011fretim derece programlar\u0131 vard\u0131 ancak politika d\u00fczenlemeleri gecikmektedir. Bu e\u011filimin nas\u0131l \u00e7\u00f6z\u00fclece\u011fi belli de\u011fil ancak temel tasar\u0131m\u0131n \u00f6n\u00fcm\u00fczdeki y\u0131llarda geni\u015flemesini bekliyoruz.<\/p>\r\n

Yetkinlik temelli dereceler, mikro akreditasyon belgeleri ve dijital rozetler gibi teknolojik standartlar ilgi g\u00f6rmeye ba\u015flam\u0131\u015ft\u0131r. Lisanslar ve diplomalar gibi e\u011fitim ve \u00f6\u011fretim akredite belgeleri, bir ki\u015finin e\u011fitim ge\u00e7mi\u015fini do\u011frulaman\u0131n bir yolu olarak y\u00fczy\u0131llard\u0131r var olmu\u015ftur. \u0130li\u015fkili oldu\u011fu di\u011fer kavramlar gibi mikro<\/em>-akreditasyon da bir ki\u015finin belirli bir yetkinlik g\u00f6sterdi\u011fini belgeler. Daha resm\u00ee akreditasyon belgelerinin aksine, \u00f6\u011frenenler daha k\u00fc\u00e7\u00fck \u00f6\u011frenme b\u00f6l\u00fcmleri i\u00e7in mikro akreditasyon belgeleri alabilirler ve (en az\u0131ndan varsay\u0131msal olarak) bu, yetkinlik temelli \u00f6\u011frenmenin performansa dayal\u0131 yakla\u015f\u0131m\u0131n\u0131 yans\u0131t\u0131r. Mikro akreditasyonun yakalan\u0131p yakalanmad\u0131\u011f\u0131n\u0131 hep birlikte g\u00f6rece\u011fiz. Alan pratik ve politik zorluklar kar\u015f\u0131 kar\u015f\u0131yad\u0131r; Lumina Vakf\u0131, Digital Promise ve BloomBoard gibi kurulu\u015flar bunlar\u0131n \u00fcstesinden gelmek i\u00e7in \u00e7aba sarf ediyor. Bu arada baz\u0131 ticari kurulu\u015flar, Udacity\u2019nin nanodegreleri ve edX\u2019in MicroMasters\u2019\u0131 da dahil olmak \u00fczere, k\u00fc\u00e7\u00fck sertifikalar\u0131yla \u00f6ne \u00e7\u0131k\u0131yor.<\/p>\r\n

Bu bir\u00e7ok teknolojik icatlar g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda, \u00f6\u011frenme analiti\u011finin y\u00fckseli\u015fi, n\u00f6robilim ara\u015ft\u0131rmalar\u0131ndaki art\u0131\u015f ve \u00f6\u011frenme biliminin olgunla\u015fmas\u0131, e\u011fitimciler ve \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131 disiplinlerini ve kendi yeteneklerini yeniden d\u00fc\u015f\u00fcnmeye zorlanmaktad\u0131r. Do\u011fru yap\u0131l\u0131rsa, \u00f6\u011frenmenin gelece\u011fi End\u00fcstri \u00c7a\u011f\u0131ndaki atalar\u0131ndan belirgin bir \u015fekilde farkl\u0131 olacakt\u0131r. Buna ba\u011fl\u0131 olarak, baz\u0131lar\u0131, gelece\u011fin \u201c\u00f6\u011fretim tasar\u0131mc\u0131s\u0131n\u0131\u201d tan\u0131mlayan yeni (ve h\u00e2l\u00e2 \u015fekillendirici) bir paradigma olan \u00f6\u011frenme m\u00fchendisleri kavram\u0131n\u0131 benimsemi\u015ftir. 2017 y\u0131l\u0131nda, IEEE, Bob Sottilare, Avron Barr, Robby Robson, Shelly Blake-Plock ve di\u011ferlerinin \u00f6nc\u00fcl\u00fck etti\u011fi fikri olgunla\u015ft\u0131rmaya yard\u0131mc\u0131 olmak i\u00e7in \u00d6\u011frenme M\u00fchendisli\u011finde End\u00fcstri Ba\u011flant\u0131lar\u0131 End\u00fcstri Birli\u011fi adl\u0131 bir \u00e7al\u0131\u015fma grubu olu\u015fturdu. 2018'de Chris Dede, John Richards ve Bror Saxberg, \u00c7evrim <\/em>\u0130\u00e7i E\u011fitim i\u00e7in \u00d6\u011frenme M\u00fchendisli\u011fi<\/em> i\u00e7in bir rehber haz\u0131rlad\u0131lar. Ayn\u0131 zamanda birli\u011fin dan\u0131\u015fman\u0131 olarak ve Chan Zuckerberg Giri\u015fiminde \u00f6\u011frenme bilimi ba\u015fkan yard\u0131mc\u0131s\u0131 olarak g\u00f6rev yapan Saxberg, ortaya \u00e7\u0131kan disiplini \u015f\u00f6yle tan\u0131mlad\u0131:<\/p>\r\n\r\n

\r\n\r\nBir \u00f6\u011frenim m\u00fchendisi, \u00f6\u011frenme dahil olmak \u00fczere insan\u0131n geli\u015fimi hakk\u0131nda kan\u0131ta dayal\u0131 bilgilerden yararlanan ve bu sonu\u00e7lar\u0131 ba\u011flam i\u00e7inde, uygun maliyetli, g\u00fcvenilir, veri bak\u0131m\u0131ndan zengin \u00f6\u011frenme ortamlar\u0131 olu\u015fturmak i\u00e7in \u00f6l\u00e7eklendirmek isteyen ki\u015fidir.\r\n\r\n<\/div>\r\n

Bir ba\u015fka al\u0131nt\u0131dan, ek olarak:<\/p>\r\n\r\n

\r\n\r\nGelece\u011fin penceresinden bug\u00fcn \u201c\u00d6\u011frenmeyi nas\u0131l yapt\u0131\u011f\u0131m\u0131za\u201d bakt\u0131\u011f\u0131m\u0131zda, t\u0131pk\u0131 19. y\u00fczy\u0131l\u0131n t\u0131p uygulamalar\u0131na bakt\u0131\u011f\u0131m\u0131z gibi, \u015fimdi \u00fcretebilece\u011fimiz bilimi ve kan\u0131tlar\u0131 kullanmadan nas\u0131l ilerleme kaydetti\u011fimizi merak edece\u011fiz. Hen\u00fcz o noktada de\u011filiz ama o yolda olabiliriz.\r\n\r\n<\/div>\r\n \r\n

Saxberg\u2019in s\u00f6zleri sadece \u00f6\u011frenme m\u00fchendisleri i\u00e7in de\u011fil, daha geni\u015f kapsaml\u0131 \u00f6\u011frenim ve geli\u015ftirme sekt\u00f6r\u00fc i\u00e7in de ge\u00e7erlidir. Teknoloji ilerledik\u00e7e ve \u00f6\u011frenme bilimi geli\u015ftik\u00e7e bir\u00e7ok \u015fey de\u011fi\u015fti. \u201cDa\u011f\u0131t\u0131k \u00f6\u011frenme\u201d kavram\u0131, pragmatik bir ara\u00e7 olarak basit k\u00f6kleri olan etkile\u015fimsel uzakl\u0131\u011f\u0131 (\u00e7n. transactional distance-etkile\u015fimsel uzakl\u0131k: \u00d6\u011frenci ve \u00f6\u011fretmen aras\u0131ndaki psikolojik ve ileti\u015fimsel mesafe) birle\u015ftirmekten, g\u00fcn\u00fcm\u00fcz\u00fcn yayg\u0131n, uyarlanabilir ve talep \u00fczerine ger\u00e7ekle\u015fen \u00f6\u011fretim karma\u015fas\u0131na do\u011fru ilerledi. \u0130D\u00d6 Giri\u015fiminin ve daha b\u00fcy\u00fck bir toplulu\u011fun esas amac\u0131 her zaman bu disiplin ve koordinasyona a\u00e7\u0131kl\u0131k getirmek olmu\u015ftur. Bug\u00fcn, da\u011f\u0131t\u0131k \u00f6\u011frenme toplulu\u011funun birli\u011fi sa\u011flamak i\u00e7in \u00f6rg\u00fctsel, kuramsal, teknolojik ve politik bir yap\u0131ya her zamankinden daha fazla ihtiyac\u0131 var. Belki de alan\u0131n olgunla\u015fmas\u0131n\u0131n en sanc\u0131l\u0131 y\u0131llar\u0131nda bulunuyoruz. 40 y\u0131ldan uzun s\u00fcredir katk\u0131da bulunanlar taraf\u0131ndan haz\u0131rlanm\u0131\u015f, duyarl\u0131 ve kan\u0131ta dayal\u0131 her yerde \u00f6\u011frenme vaadi bulunmaktad\u0131r. Ba\u011flant\u0131c\u0131l\u011f\u0131n kurucusu meslekta\u015flar\u0131m\u0131z\u0131n bize \u00f6\u011fretti\u011fi gibi, sorunun say\u0131s\u0131z taraflar\u0131 aras\u0131nda k\u00f6pr\u00fc kurmak; \u00f6\u011frenme bilimcilerinin tavsiye etti\u011fi gibi, \u00e7al\u0131\u015fmalar\u0131m\u0131za kas\u0131tl\u0131 \u00f6\u011frenme kuramlar\u0131n\u0131 dahil etmek ve de \u00f6\u011frenme m\u00fchendislerinin te\u015fvik etti\u011fi gibi, tam \u00f6\u011frenme s\u00fcrecini geli\u015ftirmek i\u00e7in kapsaml\u0131 bir yakla\u015f\u0131m benimsemek; yani bu karma\u015f\u0131kl\u0131\u011f\u0131 \u00e7\u00f6zmek art\u0131k bizim sorunumuz.<\/p>\r\n\r\n

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\"\"\r\n\u0130lk zorluk, \u00e7evrim i\u00e7i \u00f6\u011frenmede \"kaydedilmi\u015f slaytlar ve konu\u015fan kafalar\u0131n oldu\u011fu videolar\"\u0131n \u00f6tesine ge\u00e7mektir. E\u011fitmenlerin dijital \u00f6\u011frenme teknolojileri ve y\u00f6ntemlerindeki geli\u015fmeler dikkate al\u0131narak acilen e\u011fitim almas\u0131 gerekir. \u0130kinci zorluk kurulu\u015fun daha etkile\u015fimli ve ki\u015fiselle\u015ftirilmi\u015f deneyimleri destekleyen modern bir deneyime dayal\u0131 \u00f6\u011frenme ortam\u0131na sahip olmas\u0131n\u0131 sa\u011flamakt\u0131r. \u00dc\u00e7\u00fcnc\u00fcs\u00fc, e\u011fitmen ile \u00f6\u011frenenler aras\u0131nda bunun bir ders olmad\u0131\u011f\u0131n\u0131, belirli bir yer ve zaman ile s\u0131n\u0131rl\u0131 olmamak kayd\u0131yla devaml\u0131l\u0131\u011fa dayal\u0131 referans ve geli\u015ftirme i\u00e7in mevcut olan, kolayla\u015ft\u0131r\u0131lm\u0131\u015f bir diyalog oldu\u011funu ifade etmektir.<\/p>\r\n

John Landwehr\r\n<\/strong>Adobe Ba\u015fkan Yard\u0131mc\u0131s\u0131 ve Kamu Sekt\u00f6r\u00fc Ba\u015f Teknik G\u00f6revlisi<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n

1<\/a> Bk., Niper, S. (1989). Third generation distance learning and computer conferencing. In Mason, R. and Kaye, A. (eds.), Mindweave: Communication, Computers and Distance Education <\/i>(pp. 63\u201373). Oxford: Pergamon Press. Ayr\u0131ca James Taylor, Niper'\u0131n modelini de geni\u015fleterek, \u00fc\u00e7\u00fcnc\u00fc neslini esnek \u00e7evrim i\u00e7i \u00f6\u011frenim da\u011f\u0131t\u0131m\u0131na odaklanm\u0131\u015f d\u00f6rd\u00fcnc\u00fc nesle ve esnek web tabanl\u0131 da\u011f\u0131t\u0131ma ak\u0131ll\u0131 otomasyon ekleyen be\u015finci nesle d\u00f6n\u00fc\u015ft\u00fcrd\u00fc. Bk., Taylor, J.C. (2001). Fifth generation distance education. Instructional Sci-ence and Technology, 4<\/i>(1), 1-14.<\/div>\r\n
2<\/a> Simpson, M. & Anderson, B. (2012). History and heritage in open, flexible and distance education. Journal of Open, Flexible, and Distance Learning, 16<\/i>(2), 1\u201310.<\/div>\r\n
3<\/a> Moore, M.G. & Anderson, W.G. (Eds.). (2003). Handbook of distance education. <\/i>Mahwah\/Lon-don: Lawrence Erlbaum Associates.<\/div>\r\n
4<\/a> Saettler, P. (1990). The Evolution of American Ed-ucational Technology. <\/i>Englewood, CO: Libraries Unlimited, Inc.<\/div>\r\n
5<\/a> Spector, J.M., Merrill, M.D., Elen, J., & Bishop, M.J. (Eds.). (2014). Handbook of research on educational communications and technology. <\/i>New York: Springer.<\/div>\r\n
6<\/a> Molenda, M. (2013). Historical foundations. In Spector, J.M., Merrill, M.D., Elen, J., & Bishop, M.J. (Eds.). Handbook of research on educational communications and technology <\/i>(pp. 3\u201318). New York: Springer.<\/div>\r\n
7<\/a> Tart\u0131\u015fmay\u0131 ve \u00f6zg\u00fcn \u00e7a\u011fr\u0131\u015f\u0131mlar\u0131 g\u00f6rmek i\u00e7in age. Molenda, 2013, s. 16. Dipnot 2-6.<\/div>\r\n
8<\/a> Pask, G. (1960). The teaching machine as a control mechanism. Transactions of the Society for Instru<\/i>ment <\/i>Technology, 12<\/i>(2), 72\u201382. Pask, G. (1982). SAKI: Twenty-five years of adaptive training into the microprocessor era. International Journal of Man-Machine Studies, 17<\/i>(1), 69\u201374.<\/div>\r\n
9<\/a> Kulik, J.A. (1994). Meta-analytic studies of findings on computer-based instruction. Technology assessment in education and training, 1<\/i>, 9\u201334. 10<\/div>\r\n
10<\/a> Bu tarihi uyarlanabilir \u00f6\u011fretim sistemleri hakk\u0131nda daha fazla bilgi i\u00e7in, bk.: Lesgold, A. (1988). SHERLOCK: A coached prac-tice environment for an electronics troubleshooting job <\/i>(ERIC No. ED299450). https:\/\/eric.ed.gov \/?id=ED299450 Anderson, J.R., Conrad, F.G., & Corbett, A.T. (1989). Skill acquisition and the LISP tutor. Cogni-tive Science, 13(4)<\/i>, 467-505. Brown, J. S., Burton, R., & de Kleer, J. (1982). Pedagogical, natural language and knowledge en-gineering techniques in SOPHIE I, II, and Ill. In D. Sleeman & J.S. Brown (Eds.), Intelligent Tutoring Systems. <\/i>Academic Press.<\/div>\r\n
11<\/a> Ak\u0131ll\u0131 \u00f6\u011freticilerle ilgili meta-analizler i\u00e7in bk.: Dodds, PVW ve Fletcher, JD. (2004). Opportunities for new \u201csmart\u201d learning environments en-abled by next generation web capabilities. Journal of Education Multimedia and Hypermedia, 13<\/i>(4), 391\u2013404. Kulik, J.A., & Fletcher, J.D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic re-view. Review of Educational Research, 85<\/i>, 171\u2013204.<\/div>\r\n
12<\/a> U.S. Office of Technology Assessment. (1988). Power On!-New Tools for Teaching and Learning <\/i>(OTA-SET-379). Washington, DC: U.S. Government Printing Office.<\/div>\r\n
13<\/a> U.S. Congress, Office of Technology Assessment (1989). Linking for learning: A new course for education <\/i>(OTA-SET-430). <\/i>Washington, DC: U.S. Government Printing Office. NOT: Blok al\u0131nt\u0131 i\u00e7in 27. sayfaya ve ard\u0131ndan gelen metin i\u00e7i al\u0131nt\u0131 i\u00e7in 26. sayfaya bak\u0131n\u0131z<\/div>\r\n
14<\/a> Molenda, M. (2003). In search of the elusive ADDIE model. Performance improvement, 42<\/i>(5), 34\u201336.<\/div>\r\n
15<\/a> age Molenda (2013). Dipnot 2-6.<\/div>\r\n
16<\/a> age Kulik (1994). Son notlar 2-9. Bk., S., 18<\/div>\r\n
17<\/a> Peters, O. (1994). Distance education and industrialindus-trial production: A comparative interpretation in outline (1967). Otto Peters on distance education: The industrialization of teaching and learning <\/i>(D. Keegan, Ed., pp. 107\u2013127). Bk. S., 111.<\/div>\r\n
18<\/a> Ba\u015flamak i\u00e7in iki g\u00fczel makale, \u00f6r.: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12<\/i>(2), 257\u2013285. Sweller, J. (2008). Cognitive load theory and the use of educational technology. Educational Technology Publications, 48<\/i>(1), 32\u201335.<\/div>\r\n
19<\/a> Bloom, B.S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Research-er, 13<\/i>(6), 4\u201316.<\/div>\r\n
20<\/a> \u00d6r, bk: Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2<\/i>(3), 176\u2013186. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological functions. <\/i>London: Harvard University Press. Ayr\u0131ca, tarihsel bir genel bak\u0131\u015f i\u00e7in bk.: Matthews, W. J. (2003). Constructivism in the classroom: Epistemology, history, and empirical evidence. Teacher Education Quarterly, 30<\/i>(3), 51\u201364.<\/div>\r\n
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33<\/a> age Kulik & Fletcher (2016). Dipnot 2-11.<\/div>\r\n
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45<\/a> age Web-based Education Commission (2000). Son not 2-30. Bk. s 23.<\/div>\r\n
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50<\/a> Director for Readiness and Training (1999, April 30). Department of Defense Strategic Plan for Advanced Distributed Learning (Report to the 106th Congress). Washington, DC: U.S. Office of the Deputy Under Secretary of Defense for Readiness. apps.dtic.mil\/dtic\/tr\/fulltext\/u2\/a470552.pdfapps.pdf<\/u><\/div>\r\n
51<\/a> age El Kaliouby & Robinson (2005). Son not 2-49.<\/div>\r\n
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55<\/a> \u00d6r, bk: Muoio, A. (2000, Ekim). Cisco'nun h\u0131zl\u0131 \u00e7al\u0131\u015fmas\u0131. Fast Company. <\/i>www.fastcompany.com\/41492\/cis-cos-quick-study Seufert, S. (2001). E-learning business models, framework and best practice examples. In M.S. Raisinghani (Ed.), Cases on Worldwide E-Com<\/i>merce: Theory in Action <\/i>(70\u201394). New York: Idea Group.<\/div>\r\n
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57<\/a> Fletcher, J. D. (2005). The Advanced Distributed Learning (ADL) vision and getting from here to there <\/i>(No. IDA \/ HQ-D-3212). Alexandria VA: Institute for Defense Analyses. apps.dtic.mil\/dtic\/tr\/fulltext\/u2\/a452053.pdffulltext\/pdf. Bk. S., 7.<\/div>\r\n
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64<\/a> Anderson, L., & Krathwohl, D.E. (2001). A Taxonomy for learning teaching and assessing: A re-vision of Bloom\u2019s taxonomy of educational objectives<\/i>. New York: Addison.<\/div>\r\n
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68<\/a> Magoulas, G.D., & Chen, S.Y. (Eds.). (2006). Advances in web-based education: personalized learning environments <\/i>(ERIC No. ED508909). Hershey, PA: Information Science Publishing.<\/div>\r\n
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72<\/a> age Pashler et al. (2007). Dipnot 2-<\/div>\r\n
73<\/a> Kelley, P. (2008). Making minds. <\/i>New York: Rout-ledge. Bk. S., 4.<\/div>\r\n
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75<\/a> Roediger, H.L., and Karpicke, J.D. (2006). The power of testing memory: Basic research and im-plications for educational practice. Perspectives on Psychological Science, 1<\/i>(3), 181\u2013210.<\/div>\r\n
76<\/a> \u00d6r., bk.: <\/i>Landauer, T.K., Laham, D., & Foltz, P.W. (2003). Automatic essay assessment. Assessment in Education: Principles, Policy & Practice, 10<\/i>(3), 295\u2013308.<\/div>\r\n
77<\/a> Siemens, G. (2006). Knowing knowledge. www.knowingknowledge.comw<\/div>\r\n
78<\/a> Baker, R.S.J.D. & Yacef, K. (2009). The state of educational data mining in 2009: A review and future vi-sions. Journal of Educational Data Mining, 1<\/i>, 3\u201316.<\/div>\r\n
79<\/a> \u00d6r., bk.: <\/i>Baker, R.S.J.D. & Inventado, P.S. (2014). Educational data mining and learning analytics. In J.A. Larusson & B. White (Eds.), Learning Analytics <\/i>(pp. 61-75). New York: Springer.<\/div>\r\n
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81<\/a> G\u00f3mez, J., Huete, J.F., Hoyos, O., Perez, L., & Grigori, D. (2013). Interaction system based on <\/i>internet<\/i>in-ternet<\/i> of things as support for education. Procedia Computer Science, 21<\/i>, 132\u2013139.<\/div>\r\n
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83<\/a> D\u2019Mello, S.K., Kappas, A., & Gratch, J. (2018). The affective computing approach to affect measurementmea-surement. Emotion Review, 10<\/i>(2), 174\u2013183.<\/div>\r\n
84<\/a> \u00d6r., bk.: <\/i>Hampson, R.E., Song, D., Robinson, B.S., Fetterhoff, D., Dakos, A. S., Roeder, B. M., et al. (2018). Developing a hippocampal neural prosthetic to facilitate human memory encoding and recall. Journal of Neural Engineering, 15<\/i>(3), 036014.<\/div>\r\n
85<\/a> Bk.Bak\u0131n\u0131z www.gifttutoring.orgwww.orgm<\/div>\r\n
86<\/a> Sinatra, A., Graesser, A., Hu, X., & Brawner, K., (2019). Design Recommendations for Intelligent Tutoring Systems: Artificial Intelligence (Volume 6). <\/i>U.S. Army Research Laboratory.<\/div>\r\n
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88<\/a> Yang, I. (2014, October 30). Grading adults on life experience. The Atlantic. www.theatlantic.comwww.com<\/u><\/div>\r\n
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92<\/a> Blake-Plock, S. (2018, Ocak) taraf\u0131ndan al\u0131nt\u0131land\u0131\u011f\u0131 gibi. \u00d6\u011frenme M\u00fchendisli\u011fi: G\u00fc\u00e7l\u00fc \u00d6\u011frenme Deneyimleri Tasarlamak I\u00e7in Bilim Ve Verileri Birle\u015ftirme. Getting Smart. <\/i>www.gettingsmart.comwww.com<\/div>\r\n
93<\/a> Saxberg, B. (2016, July). \u201cLearning engineering\u201d making its way in the world. Getting Smart. <\/i>www.gettingsmart.com<\/div>\r\n<\/div>\r\n
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\u00d6\u011frenme Bilimi ve ilgili teknolojiler son 30 y\u0131lda \u00e7arp\u0131c\u0131 ve y\u0131k\u0131c\u0131 bir \u015fekilde ilerledi ve hi\u00e7 \u015f\u00fcphesiz \u00f6ng\u00f6r\u00fclebilir gelecekte de geli\u015fmeye devam edecektir. Bilgiyle ilerleyebilmek i\u00e7in ge\u00e7mi\u015fi g\u00f6zden ge\u00e7irmek ve bug\u00fcne nas\u0131l geldi\u011fimizi, hangi ba\u015far\u0131larla ve tuzaklarla kar\u015f\u0131la\u015ft\u0131\u011f\u0131m\u0131z\u0131 ve hangi derslerin ilerideki \u00f6\u011frenim ekosistemine d\u00f6n\u00fc\u015febilece\u011fini incelemek \u00e7ok daha ak\u0131ll\u0131ca olur.<\/p>\n

Bu b\u00f6l\u00fcm hassaten da\u011f\u0131t\u0131k \u00f6\u011frenmenin evrimini incelemektedir. Bu kavrama, uzaktan \u00f6\u011frenme, da\u011f\u0131t\u0131k veya uzaktan e\u011fitim, web tabanl\u0131 ve web uyumlu \u00f6\u011fretim, \u00e7evrim i\u00e7i \u00f6\u011frenme ve e-\u00f6\u011frenme gibi \u00e7o\u011fu zaman e\u015f anlaml\u0131 olarak kullan\u0131lan ilgili terimleri de dahil ettik! Son zamanlarda, ‘da\u011f\u0131t\u0131k \u00f6\u011frenme’, bazen da\u011f\u0131t\u0131k sim\u00fclasyon, mobil \u00f6\u011frenme, art\u0131r\u0131lm\u0131\u015f ve sanal ger\u00e7eklik, bilgisayar destekli \u00f6\u011fretim ve web tabanl\u0131 \u00f6z y\u00f6netimli \u00f6\u011frenme gibi kavramlar\u0131 i\u00e7eren daha geni\u015f bir bak\u0131\u015f a\u00e7\u0131s\u0131yla ele al\u0131nmaya ba\u015fland\u0131. Bunlara da de\u011finece\u011fiz. Teknolojiyle zenginle\u015ftirilmi\u015f \u00f6\u011frenme veya e\u011fitim teknolojisi gibi belli ba\u015fl\u0131 genel terimler bile bazen da\u011f\u0131t\u0131k \u00f6\u011frenmeye at\u0131fta bulunmak i\u00e7in kullan\u0131lmaktad\u0131r ve uygun olan yer ve durumlarda bu kavramlar\u0131 da ele ald\u0131k.<\/p>\n

Bu kavramlar aras\u0131ndaki farkl\u0131l\u0131klar\u0131 kabul etmemize ra\u011fmen, bu yaz\u0131n\u0131n konusu, kavramlar\u0131n n\u00fcanslar\u0131 \u00fczerine ara\u015ft\u0131rma yapan akademik bir tart\u0131\u015fma de\u011fildir. Bunun yerine okuyucular\u0131, da\u011f\u0131t\u0131k \u00f6\u011frenmenin temellerinden ba\u015flay\u0131p bir\u00e7ok farkl\u0131 alanda evrimsel ilerlemesini g\u00f6z \u00f6n\u00fcnde bulundurarak, birle\u015fik, teknoloji destekli birbirine ba\u011fl\u0131 bir \u00f6\u011frenme paradigmas\u0131na do\u011fru k\u0131sa bir yolculu\u011fa \u00e7\u0131karmaya \u00e7al\u0131\u015f\u0131yoruz.<\/p>\n

Elbette, konuyla ilgili daha detayl\u0131 bilgiye eri\u015fmek isteyenler i\u00e7in di\u011fer yazarlar\u0131n daha g\u00fc\u00e7l\u00fc tarihsel dayana\u011f\u0131 olan \u00e7al\u0131\u015fmalar\u0131n\u0131 inceleyebilirler. \u00d6rne\u011fin, klasikle\u015fen bir makalede, Soren Niper, uzaktan e\u011fitimi \u00fc\u00e7 b\u00f6l\u00fcmde ele al\u0131yor, \u00e7al\u0131\u015fmas\u0131nda mektupla ba\u015flayan ve ard\u0131ndan \u00e7oklu ortam sunumlar\u0131 (\u00f6r. Kasetler ve televizyon yay\u0131nlar\u0131) ile devam eden, bug\u00fcn bilgi ve ileti\u015fim teknolojilerini de i\u00e7eren \u00fc\u00e7\u00fcnc\u00fc nesil uzaktan \u00f6\u011fretimi ana hatlar\u0131yla a\u00e7\u0131kl\u0131yor. Niper\u2019\u0131n \u00e7izdi\u011fi \u00e7er\u00e7eveyi temel alan Mary Simpson ve Bill Anderson, “Uzaktan E\u011fitimde Tarih ve Miras”\u0131n k\u0131sa ve ele\u015ftirel bir \u00f6zetini yazd\u0131lar.<\/p>\n

Bu konuyla ilgili detayl\u0131 bilgi i\u00e7in, Michael Grahame Moore’a ve William Anderson’\u0131n 2003’te yay\u0131nlanan Uzaktan E\u011fitim El Kitab\u0131na<\/em> (veya Moore\u2019un bu klasi\u011fin 2013’teki g\u00fcncellemesine) bakabilirsiniz. Ayr\u0131ca Paul Saettler’in Amerikan E\u011fitim Teknolojisinin Evrimi<\/em> ve J. Michael Spector vd. E\u011fitim \u0130leti\u015fimi ve Teknolojisi Ara\u015ft\u0131rma El Kitab\u0131’n\u0131n<\/em> ayr\u0131nt\u0131l\u0131 incelemesini de g\u00f6zden ge\u00e7irebilirsiniz. Son olarak, Michael Molenda “Tarihsel Temeller” b\u00f6l\u00fcm\u00fc, alan geli\u015fiminin ilgi \u00e7ekici ve bir \u00e7\u0131rp\u0131da okunabilen bir incelemesini sunuyor.<\/p>\n

1980\u2019<\/ins>ler<\/h3>\n

Da\u011f\u0131t\u0131k \u00f6\u011frenmenin t\u00fcm tarihsel arka plan\u0131na ili\u015fkin \u00e7al\u0131\u015fmalarda, yazarlar, 17. y\u00fczy\u0131lda kandillerle ayd\u0131nlat\u0131lan el boyamas\u0131 slaytlar, 18. y\u00fczy\u0131lda posta yaz\u0131\u015fma yolu ile \u00f6\u011frenme veya 20. y\u00fczy\u0131l\u0131n ba\u015flar\u0131ndaki sessiz filmler gibi konunun analog temellerini vurgulamak zorunda kal\u0131yorlar. Ancak, bizim anlad\u0131\u011f\u0131m\u0131z \u015fekliyle, da\u011f\u0131t\u0131k \u00f6\u011frenmenin tarihi tam anlam\u0131yla 1980’lerde ba\u015flam\u0131\u015ft\u0131r. Bu on y\u0131ll\u0131k s\u00fcre, 1983’ten itibaren \u00e7o\u011fu okulda yayg\u0131n olarak benimsenen ki\u015fisel bilgisayarlar\u0131n y\u00fckseli\u015fine tan\u0131k oldu. Bilgisayarlar\u0131n yayg\u0131nla\u015fmas\u0131 ile Niper\u2019\u0131n \u00fc\u00e7\u00fcnc\u00fc nesil olarak adland\u0131rd\u0131\u011f\u0131 uzaktan e\u011fitimine “kitap kutular\u0131ndan bilgisayar temelli \u00f6\u011frenme deneyimlerine ge\u00e7i\u015f.” te \u00f6nc\u00fcl\u00fck etti.<\/p>\n

Bilgisayar tabanl\u0131 \u00f6\u011frenme genel olarak \u00f6\u011frenim ve \u00f6\u011frenime eri\u015fim i\u00e7in bilgisayar kullan\u0131m\u0131n\u0131 ifade eder. A\u011f ba\u011flant\u0131l\u0131 veya ba\u011f\u0131ms\u0131z merkezler arac\u0131l\u0131\u011f\u0131yla iletilen e\u015f zamanl\u0131\/e\u015f zamans\u0131z etkinlikleri i\u00e7erebilir. Bilgisayar tabanl\u0131 \u00f6\u011frenmedeki ilk deneyler 1950’lerin sonlar\u0131nda ve 1960’lar\u0131n ba\u015f\u0131nda, Illinois \u00dcniversitesinin PLATO projesinin genellikle ilk bilgisayar tabanl\u0131 sistem olarak ve Gordon Pask ve Robin McKinnon-Wood’un \u00d6UK\u00d6 ilk uyarlanabilir \u00f6\u011fretici olarak g\u00f6sterilmesiyle ba\u015flad\u0131. \u00d6UK, yani \u00d6z-Uyarlamal\u0131 Klavye’nin k\u0131saltmas\u0131, al\u0131\u015f\u0131lagelmi\u015f \u00f6\u011fretim metotlar\u0131na g\u00f6re \u00f6\u011fretim s\u00fcrecini yar\u0131s\u0131 ile \u00fc\u00e7te birine kadar d\u00fc\u015f\u00fcren; \u00f6\u011frenenlerin performans\u0131na g\u00f6re kendi cevaplar\u0131n\u0131 geli\u015ftiren mekanik bir cihaz olarak kullan\u0131ld\u0131.<\/p>\n

Bu deneyler, genellikle \u201cbilgisayar destekli \u00f6\u011fretim \u00f6\u011freticileri” olarak adland\u0131r\u0131lan birinci nesil bilgisayar uyarlamal\u0131 \u00f6\u011freticilere yol a\u00e7t\u0131\u201d. Bu s\u00fcre zarf\u0131nda bilgisayar destekli \u00f6\u011fretimin meta-analitik incelemesinde, James Kulik, \u00f6\u011frencilerin genellikle daha iyi performans g\u00f6sterdi\u011fini buldu (ortalama standart sapma boyutu:.35 sapma), \u00f6\u011frenciler \u00f6\u011frenme etkinliklerini daha verimli bir \u015fekilde tamamlad\u0131 (yakla\u015f\u0131k \u00fc\u00e7te biri \u00e7eyrek kala daha h\u0131zl\u0131) ve bilgisayar destekli \u00f6\u011fretim ile \u00f6\u011frenme konusunda daha olumlu bir g\u00f6r\u00fc\u015fe sahip olma e\u011filimindeydiler. Bu zaman \u00e7er\u00e7evesinde, \u00e7ok basit de\u011ferlendirmeleri, geri bildirimleri ve ders dallar\u0131na ay\u0131rma kurallar\u0131 ile bilgisayar destekli \u00f6\u011fretim \u00f6\u011fretmenlerine g\u00f6re \u00f6nemli bir ilerleme olan zeki \u00f6\u011fretici sistemler de dahil olmak \u00fczere \u00e7\u0131\u011f\u0131r a\u00e7an sistemler ortaya \u00e7\u0131kt\u0131. Erken d\u00f6nem ak\u0131ll\u0131 \u00f6\u011fretmen sistemleri aras\u0131ndaki baz\u0131 mihenk ta\u015flar\u0131: Alan Lesgold’un SHERLOCK’u, John Anderson vd.’lerinin LISP \u00f6\u011fretmeni ve John Seely Brown ve Richard Burton’\u0131n SOPHIE’si vard\u0131. Bu sistemler \u00f6\u011frenenlere otomatik olarak bilgi i\u015flemsel y\u00f6ntemlerle; problemin a\u015famalar\u0131 boyunca rehberlik etmek, ipucu vermek ve \u00f6\u011fretmen benzeri geri bildirim sa\u011flamak \u00fczere kullan\u0131lm\u0131\u015ft\u0131r. James Kulik, Phil Dodds ve Dexter Fletcher taraf\u0131ndan y\u00fcr\u00fct\u00fclm\u00fc\u015f yak\u0131n zamanda yap\u0131lan meta analizine g\u00f6re daha geli\u015fmi\u015f ak\u0131ll\u0131 \u00f6\u011fretim sistemleri daha y\u00fcksek oranda (standart sapma oran\u0131 .76 b\u00fcy\u00fckl\u00fc\u011f\u00fcnde bir etki) \u00f6\u011frenme kazan\u0131mlar\u0131 ortaya koymu\u015ftur.<\/p>\n

\"\"
\nPLATO III kullanan \u00f6\u011frenen, 1970; Urbana-Champaign Ar\u015fivlerindeki Illinois \u00dcniversitesinin izniyle<\/p>\n

Erken d\u00f6nem \u00f6\u011fretim teknolojilerinin \u00e7o\u011fu hen\u00fcz da\u011f\u0131t\u0131k<\/em> de\u011fildi ama bu de\u011fi\u015fiyordu. 1980’lerde Savunma Bakanl\u0131\u011f\u0131, Ulusal Bilim Vakf\u0131 ve E\u011fitim Bakanl\u0131\u011f\u0131 dahil ABD federal kurumlar\u0131, da\u011f\u0131t\u0131k \u00f6\u011frenme de dahil olmak \u00fczere bilgisayar tabanl\u0131 \u00f6\u011fretim konusunda \u00f6nemli ara\u015ft\u0131rmalara sponsor oldu. 1989 y\u0131l\u0131nda, ABD Teknoloji De\u011ferlendirme Ofisi, Kongreye yap\u0131lan yat\u0131r\u0131mlar\u0131n on y\u0131ll\u0131k s\u00fcre\u00e7teki geli\u015fimini \u00f6zetleyen \u00d6\u011frenmeye Ba\u011flanma<\/em> isimli raporu sundu:<\/p>\n

\n

Uzaktan e\u011fitim geli\u015fiyor. <\/span><\/ins>Ulusal bir temsili okul b\u00f6lgesi anketi, okul b\u00f6lgelerinin yakla\u015f\u0131k y\u00fczde 22’sinin uzaktan \u00f6\u011frenmeyi kulland\u0131\u011f\u0131n\u0131, y\u00fczde 33’\u00fcn\u00fcn bu kaynaklar\u0131 1990’a kadar kullanmay\u0131 umdu\u011funu belirtti. \u0130kinci k\u0131s\u0131m daha \u00f6nemlidir ve daha fazla dikkat gerektirir. Uzaktan e\u011fitim, e\u011fitim s\u0131n\u0131rlar\u0131n\u0131 (geleneksel olarak konum ve kurum taraf\u0131ndan tan\u0131mlanan s\u0131n\u0131rlar) de\u011fi\u015ftiriyor. \u00d6\u011frencilerin ve \u00f6\u011fretmenlerin havuzunda, uzaktan \u00f6\u011frenme \u00e7abalar\u0131 \u201cs\u0131n\u0131f\u0131\u201d yeniden yap\u0131land\u0131r\u0131r. Art\u0131k fiziksel alana ba\u011fl\u0131 olmayan s\u0131n\u0131flar, ayn\u0131 b\u00f6lgedeki di\u011fer \u00f6\u011frenciler, di\u011fer b\u00f6lgelere, di\u011fer eyaletlere ve hatta ulusal s\u0131n\u0131rlara kadar uzanmaktad\u0131r.<\/span><\/p>\n<\/div>\n

Raporda ayr\u0131ca, \u00f6zellikle etkinli\u011fi, metodolojisi ve tasar\u0131m\u0131 ile ilgili olarak da\u011f\u0131t\u0131k \u00f6\u011frenmeye ili\u015fkin ara\u015ft\u0131rmalar\u0131n art\u0131r\u0131lmas\u0131 y\u00f6n\u00fcnde \u00e7a\u011fr\u0131da bulunulmu\u015ftur. “Uzaktan \u00f6\u011frenmenin kalitesi ve etkinli\u011fi belirlenir,” ifadesi “\u00f6\u011fretim tasar\u0131m\u0131 ve tekni\u011fi, uygun teknolojilerin se\u00e7imi ve \u00f6\u011frenenlere sa\u011flanan etkile\u015fim kalitesi ile\u201d a\u00e7\u0131klan\u0131r. Bu, \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131n\u0131n i\u015fiydi.<\/p>\n

\u00d6\u011fretim Sistemleri Tasar\u0131m\u0131n\u0131n (\u00d6ST) k\u00f6kenleri 1960’lara dayansa da 1980’lerde literat\u00fcrde \u00d6ST modellerinde bir art\u0131\u015f g\u00f6r\u00fcld\u00fc. Bu zaman zarf\u0131nda, ATGUD kavray\u0131\u015f\u0131 da \u00e7e\u015fitli modelleri destekleyen genel bir \u00e7er\u00e7eve olarak g\u00f6r\u00fcn\u00fc\u015fe g\u00f6re kendili\u011finden ger\u00e7ekle\u015fti. Geleneksel \u00d6ST yakla\u015f\u0131mlar\u0131 davran\u0131\u015f\u00e7\u0131 paradigmadan do\u011fdu ve benzer \u015fekilde, ilk bilgisayar temelli \u00f6\u011frenmenin \u00e7o\u011fu, davran\u0131\u015f\u00e7\u0131l\u0131k temelli al\u0131\u015ft\u0131rma ve uygulama taktiklerini kulland\u0131. O s\u0131rada Kulik’in g\u00f6zlemledi\u011fi gibi, \u201c\u00c7o\u011fu bilgisayar dersi program\u0131, temel bi\u00e7imini Skinner’\u0131n programlanm\u0131\u015f \u00f6\u011fretim \u00e7al\u0131\u015fmalar\u0131ndan al\u0131r. Skinner’\u0131n modelinde belirtilenler: (a) \u00f6\u011fretim materyallerinin bir dizi k\u00fc\u00e7\u00fck a\u015famaya veya \u00f6\u011fretim \u00e7er\u00e7evelerine b\u00f6l\u00fcnmesi; (b) her ad\u0131mda \u00f6\u011frenen yan\u0131tlar\u0131 ve (c) her yan\u0131ttan hemen sonra geri bildirim \u201d.<\/p>\n

\n
\n

ATGUD<\/span><\/strong><\/p>\n<\/header>\n

\n

Analiz Et, Tasarla, Geli\u015ftir, Uygula ve De\u011ferlendir<\/span><\/strong><\/p>\n

“her t\u00fcrl\u00fc prosed\u00fcre uyacak kadar genel, her dem taze bir model\u2019<\/ins><\/p>\n<\/div>\n<\/div>\n

Bu on y\u0131ldaki baz\u0131 e\u011fitimciler, Otto Peters taraf\u0131ndan \u00e7ok iyi ifade edildi\u011fi gibi da\u011f\u0131t\u0131k \u00f6\u011frenme i\u00e7in sanayile\u015fmi\u015f bir model geli\u015ftirdiler. Uzaktan e\u011fitim ile end\u00fcstriyel \u00fcretimi; birim maliyetlerini d\u00fc\u015f\u00fcrme, \u00f6l\u00e7ek ekonomilerini ger\u00e7ekle\u015ftirme, seri \u00fcretim, i\u015f\u00e7i s\u0131n\u0131f ayr\u0131m\u0131n\u0131 belirterek \u015f\u00fcpheye yer b\u0131rakmayacak \u015fekilde ikisinin benzerliklerini ortaya koydu. Modeli bir \u00f6\u011fretim teorisi olarak tasarlanmam\u0131\u015ft\u0131, daha ziyade kendi ifadeleriyle end\u00fcstriyel \u201c\u00f6\u011fretme s\u00fcrecinin nesnele\u015ftirilmesini\u201d tan\u0131mlayan \u00f6rg\u00fctsel bir kavram olarak tasarlanm\u0131\u015ft\u0131.<\/p>\n<\/div>\n

\"\"
\nBunun sonucunda 1980’lerde \u201csanal\u201d ke\u015fif, NASA Ames ve ba\u015fka yerlerde rutin olarak sergilendi. 1990 y\u0131l\u0131nda \u00e7ekilen yukar\u0131daki resim, NASA’n\u0131n geli\u015ftirdi\u011fi Sanal Arabirim Ortam\u0131 \u0130\u015f \u0130stasyonunu kullanan bir operat\u00f6r\u00fc g\u00f6stermektedir. (NASA ve VPL Research, Inc.; NASA’n\u0131n izniyle).<\/p>\n

\n

Bununla birlikte, \u00f6\u011fretim biliminin durumu e\u011fitim teknolojide ilerleme kaydediyordu. 1980’ler, \u00f6rne\u011fin bili\u015fsel y\u00fck teorisi gibi kavramlar\u0131n geli\u015fmesiyle birlikte bili\u015fsel ekolden etkilenmesine de \u015fahit oldu. Her ne kadar bu teorinin \u00f6nc\u00fcllerine 1950’lerde rastlansa da 1980’lere gelinceye kadar John Sweller bahsi ge\u00e7en bili\u015fsel ilkeleri pratik e\u011fitim taktiklerine ba\u011flamam\u0131\u015ft\u0131. Sweller, \u00f6\u011frenime devam eden \u00f6\u011frenci \u00e7al\u0131\u015fmalar\u0131ndaki g\u00f6zlemlerine dayanarak, bili\u015fsel s\u00fcre\u00e7lerimizin do\u011fal darbo\u011fazlar\u0131n, \u00f6\u011frenmenin \u00f6n\u00fcnde engeller olu\u015fturdu\u011funu ve \u00f6\u011fretmenlerin \u00f6\u011frenmenin \u00f6n\u00fcnde engeller olu\u015fturan bu durumu dikkatli \u00f6\u011fretim tasar\u0131m\u0131yla azaltabileceklerini \u00f6ne s\u00fcrd\u00fc. Ba\u015fka bir deyi\u015fle, Sweller’in teorisi, belirli fakt\u00f6rlerin bili\u015fsel y\u00fck\u00fcm\u00fcz\u00fc art\u0131rabilece\u011fini ve bizi ilgili bilgileri \u00f6\u011frenmekten al\u0131koyabilece\u011fini varsayar; daha da \u00f6nemlisi, teorisi, e\u011fitsel teknolojisi tasar\u0131mc\u0131lar\u0131 i\u00e7in \u00e7\u0131kar\u0131mlar da dahil olmak \u00fczere, bu dikkat da\u011f\u0131t\u0131c\u0131 unsurlar\u0131 azaltmak i\u00e7in \u00f6\u011fretmenlere ve tasar\u0131mc\u0131lara eyleme ge\u00e7irilebilir \u00f6neriler sundu.<\/p>\n

Benjamin Bloom, bili\u015fsel bilimin e\u011fitim \u00fczerindeki etkilerini de ara\u015ft\u0131r\u0131yordu. \u201c\u0130ki Sigma Problemi\u201d \u00fczerine yapt\u0131\u011f\u0131 etkili ara\u015ft\u0131rmas\u0131, bir\u00e7ok \u00f6\u011frenme ara\u015ft\u0131rmac\u0131s\u0131n\u0131n dikkatini \u00e7ekti. Bloom, uzman \u00f6\u011frenme tekniklerini kullanarak bire-bir (insan) \u00f6zel ders alan \u00f6\u011frencilerin s\u0131n\u0131fta grup temelli e\u011fitim alanlardan daha iyi performans g\u00f6sterdi\u011fini buldu. Bu temel \u00e7al\u0131\u015fma, bilgisayar tabanl\u0131 uyarlanabilir \u00f6\u011frenmenin savunucular\u0131 i\u00e7in bir toplama noktas\u0131 haline geldi.<\/p>\n

Bloom’un klasik \u00e7al\u0131\u015fmas\u0131 ve \u015fimdiye kadarki bilgisayar tabanl\u0131 \u00f6\u011frenmenin \u00e7o\u011fu, bireysel \u00f6\u011fretimi vurgulasa da 1980’lerin ortalar\u0131nda bilim adamlar\u0131, \u00f6rne\u011fin Jean Piaget’in ve i\u015fbirlikli ve yap\u0131land\u0131rmac\u0131 \u00f6\u011fretimin savunucusu Lev Vigotsky’nin yap\u0131land\u0131rmac\u0131 e\u011fitim teorileri gibi i\u015fbirlikli teknikleri ke\u015ffetmeye ba\u015flad\u0131lar. En radikal yap\u0131land\u0131rmac\u0131 e\u011fitim teorileri, nesnel \u201cger\u00e7ekli\u011fin\u201d bilinmeyen oldu\u011fu iddias\u0131yla ba\u015flar ve bunun yerine, bireyler kendi zihinlerinde \u00f6znel, kavramsalla\u015ft\u0131r\u0131lm\u0131\u015f bir ger\u00e7eklik in\u015fa eder. Daha az radikal yap\u0131land\u0131rmac\u0131lar, nesnel fiziksel ve sosyal d\u00fcnyan\u0131n s\u0131n\u0131rlar\u0131n\u0131 zorlama e\u011filiminde olan aktif bilgi in\u015fas\u0131n\u0131 h\u00e2l\u00e2 vurgulamaktad\u0131r. E\u011fitim ortamlar\u0131 i\u00e7in bu, \u00f6\u011frencilerin bilgiyi pasif bir \u015fekilde yorumlamaktan ziyade aktif olarak \u00f6\u011frenme deneyimleri olu\u015fturarak \u00f6\u011fretim materyalleri ile etkile\u015fime girerek en iyi \u015fekilde \u00f6\u011frendikleri anlam\u0131na gelir. Yap\u0131land\u0131rmac\u0131l\u0131k, e\u011fitim teorisindeki bir de\u011fi\u015fikli\u011fi katalize ederek, onu e\u011fitmen ve i\u00e7erik merkezli g\u00f6r\u00fc\u015flerden uzakla\u015ft\u0131rarak, \u00f6\u011frenen merkezli bir bak\u0131\u015f a\u00e7\u0131s\u0131na do\u011fru ta\u015f\u0131d\u0131. Sosyal yap\u0131land\u0131rmac\u0131l\u0131k, bu \u00f6nceli\u011fi bir ad\u0131m \u00f6teye g\u00f6t\u00fcr\u00fcr; i\u015f birli\u011fini ve sosyal etkile\u015fimlerin, \u00f6\u011frenme ve gruplara g\u00f6re bilgi in\u015fas\u0131 \u00fczerindeki etkilerini peki\u015ftirerek ilerler.<\/p>\n

Sosyal yap\u0131land\u0131rmac\u0131 e\u011fitim teorileri, bilgisayar destekli i\u015fbirlikli \u00f6\u011frenmenin, etkile\u015fimli \u00f6\u011frenmeyi ve bilgisayar arac\u0131l\u0131 ileti\u015fimi desteklemek i\u00e7in tasarlanan yaz\u0131l\u0131m\u0131n geli\u015ftirilmesini te\u015fvik etti. \u0130\u015fletmeler ve \u00fcniversiteler, Xerox’un NoteCards ve Carnegie-Mellon \u00dcniversitesinden Andrew gibi ileti\u015fim ve e\u011fitim teknolojileri geli\u015ftirmeye ba\u015flad\u0131. Marlene Scardamalia ve Toronto \u00dcniversitesinden meslekta\u015flar\u0131 da bu alanda \u00f6nemli katk\u0131lar sundu. \u00d6rne\u011fin, \u00f6\u011frencilerin a\u011f bilgisayarlar\u0131 arac\u0131l\u0131\u011f\u0131yla fikirleri, resimleri ve notlar\u0131 payla\u015fmalar\u0131na yard\u0131mc\u0131 olarak i\u015f birli\u011fine dayal\u0131 anlam olu\u015fturmay\u0131 m\u00fcmk\u00fcn k\u0131lan bilgisayar destekli kas\u0131tl\u0131 \u00f6\u011frenme ortamlar\u0131n\u0131 denediler. Bu gibi projeler, e\u011fitim teknolojisinin daha geni\u015f bir alan\u0131n\u0131 etkileyerek sosyal \u00f6\u011frenmeye do\u011fru temel bir kaymay\u0131 te\u015fvik etti.<\/p>\n

Bu ilgi, a\u011f \u00fczerinden bilgisayar arac\u0131l\u0131 ileti\u015fim ile kolayla\u015ft\u0131r\u0131lan her yerde, \u00e7ok ki\u015fili bir \u201csanal s\u0131n\u0131f\u201d fikrinin geli\u015ftirilmesine yard\u0131mc\u0131 oldu. New Jersey Teknoloji Enstit\u00fcs\u00fcnden Starr Roxanne Hiltz \u015f\u00f6yle demi\u015fti: \u201cBirdenbire akl\u0131ma geldi. \u201cBir \u00f6\u011fretme ve \u00f6\u011frenme ortam\u0131n\u0131n tu\u011fla ve tahtalardan in\u015fa edilmesi gerekli de\u011fildi. Pekala yaz\u0131l\u0131m ile de in\u015fa edilebilir. Sanal olabilirdi! Bir\u00e7ok \u00f6\u011fretmen ve \u00f6\u011frencin mikro bilgisayarlar\u0131n\u0131n oldu\u011fu bir d\u00f6nemde art\u0131k s\u0131n\u0131fa gitmelerine de gerek yoktu.. s\u0131n\u0131f telefon hatlar\u0131 ve bilgisayarlar\u0131 \u00fczerinden onlara gelebilirdi\u201d.<\/p>\n

1980’lerde ortaya \u00e7\u0131kan dijital i\u015f birlikleri, sonraki y\u0131llarda i\u00e7erik a\u00e7\u0131s\u0131ndan zengin ortamlara yol a\u00e7t\u0131. Hiltz vd. sanal s\u0131n\u0131flar geli\u015ftirirken di\u011ferleri t\u00fcm d\u00fcnyalar\u0131<\/em> in\u015fa etti. Sanal d\u00fcnyalar veya “avatar olarak temsil edilen, a\u011fa ba\u011fl\u0131 bilgisayarlar taraf\u0131ndan kolayla\u015ft\u0131r\u0131lan senkronize, kal\u0131c\u0131 a\u011f (lar)” ve sentetik ortamlar veya ger\u00e7ek\u00e7i sim\u00fclasyon ortamlar\u0131, benzer \u015fekilde bu \u00e7a\u011fda ortaya \u00e7\u0131kt\u0131. Buna bir \u00f6rnek, Michael Naimark\u2019\u0131n \u201cvekil seyahat\u201d kavram\u0131, bir LaserDisc ile gezilebilen ger\u00e7ek ortamlar\u0131n sanal yeniden yarat\u0131m\u0131d\u0131r. Ba\u015fka bir \u00f6rnek, stereoskopik ba\u015fa tak\u0131lan ekranlar ve bir fiber optik veri eldiveni kullanan NASA Ames Laboratuvar\u0131n\u0131n sanal ger\u00e7eklik sistemidir. Son olarak, Lucasfilm Games taraf\u0131ndan Quantum Computer Services, Inc. ile birlikte geli\u015ftirilen Habitat<\/em>, genellikle b\u00fcy\u00fck \u00f6l\u00e7ekli, \u00e7ok oyunculu, ticari bir sanal d\u00fcnya geli\u015ftirmeye \u00e7al\u0131\u015fan ilk giri\u015fimlerden biri olarak kabul ediliyor. Bu t\u00fcr sistemler, meyvelere ula\u015fmak i\u00e7in birka\u00e7 on y\u0131l ara gerektirir ancak bu \u00f6nc\u00fcllerin katk\u0131lar\u0131 anla\u015f\u0131lmaz.<\/p>\n

E\u011fitim toplulu\u011fu sanal d\u00fcnyalar ve i\u015fbirlik\u00e7i sanal s\u0131n\u0131flar geli\u015ftirirken, e\u011fitim end\u00fcstrisi benzer \u015fekilde \u00e7ok ki\u015fili e\u011fitim sim\u00fclasyonlar\u0131 i\u00e7in toplu \u00f6\u011frenme yeteneklerini ara\u015ft\u0131rd\u0131. NASA ve ABD ordusu gibi kurulu\u015flar taraf\u0131ndan te\u015fvik edilen, bilgisayar destekli \u00f6\u011freticiler, 1940’larda ortaya \u00e7\u0131kt\u0131. Ba\u015flang\u0131\u00e7ta, bu \u00f6\u011fretici benzetimler, \u00e7ok pahal\u0131, g\u00fcvensiz veya zahmetli olan canl\u0131 e\u011fitimin ikamesi olarak kullan\u0131lm\u0131\u015ft\u0131r. Bununla birlikte, 1970’ler boyunca, e\u011fitim toplulu\u011fu, benzersiz bir \u00f6\u011fretim arac\u0131 ve ekip tabanl\u0131 uygulama i\u00e7in potansiyel bir platform olarak g\u00f6rerek, sadece de\u011fi\u015ftirmenin \u00f6tesinde \u00f6\u011fretim sim\u00fclasyonuna de\u011fer vermeye ba\u015flad\u0131. K\u0131smen kolektif ve iyile\u015ftirilmi\u015f e\u011fitim talebinden cesaret alan ara\u015ft\u0131rmac\u0131lar, kolektif, da\u011f\u0131t\u0131k sim\u00fclasyon tabanl\u0131 e\u011fitim teknolojisi geli\u015ftirmeye ba\u015flad\u0131. 1987’de kurulan Geli\u015fmi\u015f Savunma Ara\u015ft\u0131rma Projeleri Kurulu\u015fu (GSAPK) Sim\u00fclasyon A\u011f\u0131 (SIMNET) dikkate de\u011fer bir \u00f6rnek te\u015fkil ediyor. Bununla birlikte, da\u011f\u0131t\u0131k sim\u00fclasyon, 1990’l\u0131 y\u0131llara ve k\u00fcresel internetin y\u00fckseli\u015fine kadar ger\u00e7ekten uygulanabilir bir \u00f6\u011frenme y\u00f6ntemi haline gelmeyecekti.<\/p>\n

1990’lar<\/h3>\n

Bilgisayar tabanl\u0131 \u00f6\u011frenme, ki\u015fisel bilgisayarlar\u0131n artan yayg\u0131nl\u0131\u011f\u0131, \u00e7oklu ortam yeteneklerindeki geli\u015fmeler ve bilgisayar a\u011f\u0131ndaki geli\u015fmelerle ba\u011flant\u0131l\u0131 olarak 1990’lar boyunca geni\u015flemeye devam etti. 1990’lara derin bir \u015fekilde damgas\u0131n\u0131 vuran en \u00f6nemli olay d\u00fcnya \u00e7ap\u0131nda a\u011flar\u0131n (www, 1989’da icat edilmi\u015fti) b\u00fcy\u00fcmesi ve bununla birlikte a\u011fa ba\u011fl\u0131 ileti\u015fimlere geni\u015f eri\u015fimdir.<\/p>\n

\u0130lk kullan\u0131lmaya haz\u0131r web tabanl\u0131 dersler 1990’lar\u0131n ortas\u0131nda ortaya \u00e7\u0131kt\u0131 ve on y\u0131l\u0131n sonunda, ABD merkezli t\u00fcm \u00fcniversitelerin yakla\u015f\u0131k %60’\u0131 web tabanl\u0131 derslere sahipti. Bu s\u0131rada, e-\u00f6\u011frenme end\u00fcstrisi de geli\u015fti. 90’lar boyunca, tedarik\u00e7iler \u00f6\u011fretmenlerin ve kurumlar\u0131n e-\u00f6\u011frenme kaynaklar\u0131n\u0131 y\u00f6netmelerine yard\u0131mc\u0131 olacak ara\u00e7lar geli\u015ftirdi. \u0130lgili yaz\u0131l\u0131m, kurs y\u00f6netimi sistemleri, sanal \u00f6\u011frenme ortamlar\u0131, \u00f6\u011frenme platformlar\u0131 ve y\u00f6netilen \u00f6\u011frenme ortamlar\u0131n\u0131n yan\u0131 s\u0131ra, g\u00fcn\u00fcm\u00fczde pop\u00fcler olan \u00f6\u011frenme y\u00f6netim sistemleri ve \u00f6\u011frenme i\u00e7erik y\u00f6netim sistemleri dahil olmak \u00fczere \u00e7e\u015fitli ba\u015fl\u0131klar alt\u0131nda yay\u0131nland\u0131.<\/p>\n

Geleneksel e-\u00f6\u011frenmeye ek olarak, baz\u0131 ara\u015ft\u0131rmac\u0131lar uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam\u0131 te\u015fvik etmeye ba\u015flad\u0131. T\u00fcm izleyicilere ayn\u0131 metni, ba\u011flant\u0131lar\u0131 ve \u00e7oklu ortam\u0131 sa\u011flayan tipik web sitelerinin aksine, uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam sistemleri her ziyaret\u00e7inin kullan\u0131c\u0131 modellerini olu\u015fturur ve ard\u0131ndan sunulan bilgi ve ba\u011flant\u0131lar\u0131 uyarlar. Peter Brusilovsky ve meslekta\u015flar\u0131 web ileti\u015fimi ve zeki \u00f6\u011fretici kavramlar\u0131n\u0131 b\u00fct\u00fcnle\u015ftiren uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam sistemleri geli\u015ftirdi ve test etti.<\/p>\n

Uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam\u0131n yan\u0131 s\u0131ra, ‘ikinci nesil’ olarak da isimlendirilen uyarlanabilir \u00f6\u011freticiler (zeki \u00f6\u011fretici sistemler olarak da isimlendirilir) olgunla\u015ft\u0131. Dikkate de\u011fer bir \u00f6rnek olarak da Ken Koedinger vd. taraf\u0131ndan geli\u015ftirilen bili\u015fsel \u00f6\u011freticiler verilebilir, Amerika Birle\u015fik Devletleri’ndeki binlerce okulda ortaokul \u00f6\u011frencilerini matematik konusunda e\u011fittiler ve titiz de\u011ferlendirmeler yaparak etkileyici \u00f6\u011frenme kazan\u0131mlar\u0131 elde ettiler. Kulik ve Fletcher, konuyla ilgili meta-analizlerinde, 90’l\u0131 y\u0131llardaki zeki \u00f6\u011freticilerin neredeyse bir standart sapman\u0131n bir’e yak\u0131n etki boyutlar\u0131na sahip oldu\u011funu buldular, bu birinci ku\u015fak bilgisayar destekli \u00f6\u011fretim \u00f6\u011freticilerinden ilk neslinden neredeyse iki kat daha fazla kazan\u0131m elde ettiklerini ifade eder Bu zeki \u00f6\u011freticilerin sa\u011flad\u0131\u011f\u0131 \u00f6\u011frenme kazan\u0131mlar\u0131, yakla\u015f\u0131k olarak insan \u00f6\u011freticilere e\u015fde\u011ferdir.<\/p>\n

Duyu\u015fsal bilgi i\u015flem, bu on y\u0131l\u0131n ortas\u0131nda, \u00f6zellikle Rosalind Picard taraf\u0131ndan bilgisayar biliminin bir dal\u0131 olarak ortaya kondu. Bu ara\u015ft\u0131rmac\u0131lar, YZ’de duygular\u0131n nas\u0131l sim\u00fcle edileceklerini incelediler ve makinelerin insanlardaki duygular\u0131 alg\u0131lamas\u0131 i\u00e7in y\u00f6ntemler geli\u015ftirdiler. Her iki hedef de e\u011fitim i\u00e7in uygun olacakt\u0131r. \u0130lki, \u00f6\u011fretim teknolojilerinde; \u00f6\u011fretici i\u015flevi g\u00f6ren ya da akran i\u015flevi g\u00f6ren animasyon karakterleri veya pedagojik arac\u0131lar hakk\u0131nda yap\u0131lan \u00f6nceki ara\u015ft\u0131rmalar bilgi kayna\u011f\u0131 oldu. \u0130kincisi, s\u0131k\u0131nt\u0131 veya hayal k\u0131r\u0131kl\u0131\u011f\u0131 sergileyen \u00f6\u011frencilere cevap vermek gibi ki\u015fiselle\u015ftirilmi\u015f \u00f6\u011frenme sistemlerinin uyarlanabilir tepkilerini bildirmeye yard\u0131mc\u0131 olacakt\u0131r. Daha sonra, bu disiplin 21. Y\u00fczy\u0131lda olgunla\u015fmas\u0131yla Rafael Calvo ve Sidney D\u2019Mello gibi ara\u015ft\u0131rmac\u0131lar g\u00f6z izleme, y\u00fcz ve jest tan\u0131ma, fare hareketleri ve duru\u015f alg\u0131lay\u0131c\u0131lar\u0131 gibi ara\u00e7lar\u0131 kullanarak bu durumlar\u0131 daha g\u00fcvenilir ve mahremiyet ihlaline sebep olmayacak bir \u015fekilde alg\u0131laman\u0131n yollar\u0131n\u0131 geli\u015ftirecekti.<\/p>\n

\"\"
\n\u0130lk sarmayac\u0131 art\u0131r\u0131lm\u0131\u015f ger\u00e7eklik sistemi olarak kabul edilen Virtual Fixtures, ABD Hava Kuvvetleri Ara\u015ft\u0131rma Laboratuvar\u0131nda Louis Rosenberg taraf\u0131ndan in\u015fa edilmi\u015ftir. Yukar\u0131daki resimde, 1992’de sistemi kullanan Rosenberg; Foto\u011fraf AR Trends’in izniyle.<\/p>\n

T\u00fcm bu do\u011fu\u015f s\u00fcrecindeki teknoloji, kan\u0131ta dayal\u0131 yeni \u00f6\u011frenme ilkelerine ihtiya\u00e7 duyuldu\u011fu gittik\u00e7e daha belirgin hale geliyordu. Di\u011fer bir geli\u015fme Richard Mayer ve \u00e7oklu ortam \u00f6\u011frenme teorisinden geldi. Mayer, Sweller’in bili\u015fsel y\u00fck teorisinin yan\u0131 s\u0131ra di\u011fer bili\u015fsel ilkeleri temel alarak , \u00f6\u011frenenlerin \u00e7oklu ortam \u00f6\u011fretimi ile etkile\u015fime girdi\u011finde zihinsel s\u00fcre\u00e7lerini dikkatlice tan\u0131mlad\u0131 ve daha sonra en iyi hale getirmek i\u00e7in rehberlik etti. \u00d6rne\u011fin: Yaln\u0131zca kelimelerden ziyade s\u00f6zc\u00fcklerde ve resimlerde bir a\u00e7\u0131klama yapmak ve kar\u015f\u0131l\u0131k gelen kelimeleri ve resimleri ayr\u0131 ayr\u0131 de\u011fil, biti\u015fik olarak sunmak gibi. Mayer’\u0131n \u00e7al\u0131\u015fmalar\u0131n\u0131n alanda \u00f6nemli etkileri oldu; bili\u015fsel bilimi e\u011fitimciler i\u00e7in daha eri\u015filebilir hale getirdi ve \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131na uygulayabilecekleri a\u00e7\u0131k tavsiyelerde bulundu.<\/p>\n

Bilgisayar arac\u0131l\u0131\u011f\u0131nda ileti\u015fimle ilgili \u00f6\u011fretim teorileri de ilgi toplad\u0131. Bu kavramlar 1980’lerde ortaya \u00e7\u0131kmas\u0131na ra\u011fmen, bu son on y\u0131ll\u0131k s\u00fcre\u00e7te, web tabanl\u0131 ileti\u015fime haz\u0131r eri\u015fimiyle serpilip geli\u015ftiler. Bu alanda \u00fcretken bir bilim insan\u0131 olan Randy Garrison’\u0131n, zaman\u0131nda yazd\u0131\u011f\u0131 gibi \u201c\u2026bir \u00f6\u011frenen toplulu\u011fu ba\u011flam\u0131nda s\u0131k s\u0131k iki y\u00f6nl\u00fc ileti\u015fim yoluyla e\u011fitim i\u015fleminin kontrol\u00fcn\u00fc ki\u015fiselle\u015ftirme ve payla\u015fma yetene\u011fi ile nitelenen bir sanayi sonras\u0131 uzaktan e\u011fitim \u00e7a\u011f\u0131na giriyoruz\u201d. \u00d6nceki on y\u0131l\u0131n, da\u011f\u0131t\u0131k \u00f6\u011frenme ara\u00e7lar\u0131n\u0131n end\u00fcstriyel de\u011ferini vurgulama e\u011filiminde oldu\u011fu yerlerde, 1990’larda, Garrison gibi teorisyenler, uzaktan \u00f6\u011fretim ve \u00f6\u011frenmenin kolayla\u015ft\u0131r\u0131lmas\u0131na daha fazla vurgu yapmaya ba\u015flad\u0131lar. Uzaktan e\u011fitimin end\u00fcstriyel modelini ilk \u00f6neren Otto Peters bile 1990’larda buun “end\u00fcstri sonras\u0131” olarak adland\u0131r\u0131labilecek “yeni bir \u00e7a\u011f\u0131n ilk i\u015faretleri” olup olmad\u0131\u011f\u0131n\u0131 sordu.<\/p>\n

\u00d6\u011fretim teorisyenleri d\u00fcnya \u00e7ap\u0131nda webin sundu\u011fu pedagojik f\u0131rsatlar\u0131 alk\u0131\u015flarken, baz\u0131 \u00fcniversitelerin daha da g\u00f6rkemli tasar\u0131mlar\u0131 vard\u0131. John Daniel, Mega \u00dcniversiteler ve Bilgi Medyas\u0131<\/em> adl\u0131 kitab\u0131nda orta \u00f6\u011fretim sonras\u0131 e\u011fitimde geni\u015f \u00f6l\u00e7ekli, a\u00e7\u0131k ve uzaktan \u00f6\u011frenmenin d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc g\u00fcc\u00fcn\u00fc inceledi ve maliyetleri d\u00fc\u015f\u00fcrme, esneklik yaratma ve y\u00fcksek \u00f6\u011fretime daha fazla eri\u015fim sa\u011flama (\u00f6zellikle de ayr\u0131cal\u0131ks\u0131z alanlarda) vaadinin alt\u0131n\u0131 \u00e7izdi. Daniel, British Open University gibi mega \u00fcniversitelerin sundu\u011fu \u00e7\u00f6z\u00fcmleri \u00f6zellikle inceledi. Tan\u0131m olarak, bu kurumlar\u0131n kay\u0131t i\u00e7in engelleri kald\u0131r\u0131yor ve en az 100.000 \u00f6\u011frenciye hizmet veriyor. Daniel yaz\u0131s\u0131nda, “Geli\u015fmekte olan d\u00fcnyan\u0131n geli\u015fen n\u00fcfusuna e\u011fitim ve \u00f6\u011fretim sa\u011flamak sadece ilgili \u00fclkelerin sorunu de\u011fildir.” diyor. “\u0130nsano\u011flunun g\u00fcvenli\u011fi buna ba\u011fl\u0131 olabilir”.<\/p>\n

Webin e\u011fitim yoluyla toplumu de\u011fi\u015ftirme g\u00fcc\u00fc g\u00f6z ard\u0131 edilemezdi. \u00d6nemine binaen, ABD Kongresi, Y\u00fcksek \u00d6\u011fretim Yasa’s\u0131n\u0131n yeniden oylanmas\u0131n\u0131n bir par\u00e7as\u0131 olarak 1998’de \u0130ki Tarafl\u0131 (partili) Web Tabanl\u0131 E\u011fitim Komisyonunu kurdu. Komisyonun sonraki ve kan\u0131t a\u00e7\u0131s\u0131ndan zengin, \u00d6\u011frenme i\u00e7in \u0130nternetin G\u00fcc\u00fc ba\u015fl\u0131kl\u0131 raporunda, Kongreyi e-\u00f6\u011frenmeyi \u00fclke e\u011fitiminin merkezi bir par\u00e7as\u0131 haline getirmeye \u00e7a\u011f\u0131rd\u0131. \u201c\u0130nternet, belki de i\u015f, medya, e\u011flence ve toplumu \u015fa\u015f\u0131rt\u0131c\u0131 \u015fekillerde yeniden \u015fekillendiren tarihteki en d\u00f6n\u00fc\u015ft\u00fcr\u00fcc\u00fc teknolojidir. Sahip oldu\u011fu t\u00fcm g\u00fcce ra\u011fmen, e\u011fitimi d\u00f6n\u00fc\u015ft\u00fcrmek i\u00e7in ancak \u015fu anda aday g\u00f6sterildi. \u2026 art\u0131k konu\u015fmadan uygulamaya ge\u00e7menin zaman\u0131\u201d.<\/p>\n

Komisyon raporunda belirtilen alt\u0131 gelecek vaat eden e\u011filim \u015funlar\u0131 i\u00e7eriyordu: daha geni\u015f bant eri\u015fimini; ‘bilgisayar, ba\u011flant\u0131 ve ileti\u015fim teknolojilerinin k\u00fc\u00e7\u00fck, \u00e7ok ama\u00e7l\u0131 cihazlar\u0131 birbirine ba\u011flayarak kablosuz teknolojilerle birbirine ba\u011flad\u0131\u011f\u0131’ yayg\u0131n bilgi i\u015flem; dijital yak\u0131nsama veya telekom\u00fcnikasyon, radyo, televizyon ve di\u011fer etkile\u015fimli cihazlar\u0131n her yerde bulunan bir altyap\u0131ya birle\u015ftirilmesi; e\u011fitim teknolojisi standartlar\u0131; konu\u015fma ve el ve y\u00fcz hareketlerini tan\u0131may\u0131, metinden konu\u015fmaya, dil \u00e7evirisini ve duyusal sarmalamay\u0131 birle\u015ftiren yeni uyarlanabilir teknolojiler ve son olarak, \u00f6nemli \u00f6l\u00e7\u00fcde maliyeti azalan geni\u015f bant \u0130nternet.<\/p>\n

Ge\u00e7mi\u015fe bug\u00fcn\u00fcn penceresinden bakman\u0131n avantaj\u0131yla, bu listedeki e\u011filimlere birka\u00e7 ekleme yapabiliriz. Bir \u00f6rnek, sanal ger\u00e7eklik (SG) ve art\u0131r\u0131lm\u0131\u015f ger\u00e7eklik (AG) i\u00e7eren bir s\u00fcrem olan karma ger\u00e7ekliktir. Her ne kadar 1950’lerden 1980’lere kadar \u00f6nc\u00fcl\u00fck etmi\u015f olsa da ilk faydal\u0131 e\u011fitim ve \u00f6\u011fretim uygulamalar\u0131 1990’lar\u0131n ortalar\u0131nda ger\u00e7ekle\u015fmeye ba\u015flad\u0131. O zamanki sanal ger\u00e7eklik teklifleri, s\u00fcr\u00fckleyici deneyimler yaratmak i\u00e7in genellikle kafaya monte edilen ekranlar veya ma\u011fara benzeri projeksiyon odalar\u0131 olarak kullan\u0131l\u0131yordu. Ger\u00e7ekli\u011fi tamamen sanal manzaralar ve seslerle de\u011fi\u015ftirmeye \u00e7al\u0131\u015fan SG’nin aksine, AG sistemleri, ger\u00e7ek zamanl\u0131, ger\u00e7ek d\u00fcnyada olan video \u00fczerine grafikler bindirmek gibi ger\u00e7ek durumlara, sanal uyar\u0131lar\u0131 zerk eder. Bununla birlikte, her iki durumda da teknolojinin h\u00e2len pahal\u0131 ve ve hantal olmas\u0131na kar\u015f\u0131n h\u0131zl\u0131 bir \u015fekilde de ilerlemesini s\u00fcrd\u00fcr\u00fcyordu. Yine de \u00f6\u011frenmeyi veya g\u00fcd\u00fclemeyi iyile\u015ftirmek i\u00e7in bu teknolojilerin etkisinin g\u00f6rg\u00fcl de\u011ferlendirmesi, bug\u00fcn bile \u015fa\u015f\u0131rt\u0131c\u0131 bir \u015fekilde en d\u00fc\u015f\u00fck d\u00fczeyde kalmaktad\u0131r.<\/p>\n

Da\u011f\u0131t\u0131lm\u0131\u015f sim\u00fclasyon da bu on y\u0131l boyunca belirgin bir ilerleme kaydetti. On y\u0131l \u00f6nceki SIMNET’in geli\u015fmeleri, a\u011f ba\u011flant\u0131l\u0131 ger\u00e7ek zamanl\u0131 sim\u00fclasyonlar \u00e7a\u011f\u0131n\u0131 do\u011furmu\u015ftu. \u015eimdi, SIMNET’in olu\u015fturulmas\u0131na \u00f6nc\u00fcl\u00fck eden ayn\u0131 savunucular, canl\u0131, sanal ve yap\u0131c\u0131 sim\u00fclasyonlar\u0131 ortak bir ortamda sorunsuz bir \u015fekilde entegre edebilen sentetik ortamlar geli\u015ftirmeye \u00e7al\u0131\u015ft\u0131lar. Sonlara do\u011fru m\u00fchendisler, Da\u011f\u0131t\u0131lm\u0131\u015f Etkile\u015fimli Sim\u00fclasyon (DES) ve \u00dcst D\u00fczey Mimari (\u00dcDM) protokolleri de dahil olmak \u00fczere, e\u015f zamanl\u0131 \u00f6\u011fretim senaryolar\u0131n\u0131 desteklemek i\u00e7in yeni birlikte \u00e7al\u0131\u015fabilirlik standartlar\u0131 geli\u015ftiriyorlard\u0131, ara\u015ft\u0131rmac\u0131lar ise d\u00fcnya \u00e7ap\u0131nda a\u011f\u0131n da\u011f\u0131t\u0131k sim\u00fclasyon i\u00e7in kullan\u0131lmas\u0131n\u0131n uygunlu\u011funu inceliyorlard\u0131.<\/p>\n

ABD H\u00fck\u00fbmeti, \u00f6zellikle asker\u00ee ve i\u015f g\u00fcc\u00fc geli\u015fimi i\u00e7in web tabanl\u0131 \u00f6\u011frenmeden yararlanmak i\u00e7in daha iyi yollar ar\u0131yordu. Bu gereklilikler Geli\u015fmi\u015f Da\u011f\u0131t\u0131k \u00d6\u011frenme (\u0130D\u00d6) Giri\u015fiminin olu\u015fturulmas\u0131na yol a\u00e7t\u0131. \u0130DO Giri\u015fimi, \u00f6nc\u00fcllerini, Kongrenin, Ulusal Muhaf\u0131zlar’a personeli i\u00e7in prototip elektronik s\u0131n\u0131flar ve \u00f6\u011frenme a\u011flar\u0131 in\u015fa etme yetkisi verdi\u011fi 1990’lar\u0131n ba\u015flar\u0131na kadar takip etti. 1990’lar\u0131n ortalar\u0131na gelindi\u011finde, Savunma Bakanl\u0131\u011f\u0131 daha koordineli bir yakla\u015f\u0131ma duyulan ihtiyac\u0131 fark etti ve 1996 D\u00f6rt Y\u0131ll\u0131k Savunma \u0130ncelemesi<\/em> bunu, teknoloji tabanl\u0131 e\u011fitim ve \u00f6\u011fretimi modernle\u015ftirmek etmek i\u00e7in bakanl\u0131k \u00e7ap\u0131nda bir stratejinin geli\u015ftirilmesini y\u00f6nlendirerek resm\u00eele\u015ftirdi. Bu strateji, orijinal \u0130D\u00d6 Giri\u015fimi oldu. 1998 y\u0131l\u0131nda Savunma Bakan\u0131 Yard\u0131mc\u0131s\u0131, Savunma Personel ve Haz\u0131rl\u0131k M\u00fcste\u015farl\u0131\u011f\u0131n\u0131 Sat\u0131n Alma ve Teknoloji ve Denetim, M\u00fc\u015fterek Kurmay Ba\u015fkanl\u0131\u011f\u0131 ile i\u015f birli\u011fi i\u00e7erisinde geli\u015fen programa \u00f6nc\u00fcl\u00fck etmesi i\u00e7in y\u00f6nlendirdi. Ayr\u0131ca, da\u011f\u0131t\u0131k \u00f6\u011frenme i\u00e7in departman \u00e7ap\u0131nda bir politikan\u0131n olu\u015fturulmas\u0131n\u0131, politikay\u0131 y\u00fcr\u00fctmek i\u00e7in kar\u015f\u0131l\u0131k gelen bir “ana plan\u0131n” geli\u015ftirilmesini ve ilgili uygulama i\u00e7in kaynaklar\u0131 y\u00f6netti. Bundan k\u0131sa bir s\u00fcre sonra \u0130D\u00d6 Giri\u015fimi, e-\u00f6\u011frenme sistemlerinin koordinasyon, payla\u015f\u0131lan teknoloji standartlar\u0131 ve modern \u00f6\u011frenme teorisinin uygulanmas\u0131 yoluyla birle\u015ftirilmesine yard\u0131mc\u0131 olma g\u00f6reviyle federal \u00e7apta bir program haline geldi.<\/p>\n

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Geli\u015fmi\u015f da\u011f\u0131t\u0131k \u00f6\u011frenme stratejisi, \u00f6\u011frenme paradigmas\u0131n\u0131 \u201cs\u0131n\u0131f merkezli\u201d bir modelden giderek artan \u201c\u00f6\u011frenen merkezli\u201d bir modele yeniden yap\u0131land\u0131rmay\u0131 ve \u00f6\u011frenme i\u015f s\u00fcrecini \u201cfabrika modelinden\u201d (\u00e7o\u011funlukla b\u00fcy\u00fck e\u011fitim ve e\u011fitim kurumlar\u0131) her zaman her yerde \u00f6\u011frenmeyi<\/span> i\u00e7eren daha a\u011f merkezli bir \u201cbilgi \u00e7a\u011f\u0131 modeli\u201d ne do\u011fru yeniden yap\u0131land\u0131rmay\u0131 gerektiriyor.<\/p>\n<\/div>\n

\u0130D\u00d6 Giri\u015fimin misyonunun bir par\u00e7as\u0131 da\u011f\u0131t\u0131k \u00f6\u011frenme i\u00e7in teknoloji standartlar\u0131n\u0131 i\u00e7erir. 1990’larda, K\u00f6pr\u00fc Metni Aktar\u0131m Protokol\u00fc (HTTP) ve K\u00f6pr\u00fc Metni Bi\u00e7imlendirme Dili (HTML) gibi standartlar yeni ortaya \u00e7\u0131k\u0131yordu. Benzer \u015fekilde, Geni\u015fletilebilir \u0130\u015faretleme Dili (XML) 1990’lar\u0131n ortalar\u0131nda kullan\u0131ma sunuldu ve webin yay\u0131mlanan sunum ortam\u0131ndan, veri a\u00e7\u0131s\u0131ndan zengin bir platforma d\u00f6n\u00fc\u015fmesine yard\u0131mc\u0131 oldu, bu geli\u015fmeyle birlikte semantik webin de kap\u0131s\u0131 aralanm\u0131\u015f oldu.<\/p>\n

20. y\u00fczy\u0131l\u0131n son on y\u0131l\u0131nda g\u00f6r\u00fclen teknolojik geli\u015fmeler hakk\u0131nda epeyce kitap yaz\u0131labilir (ve kesinlikle de yaz\u0131lm\u0131\u015ft\u0131r). Bizim amac\u0131m\u0131z do\u011frultusunda, di\u011fer dikkat \u00e7ekici birka\u00e7 nokta aras\u0131nda yapay zek\u00e2 ve veri madencili\u011finin giderek artan dikkat \u00e7ekicili\u011fi, do\u011fal dil aray\u00fczlerinin kullan\u0131labilirli\u011fi, ki\u015fisel dijital asistanlar\u0131n ticarile\u015ftirilmesi ve ilgili h\u00fccresel ileti\u015fimler ile DVD’lerin olu\u015fturulmas\u0131 yer almaktad\u0131r. Ayr\u0131ca, ara\u015ft\u0131rmac\u0131lar\u0131 hava liman\u0131 tesisleri, \u00e7a\u011fr\u0131 merkezleri, i\u015fletmeler, sa\u011fl\u0131k merkezleri ve hatta fast-food restoranlar\u0131 da dahil olmak \u00fczere t\u00fcm sekt\u00f6rler i\u00e7in kapsaml\u0131 model setleri olu\u015fturmaya te\u015fvik eden bilgi i\u015flemsel modeller i\u00e7in benzeri g\u00f6r\u00fclmemi\u015f bir talep geli\u015fti. \u0130lk olarak daha \u00f6nceki y\u0131llarda ke\u015ffedilen bili\u015fsel modelleme yakla\u015f\u0131mlar\u0131, uygulamal\u0131 sistemlerde ger\u00e7ekle\u015ftirilmeye ba\u015fland\u0131. Mesela DARPA’n\u0131n Pilot Orta\u011f\u0131, bir u\u00e7ak pilotunun kullan\u0131m plan\u0131n\u0131 anlamak ve karar vermesini desteklemek i\u00e7in yapay zek\u00e2 ve bili\u015fsel modellemeyi bir araya getirdi. Bu t\u00fcr bili\u015fsel ve n\u00f6robilim geli\u015fmeleri de bu d\u00f6neme damgas\u0131n\u0131 vurdu ve daha sonra ba\u015fkan George H.W. Bush bu d\u00f6neme \u201cBeynin On Y\u0131l\u0131\u201d ad\u0131n\u0131 verdi.<\/p>\n

2000’ler<\/h3>\n

2000’ler, geni\u015f bant eri\u015fimini, t\u00fcketici ak\u0131ll\u0131 telefonlar\u0131n\u0131, video servislerini yay\u0131nlamay\u0131, e-kitap okuyucular\u0131n\u0131 ve sosyal medyan\u0131n y\u00fckseli\u015fini destekleyerek \u00f6\u011frenme teknolojilerindeki ivmeyi g\u00f6rmeye devam etti. Cep telefonlar\u0131 d\u00fcnyaya yay\u0131l\u0131rken, uygulay\u0131c\u0131lar mobil \u00f6\u011frenmeyi (veya m-\u00f6\u011frenmeyi) benimsediler. Geli\u015fmekte olan \u00fclkelerde, m-\u00f6\u011frenme, milyonlarca ba\u015fka ba\u011flant\u0131s\u0131 kesilmi\u015f ya da yetersiz insanlara e\u011fitim veren bir ya\u015fam \u00e7izgisi haline geldi. Sanayile\u015fmi\u015f \u00fclkelerde bile, m-\u00f6\u011frenme yeni kap\u0131lar a\u00e7t\u0131 ve ba\u011flama duyarl\u0131, yayg\u0131n \u00f6\u011frenme i\u00e7in yenilik\u00e7i bir platform sundu.<\/p>\n

M-\u00f6\u011frenme i\u00e7in tasarlanan i\u00e7erik genellikle bal\u0131k yemi b\u00fcy\u00fckl\u00fc\u011f\u00fcnde, mikro \u00f6\u011frenme topaklar\u0131 \u015feklini ald\u0131. Her ne kadar mikro \u00f6\u011frenme ve mobil \u00f6\u011frenme farkl\u0131 kavramlar olsa da ikisi de hem esnek ve kendi h\u0131z\u0131nda ilerleyebilece\u011fi i\u00e7eri\u011fi hem de \u00f6\u011frenmenin kavramsalla\u015ft\u0131r\u0131lmas\u0131n\u0131 vurgulamalar\u0131 nedeniyle birbirleriyle \u00f6rt\u00fc\u015f\u00fcr ve kesi\u015fir. Ak\u0131ll\u0131 telefon tabanl\u0131 mikro \u00f6\u011frenme, vaat edilen, her zaman her yerde \u00f6\u011frenmeyi (ger\u00e7ekten her yerde haz\u0131r bulunan, ihtiya\u00e7 an\u0131nda sunulan) ger\u00e7ekle\u015ftirdi.<\/p>\n

M-\u00f6\u011frenme geli\u015firken, geleneksel \u00e7evrim i\u00e7i \u00f6\u011frenme de b\u00fcy\u00fcmeye devam etti. On y\u0131l\u0131n sonunda, ABD’deki okul b\u00f6lgelerinin %80’i \u00e7evrim i\u00e7i kurslar verdi. Neredeyse t\u00fcm \u00fcniversiteler bir t\u00fcr e-\u00f6\u011frenme i\u00e7eriyordu ve Cisco ve AT&T gibi bir\u00e7ok \u015firket, kurumsal e\u011fitimlerinin \u00f6nemli bir b\u00f6l\u00fcm\u00fcn\u00fc \u00e7evrim i\u00e7ine ta\u015f\u0131d\u0131. Blackboard ve WebCT gibi ticari \u00f6\u011frenme y\u00f6netimi sistemleri yayg\u0131n pazar pay\u0131na sahipti ve Moodle ve Sakai gibi a\u00e7\u0131k kaynakl\u0131 rakipleri de pop\u00fclerlik kazanmaya ba\u015flad\u0131.<\/p>\n

E-\u00f6\u011frenme yaz\u0131l\u0131mlar\u0131na y\u00f6nelik artan talep, i\u00e7erik meta verilerinin tan\u0131mlanmas\u0131 i\u00e7in \u00d6\u011frenme Nesnesi Meta Verileri (\u00d6NMV) ve Dublin \u00c7ekirde\u011fi gibi ili\u015fkili teknoloji standartlar\u0131na ve e-\u00f6\u011frenme i\u00e7eri\u011finin sistemler aras\u0131nda birlikte \u00e7al\u0131\u015fabilmesi i\u00e7in payla\u015f\u0131labilir \u0130\u00e7erik Nesnesi Referans Modeli (daha yayg\u0131n olarak SCORM olarak bilinir) \u00f6zelliklerine olan ihtiyac\u0131 art\u0131rd\u0131 . Bu belirimlere dayanarak, ara\u015ft\u0131rmac\u0131lar \u201c\u00f6\u011frenme nesneleri\u201d kavram\u0131n\u0131 ya da yeniden kar\u0131\u015ft\u0131r\u0131l\u0131p yeniden kullan\u0131labilecek kaps\u00fcllenmi\u015f \u00f6\u011frenme materyalleri kavram\u0131n\u0131 desteklediler. Fletcher, 2005 y\u0131l\u0131nda tahmin edildi\u011fi gibi:<\/p>\n

\u2026 teknolojiye dayal\u0131 \u00f6\u011fretim (veya performans yard\u0131m\u0131) i\u00e7in materyal haz\u0131rlama konusundaki vurgu, \u00f6\u011fretim nesnelerinin geli\u015ftirilmesi konusundaki <\/span>mevcut kayg\u0131lardan, halihaz\u0131rda mevcut nesneleri anlaml\u0131, ilgili ve etkili etkile\u015fimlere entegre etme kayg\u0131s\u0131na do\u011fru kayacakt\u0131r<\/span>.<\/div>\n

Bu t\u00fcr hedefleri g\u00f6z \u00f6n\u00fcnde bulundurarak destek\u00e7iler, \u00f6\u011frenme kay\u0131tlar\u0131 ve i\u00e7erik havuzlar\u0131, \u0130\u00e7erik Nesnesi Deposu Ke\u015ffi ve Kay\u0131t\/\u00c7\u00f6z\u00fcn\u00fcrl\u00fck gibi kusursuz ke\u015ffi ve i\u00e7eri\u011fe eri\u015fimi desteklemeyi ama\u00e7layan federe sistemler olu\u015fturmaya ba\u015flad\u0131lar. (Mimarl\u0131k (\u0130NDK\u00c7M) ve \u00d6\u011frenme ve \u00c7evrim i\u00e7i \u00d6\u011fretim i\u00e7in Multimedya E\u011fitim Kayna\u011f\u0131 (MERLOT) projesi.) Nesne kay\u0131tlar\u0131 fikri, aradan ge\u00e7en y\u0131llarda geli\u015ftirilmesi zorlanm\u0131\u015f olsa da \u00f6\u011frenmeye haz\u0131r eri\u015fim vaadi zemin kazanmaya devam etmektedir.<\/p>\n

E\u011fitimi geni\u015f \u00e7apta eri\u015filebilir hale getirme konusundaki ilgi, \u00f6\u011frenme kaynaklar\u0131n\u0131 \u00f6\u011fretmenlere, e\u011fitmenlere ve \u00f6\u011frenenlere \u00fccretsiz ve yayg\u0131n olarak sunmay\u0131 taahh\u00fct eden a\u00e7\u0131k e\u011fitim kaynaklar\u0131 hareketini te\u015fvik etti. Creative Commons ve a\u00e7\u0131k lisanslama modeli bu zaman zarf\u0131nda kuruldu ve Wikipedia ayn\u0131 y\u0131l i\u00e7inde piyasaya s\u00fcr\u00fcld\u00fc. Wired dergisi ayr\u0131ca 2000’lerin ortalar\u0131nda \u201c\u2026kitle kaynak kullan\u0131m\u0131\u201d terimi kavram\u0131n\u0131 ortaya att\u0131 ve bunu; a\u00e7\u0131k e\u011fitim toplulu\u011funun da h\u0131zl\u0131ca benimsedi\u011fi\u201c\u00e7al\u0131\u015fanlar taraf\u0131ndan bir kez ger\u00e7ekle\u015ftirilen bir i\u015flevi almak ve a\u00e7\u0131k bir \u00e7a\u011fr\u0131 \u015feklinde tan\u0131mlanmam\u0131\u015f (ve genel olarak b\u00fcy\u00fck) bir insan a\u011f\u0131na d\u0131\u015f kaynak olarak vermek\u201d \u015feklinde tan\u0131mlad\u0131.<\/p>\n

A\u00e7\u0131k e\u011fitim kampanyas\u0131, kitlesel olarak a\u00e7\u0131k \u00e7evrim i\u00e7i kurslar\u0131n veya KA\u00c7D’lerin geli\u015ftirilmesine de yol a\u00e7t\u0131. KA\u00c7D’ler 2012’ye kadar yayg\u0131n olarak pop\u00fcler hale gelmemi\u015f olsa da ilk olarak 2008’de ortaya \u00e7\u0131kt\u0131. K\u0131sa s\u00fcre sonra Udemy ve Peer 2 Peer \u00dcniversitesi gibi platformlar kuruldu ve binlerce \u00f6\u011frenciye \u00fccretsiz \u00e7evrim i\u00e7i dersler sunuldu. KA\u00c7D’ler ayr\u0131ca yeni bir \u00f6\u011frenme paradigmas\u0131 tan\u0131tt\u0131. \u0130lk KA\u00c7D’ler, George Siemens ve Stephen Downes taraf\u0131ndan geli\u015ftirilen, ba\u011flant\u0131c\u0131 \u00f6\u011frenme teorisini esas alarak b\u00fcy\u00fcmeye ba\u015flad\u0131. “Dijital \u00c7a\u011f \u0130\u00e7in Bir \u00d6\u011frenme Teorisi” olarak adland\u0131r\u0131lan ba\u011flant\u0131c\u0131l\u0131k, bilginin, \u00f6zellikle karma\u015f\u0131k modern d\u00fcnyam\u0131zda ba\u011flant\u0131 a\u011flar\u0131 aras\u0131nda da\u011f\u0131t\u0131ld\u0131\u011f\u0131n\u0131 \u00f6ne s\u00fcrer. Sonu\u00e7 olarak, s\u00fcrekli \u00f6\u011frenmeyi, bilgi kaynaklar\u0131 aras\u0131ndaki ve farkl\u0131 alanlarda ba\u011flant\u0131lar\u0131 g\u00f6rebilme yetene\u011fini ve mevcut, \u00e7e\u015fitli bilgilerin \u00f6nemini vurgulamaktad\u0131r. Orijinal, ba\u011flant\u0131c\u0131 KA\u00c7D’lere bazen sosyal \u00f6\u011frenme, i\u015f birli\u011fi ve i\u015fbirlikli \u00f6\u011frenme ara\u00e7lar\u0131n\u0131n kullan\u0131m\u0131na vurgular\u0131n\u0131 belirtmek i\u00e7in bKA\u00c7D denir.<\/p>\n

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\nBa\u011flant\u0131c\u0131l\u0131\u011fa ek olarak, 2000’li y\u0131llar boyunca ba\u015fka birka\u00e7 \u00f6\u011frenme teorisi daha geli\u015fti. \u00d6rne\u011fin, Ulusal Ara\u015ft\u0131rma Konseyi, \u0130nsanlar Nas\u0131l \u00d6\u011freniyor<\/em>? isimli, s\u0131n\u0131f \u00f6\u011fretimi ve \u00f6\u011frenimiyle ilgili geni\u015f kapsaml\u0131 anlay\u0131\u015flar\u0131 \u00f6zetleyen etkili bir kitap yay\u0131nlad\u0131. Lorin Anderson ve David Krathwohl, Bloom’un \u00fcnl\u00fc taksonomisinin iki boyutlu ‘yeniden inceleme’sini yay\u0131nlad\u0131. David Merrill \u00d6\u011fretimin Temel \u0130lkeleri<\/em>, kitab\u0131n\u0131 yay\u0131mlad\u0131 ve bu da rekabet\u00e7i davran\u0131\u015f\u00e7\u0131, bili\u015fselci ve yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme kuramlar\u0131n\u0131n b\u00fct\u00fcnle\u015ftirilmesine yard\u0131mc\u0131 oldu. Steve Fiore ve Eduardo Salas, \u00e7evrim i\u00e7i bilime \u00f6\u011frenme biliminin i\u015f birli\u011fi boyutlar\u0131n\u0131 uygulamaya adanm\u0131\u015f bir \u00f6zet yay\u0131nlad\u0131lar, E\u011fitim Bilimleri Enstit\u00fcs\u00fc ise sa\u011flam g\u00f6zleme dayal\u0131 verilerle desteklenen ve s\u0131n\u0131fta kolayca uygulanabilen yedi bili\u015fsel \u00f6\u011frenme ilkesini yay\u0131nlad\u0131.<\/p>\n

Etkili \u0130nsanlar Nas\u0131l \u00d6\u011freniyor ve devam\u0131 \u0130nsanlar Nas\u0131l \u00d6\u011freniyor II, WWW.NAP.EDU adresindeki Ulusal Akademilerden a\u00e7\u0131k kaynak olarak temin edilebilir.<\/p>\n

Ki\u015fiselle\u015ftirilmi\u015f \u00f6\u011frenim ortamlar\u0131n\u0131n ara\u015ft\u0131r\u0131lmas\u0131 ve uygulamalar\u0131 olgunla\u015ft\u0131, hatta yap\u0131land\u0131rmac\u0131 ve uyarlanabilir ortam \u00f6tesi ba\u011flant\u0131l\u0131 ortam s\u0131n\u0131rlar\u0131n\u0131 a\u015ft\u0131, bunun da yan\u0131 s\u0131ra zeki \u00f6\u011fretici sistemler ve e\u011fitimde yapay zek\u00e2 alanlar\u0131 da b\u00fcy\u00fcmeye devam ediyor. \u0130lk olarak 1990’larda geli\u015ftirilen ters y\u00fcz s\u0131n\u0131f kavram\u0131, yayg\u0131n bir pop\u00fclerlik kazand\u0131. Bu \u00f6\u011fretim tekni\u011fi, ders anlat\u0131m\u0131 gibi didaktik \u00f6\u011fretim i\u00e7erikleri s\u0131n\u0131f\u0131n d\u0131\u015f\u0131nda, ev \u00f6devi vb etkile\u015fimli di\u011fer i\u00e7erikleri ise s\u0131n\u0131fta y\u00fcz y\u00fcze sunarak klasik okul modelini tersine \u00e7evirmeyi esas alan \u00f6\u011fretim tekni\u011fidir. \u00c7evrim i\u00e7i \u00f6\u011frenme ara\u00e7lar\u0131n\u0131n ve ak\u0131\u015f teknolojilerinin b\u00fcy\u00fcmesi, ters y\u00fcz edilmi\u015f s\u0131n\u0131flar\u0131 \u00f6\u011fretmenler i\u00e7in daha eri\u015filebilir hale getirdi. 2004 y\u0131l\u0131nda Khan Akademiyi kuran Salman Khan, bilinirliklerine \u00f6nemli \u00f6l\u00e7\u00fcde katk\u0131da bulundu ve \u00f6\u011fretmenlerin ve halk\u0131n kavrama geni\u015f \u00f6l\u00e7\u00fcde a\u015fina olmas\u0131na yard\u0131mc\u0131 oldu.<\/p>\n

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\n1990’lardan kalma bir AutoTutor aray\u00fcz\u00fc, Graesser vd.<\/span><\/p>\n

Benzer \u015fekilde, k\u00f6kleri 19. y\u00fczy\u0131la kadar uzansa da aral\u0131kl\u0131 \u00f6\u011frenme taktiklerinin uygulanmas\u0131; (E\u011fitim Bilimleri Enstit\u00fcs\u00fcn\u00fcn \u00f6\u011frenmenin yedi bili\u015fsel ilkesinden birisidir) bu on y\u0131ll\u0131k s\u00fcre\u00e7te geni\u015f \u00f6l\u00e7\u00fcde kabul g\u00f6rm\u00fc\u015ft\u00fcr. Ayn\u0131 zamanda da\u011f\u0131t\u0131k uygulama olarak da adland\u0131r\u0131lan bu ilke; \u00f6\u011frenmenin en iyi meydana gelme \u015feklinin (yani en iyi \u015fekilde kodlanm\u0131\u015f ve uzun s\u00fcreli bellekten al\u0131nabilir) sunumun k\u0131sa ve daha az aral\u0131klarla yap\u0131lmas\u0131ndansa zaman i\u00e7ine yay\u0131lmas\u0131n\u0131n daha uygun oldu\u011funu vurgular. Bir \u0130ngiliz lisesinde ba\u015f\u00f6\u011fretmen olan Paul Kelley, \u00f6zellikle n\u00f6robilim ilkelerinden yararlanan 2008 tarihli Zihin Olu\u015fturma<\/em> adl\u0131 kitab\u0131nda aral\u0131kl\u0131 \u00f6\u011frenmenin yayg\u0131nla\u015fmas\u0131na yard\u0131mc\u0131 oldu. Kitapta belirtti\u011fi \u00fczere, \u201cBu andan itibaren, \u00f6\u011frenmenin bilimsel analizi, e\u011fitim \u00fczerinde \u00e7ok az etki yaratt\u0131. Buna kar\u015f\u0131l\u0131k, teknoloji alanlar\u0131nda bilgi ve bilim genel anlamda h\u0131zla b\u00fcy\u00fcyor. G\u00f6rece\u011fimiz gibi, bu bilgi genellikle geleneksel e\u011fitim bilgeli\u011fi ile \u00e7eli\u015fmektedir. \u0130nsan beyninin bilimsel anlay\u0131\u015f\u0131 ve nas\u0131l \u00e7al\u0131\u015ft\u0131\u011f\u0131, \u00f6\u011frenmenin bilginin sonsuz plastik zek\u00e2ya soyut bir aktar\u0131m\u0131 olmad\u0131\u011f\u0131n\u0131, fiziksel s\u0131n\u0131rl\u0131l\u0131klar\u0131 olan biyokimyasal bir s\u00fcre\u00e7 oldu\u011funu g\u00f6stermeye ba\u015fl\u0131yor\u201d.<\/p>\n

Artan bir taleple, kan\u0131ta dayal\u0131 titizlik iste\u011fi, \u00f6\u011frenme de\u011ferlendirmelerinde de g\u00f6r\u00fcld\u00fc. Yeni bir kavram olmasa da \u00f6\u011frenme bilimcileri testlerin \u00f6\u011frenme i\u00e7in kullan\u0131m\u0131ndan uzakla\u015fmay\u0131 g\u00fc\u00e7l\u00fc bir \u015fekilde te\u015fvik ettiler ve \u00f6\u011fretmenleri \u00e7oktan se\u00e7meli testler yerine kompozisyon yazmaya \u00e7a\u011f\u0131rd\u0131lar ki \u00e7o\u011fu \u00f6\u011fretmenin bildi\u011finin aksine kompozisyonlarda y\u00fcksek g\u00fcvenirlikte otomatik olarak de\u011ferlendirilebilmektedir. Bu on y\u0131ll\u0131k s\u00fcrecin sonunda, artan bilgi i\u015flem g\u00fcc\u00fcn\u00fcn ve b\u00fcy\u00fck miktarlardaki \u00f6\u011frenme verisinin, George Siemens vd. taraf\u0131ndan y\u00f6netilen \u00f6\u011frenme analiti\u011finin ve Ryan Baker ve meslekta\u015flar\u0131 taraf\u0131ndan y\u00f6netilen e\u011fitsel veri madencili\u011finin geli\u015ftirilmesini te\u015fvik etti. Birbiriyle yak\u0131ndan ili\u015fkili bu alanlar, her biri kendi profesyonel topluluklar\u0131na ve dergilerine sahip olacak \u015fekilde geli\u015fti, genellikle etkile\u015fim g\u00fcnl\u00fcklerinden veya e\u011fitim teknolojilerine entegre de\u011ferlendirmelerden toplanan veri bilimi ilkelerini \u00f6\u011frenme verilerine uyguluyorlar. Ara\u015ft\u0131rmac\u0131lar bu tan\u0131mlar\u0131n son noktalar\u0131n\u0131 tart\u0131\u015fmaya devam etseler de her iki alan da \u00f6\u011frenme sisteminin geli\u015fimi ile ilgili analizlerin uygulanmas\u0131n\u0131n yan\u0131 s\u0131ra, \u00f6\u011frenme ve geli\u015fim ile ilgili verilerin \u00f6l\u00e7\u00fcm\u00fc, toplanmas\u0131 ve analizlerinin kullan\u0131m\u0131n\u0131 vurgulamaktad\u0131r.<\/p>\n

2010-G\u00dcN\u00dcM\u00dcZ<\/h3>\n

\u00d6\u011frenme bilimi ve teknolojisi cephesinden bak\u0131ld\u0131\u011f\u0131nda 2010lar bir \u00f6nceki on y\u0131ll\u0131k s\u00fcrece kar\u0131\u015fmakta ancak ufku \u00e7arp\u0131c\u0131 bi\u00e7imde de\u011fi\u015ftiren teknolojik geli\u015fmelere de sahip. Bu on y\u0131ll\u0131k s\u00fcre\u00e7te; do\u011fru konu\u015fulan dil anlay\u0131\u015f\u0131, t\u00fcm topluluklardaki ak\u0131ll\u0131 telefonlar, her yerde bulunan oyun ve sosyal medya, ince taneli boyutlardaki sistem g\u00fcnl\u00fc\u011f\u00fc dosyalar\u0131ndaki performans\u0131n izini s\u00fcrme, insanlar\u0131n duygular\u0131n\u0131 ve kimli\u011fini alg\u0131layan algoritmalar, binlerce konuda KA\u00c7D’ler, hiper-ger\u00e7ek\u00e7i animasyonlu ajanlar, i\u015fbirlik\u00e7i problem \u00e7\u00f6zme ve bir\u00e7ok i\u015fin yerini alacak y\u0131k\u0131c\u0131 YZ d\u00fcnyam\u0131za e\u015flik etti. \u00c7a\u011f\u0131m\u0131z\u0131n en \u00e7arp\u0131c\u0131 icatlar\u0131n\u0131 tahmin etmek imk\u00e2ns\u0131zd\u0131r. Ancak, \u015fu anki on y\u0131l\u0131k s\u00fcrecimizde birka\u00e7 e\u011filim \u00f6ne \u00e7\u0131ksa da bunlar\u0131n zamana yenik d\u00fc\u015f\u00fcp d\u00fc\u015fmeyeceklerine ili\u015fkin net bir g\u00f6r\u00fc\u015f yok.<\/p>\n

KA\u00c7D’ler ele\u015ftirmenleri ve kayg\u0131lar\u0131 olmasa da geli\u015fmeye devam etti. Daha yayg\u0131n olarak, bug\u00fcn, KA\u00c7D’ler Geni\u015fletilmi\u015f KA\u00c7D modelini takip ediyor. Bu gKA\u00c7D’ler, a\u00e7\u0131k eri\u015fim ve b\u00fcy\u00fck \u00f6l\u00e7ek dahil olmak \u00fczere bKA\u00c7D ile baz\u0131 \u00f6zellikleri payla\u015f\u0131r. Bununla birlikte, bKA\u00c7D’ler\u0131n ba\u011flant\u0131c\u0131 \u00f6\u011frenmeyi vurgulad\u0131\u011f\u0131 yerlerde, KA\u00c7D’ler genellikle daha geleneksel, \u00f6\u011fretici y\u00f6ntemleri kullan\u0131r ve bunun yerine \u00f6l\u00e7eklenebilirli\u011fe odaklan\u0131r. Coursera, edX ve Udacity dahil olmak \u00fczere 2012’de piyasaya s\u00fcr\u00fclen en pop\u00fcler gKA\u00c7D’ler hem end\u00fcstriye hem de akademiye yay\u0131ld\u0131. \u00d6l\u00e7ekli \u00f6\u011frenme sa\u011flamaya \u00e7al\u0131\u015fan bu platformlara, 2000’li y\u0131llarda bulut bili\u015fimin geli\u015fmesiyle ve Amazon Web Servisleri ile Microsoft Azure’un t\u00fcketici s\u00fcr\u00fcmleri taraf\u0131ndan \u00f6nemli \u00f6l\u00e7\u00fcde yard\u0131mc\u0131 olunmu\u015ftur. Bulut sistemleri, \u201chizmet\u201d modelini uygulanabilir hale getirdi, yaz\u0131l\u0131m uygulamalar\u0131n\u0131 ayg\u0131t ve konumdan ba\u011f\u0131ms\u0131z hale getirerek serbest b\u0131rakt\u0131, daha s\u0131k uygulama g\u00fcncellemelerine olanak sa\u011flad\u0131 ve talep \u00fczerine \u00f6l\u00e7eklendirmek i\u00e7in neredeyse s\u0131n\u0131rs\u0131z bir kapasite yaratt\u0131.<\/p>\n

Bulut bilgisayarlar ayr\u0131ca, a\u011flara ba\u011flanabilen ve veri payla\u015fabilen ak\u0131ll\u0131 cihazlar\u0131n a\u011f\u0131 olan Nesnelerin \u0130nterneti’nin (N\u0130) de hayata ge\u00e7irilmesine yard\u0131mc\u0131 oldu. Cisco\u2019nun Ba\u015f F\u00fct\u00fcristi Dave Evans, N\u0130’nin 2008 veya 2009 civar\u0131nda \u201cdo\u011fdu\u011funu\u201d tahmin ediyor ancak ara\u015ft\u0131rmac\u0131lar N\u0130’nin \u00f6\u011frenme uygulamalar\u0131n\u0131 yeni ke\u015ffetmeye ba\u015flad\u0131lar. E\u011fitim ve \u00f6\u011fretim ba\u011flam\u0131nda N\u0130, ger\u00e7ek ve sanal ba\u011flamlar\u0131 k\u00f6pr\u00fclemeye yard\u0131mc\u0131 olarak \u00f6\u011frenenlerin dijital ayak izleri olan a\u011fa ba\u011fl\u0131 fiziksel nesnelerle etkile\u015fime girmesine izin verir. Bu nesneler g\u00f6m\u00fcl\u00fc RFID alg\u0131lay\u0131c\u0131lar\u0131, uzamsal i\u015faretler veya FitBits veya Google Glass gibi giyilebilir teknolojiler i\u00e7erebilir.<\/p>\n

Baz\u0131 giyilebilir teknolojiler ayn\u0131 zamanda nab\u0131z monit\u00f6rleri veya g\u00f6z izleyicileri gibi n\u00f6rofizyolojik alg\u0131lay\u0131c\u0131lar\u0131 de i\u00e7erir. Bunlar\u0131n ticari versiyonlar\u0131 genellikle rahats\u0131z edici verilerden muzdariptir ve uygulamal\u0131 \u00f6\u011frenme sistemlerine anlaml\u0131 bir \u015fekilde entegre olmaya yeni ba\u015flamaktad\u0131r. Psikofizyolojik ara\u00e7lar (\u00f6r., g\u00f6z izleme, cilt iletkenli\u011fi), beyin g\u00f6r\u00fcnt\u00fcleme ara\u00e7lar\u0131 (\u00f6r., fMRG, EEG) ve etkili bilgisayar uygulamalar\u0131 laboratuvar \u015fartlar\u0131nda h\u0131zla ilerlemektedir ve ara\u015ft\u0131rmac\u0131lar \u00f6\u011frencilerin duygular\u0131n\u0131 d\u00fc\u015f\u00fck maliyetli bir \u015fekilde telefon ve diz\u00fcst\u00fc bilgisayarlardaki stok kameralar\u0131ndan \u00e7ekilen video yay\u0131nlar\u0131 ile tespit etmede ba\u015far\u0131l\u0131 olmu\u015ftur. Ayr\u0131ca, birka\u00e7 yeni DARPA program\u0131 sinirsel aray\u00fczleri ke\u015ffederken bilim-kurguya benzer sonu\u00e7lar veriyor; Bunlar klinik deneylerde insan\u0131n idrak kabiliyeti ve \u00f6\u011frenmesini artt\u0131rd\u0131\u011f\u0131n\u0131 g\u00f6stermi\u015ftir ve bir g\u00fcn karma\u015f\u0131k insan-makine ekibi olu\u015fmas\u0131na da m\u00fcmk\u00fcn k\u0131labilirler.<\/p>\n

Bu uygulamalar\u0131n her biri \u00e7ok fazla miktarda dijital yan \u00fcr\u00fcn \u00fcretiyor. \u00d6\u011frenme verilerinin patlamas\u0131 ve buna ba\u011fl\u0131 olarak \u00f6\u011frenme platformlar\u0131n\u0131n b\u00fcy\u00fcmesi ve \u00e7e\u015fitlili\u011fi, bir kez daha yeni teknoloji standartlar\u0131na ihtiya\u00e7 duydu. \u0130D\u00d6 Giri\u015fimi, 2011’de geli\u015ftirmeye ba\u015flad\u0131\u011f\u0131 Deneyim API’sini (xAPI) ilk kez 2013 y\u0131l\u0131nda piyasaya s\u00fcrd\u00fc. xAPI, yaz\u0131l\u0131m uygulamalar\u0131n\u0131n ili\u015fkili \u00f6\u011fretim veya performans ba\u011flam\u0131 bilgileriyle birlikte insan performans\u0131yla ilgili (potansiyel olarak b\u00fcy\u00fck) verileri payla\u015fmas\u0131n\u0131 sa\u011flar. xAPI, analistlerin geleneksel \u00d6YS’lerden mobil cihazlara, sim\u00fclasyonlara, giyilebilir cihazlara ve fiziksel i\u015faret\u00e7ilere kadar farkl\u0131 sistemlerden \u00f6\u011frenen verilerini toplamas\u0131na ve toplu olarak analiz etmesine yard\u0131mc\u0131 olur. xAPI ayn\u0131 anda bir\u00e7ok farkl\u0131 veri taban\u0131na da\u011f\u0131lm\u0131\u015f olan verileri birbirine ba\u011flamay\u0131, \u00f6\u011frenme teknolojilerini bir birine uyumlu sistemlerin sistemine d\u00f6n\u00fc\u015ft\u00fcrmeyi taahh\u00fct eden ve geli\u015fmekte olan Toplam \u00d6\u011frenme Mimarisinin bir par\u00e7as\u0131 olan bir dizi belirtimdir.<\/p>\n

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\"image\"<\/p>\n

D\u00fc\u015f\u00fcnme Yetisinin Geli\u015fimi Dergisi i\u00e7in \u00f6\u011frenme biliminde nereden gelip ve nereye gitti\u011fimizi a\u00e7\u0131klayan bir tasla\u011f\u0131 yeni tamamlad\u0131k. 1970’lerden bug\u00fcne kadar fon yat\u0131r\u0131mlar\u0131n\u0131n izini s\u00fcrd\u00fck ve finansman\u0131n birden \u00e7ok federal kurum ve \u00f6zel vak\u0131f da dahil olmak \u00fczere farkl\u0131 yerlerden geldi\u011fini belirttik. \u00d6rne\u011fin, Deniz Ara\u015ft\u0131rmalar\u0131 Ofisi, E\u011fitim Bakanl\u0131\u011f\u0131n\u0131n sadece E\u011fitim Bilimleri Enstit\u00fcs\u00fc arac\u0131l\u0131\u011f\u0131yla de\u011fil, ayn\u0131 zamanda ulusal E\u011fitim Enstit\u00fcs\u00fc gibi \u00f6ncekiler arac\u0131l\u0131\u011f\u0131yla da bir\u00e7ok g\u00f6revde yapt\u0131\u011f\u0131 gibi, bu alanda uzun bir finansman ge\u00e7mi\u015fine sahiptir.<\/p>\n

Federal kurumlar bu ara\u015ft\u0131rmay\u0131 finanse etmek i\u00e7in farkl\u0131 yakla\u015f\u0131mlar benimsiyor (ajanslar\u0131n g\u00f6revlerinin farkl\u0131l\u0131\u011f\u0131 nedeniyle) ancak insanlar\u0131n nas\u0131l \u00f6\u011frendi\u011fini anlama hedefi bu yakla\u015f\u0131mlar\u0131n ortak noktas\u0131n\u0131 olu\u015fturuyor. Bu yat\u0131r\u0131mlar\u0131n ya i\u00e7erikten ba\u011f\u0131ms\u0131z, laboratuvarda tipik olarak \u00f6\u011frenilen, \u00f6rne\u011fin \u00f6\u011frenme uygulamas\u0131 gibi geni\u015f kapsaml\u0131 yararlar\u0131 olabilecek \u00f6\u011frenim ilkelerini inceleyerek- ya da i\u00e7eri\u011fe ba\u011fl\u0131 bir yakla\u015f\u0131m izlediklerini g\u00f6zlemledik. \u00d6rne\u011fin, okumaya yap\u0131lan yat\u0131r\u0131mlar, E\u011fitim Bilimleri Enstit\u00fcs\u00fcn\u00fcn ‘Okumay\u0131 Anlama Giri\u015fimi’ ile 70’ler ve 80’lerde mevcutken 2010’da yat\u0131r\u0131m yap\u0131l\u0131r h\u00e2le geldi… Bu i\u00e7eri\u011fe ba\u011fl\u0131 yakla\u015f\u0131m, i\u00e7erikten ba\u011f\u0131ms\u0131z yakla\u015f\u0131mdan \u00e7ok farkl\u0131d\u0131r; Bili\u015fsel bilim a\u00e7\u0131s\u0131ndan bir i\u00e7erik alan\u0131ndaki n\u00fcanslar\u0131 ve zorluklar\u0131 tan\u0131mlamakla ilgilidir.<\/p>\n

Hem i\u00e7erikten ba\u011f\u0131ms\u0131z hem de i\u00e7eri\u011fe ba\u011fl\u0131 yakla\u015f\u0131mlar y\u0131llar i\u00e7inde paralel olarak finanse edildi ve her ikisi de insanlar\u0131n nas\u0131l \u00f6\u011frendi\u011fini anlamam\u0131za \u00f6nemli katk\u0131da bulundu. Gelecek vaat eden \u00f6\u011frenme ilkelerini belirlemek i\u00e7in i\u00e7erikten ba\u011f\u0131ms\u0131z yakla\u015f\u0131ma ihtiyac\u0131n\u0131z var ancak i\u00e7eri\u011fe ba\u011fl\u0131 yakla\u015f\u0131m da gereklidir \u00e7\u00fcnk\u00fc her i\u00e7erik alan\u0131n\u0131n kendine \u00f6zg\u00fc ihtiya\u00e7lar\u0131 vard\u0131r. Sonu\u00e7ta, bu iki yakla\u015f\u0131m\u0131 birle\u015ftirmek gerekir ancak bili\u015fsel bilimciler taraf\u0131ndan farkl\u0131 t\u00fcrler olarak incelendi. Bu gruplar\u0131n birlikte \u00e7al\u0131\u015fmaya ba\u015flamas\u0131 faydal\u0131 olacakt\u0131r.<\/p>\n

Erin Higgins, Dr.<\/strong><\/p>\n

E\u011fitim Bilimleri Enstit\u00fcs\u00fc b\u00fcnyesinde program g\u00f6revlisi. ABD E\u011fitim Bakanl\u0131\u011f\u0131
\n<\/span>‘Higgins’e Bak\u0131n. Dettmer ve Albro, \u015fu anda bask\u0131da<\/span><\/p>\n<\/div>\n<\/div>\n

21. y\u00fczy\u0131l \u00f6\u011frenme ortamlar\u0131n\u0131n ve i\u00e7lerindeki verilerin karma\u015f\u0131kl\u0131\u011f\u0131, maliyetleri art\u0131rmak gibi talihsiz bir sonuca sebep olur. Diyelim ki 50 milyon dolara mal olan pahal\u0131 bir sistem, 10 milyon \u00f6\u011frenene e\u011fitim sa\u011fl\u0131yorsa ekonomik olarak makuld\u00fcr ancak yaln\u0131zca 100 ki\u015fiye fayda sa\u011fl\u0131yorsa de\u011fildir. \u00d6\u011frenme ve motivasyonu artt\u0131rman\u0131n yan\u0131 s\u0131ra maliyetleri d\u00fc\u015f\u00fcrmek i\u00e7in de \u00e7ok\u00e7a \u00e7aba g\u00f6sterilmi\u015ftir. \u00d6rne\u011fin, zeki \u00f6\u011fretim sistemlerinin ge\u00e7mi\u015fte geli\u015ftirilmesi pahal\u0131yd\u0131, bu y\u00fczden Bob Sottilare \u00f6nderli\u011findeki Ordu Ara\u015ft\u0131rma Laboratuvar\u0131, uyarlanabilir \u00f6\u011fretim sistemi y\u00f6nergelerini ifade etmek i\u00e7in 200’den fazla ara\u015ft\u0131rmac\u0131 ve geli\u015ftiriciden olu\u015fan bir toplulukla birlikte, \u00f6\u011frenen modelleme, \u00f6\u011fretim y\u00f6netimi, yazarl\u0131k ara\u00e7lar\u0131, etki alan\u0131 modelleri, de\u011ferlendirme, tak\u0131m e\u011fitimi ve kendini geli\u015ftiren sistemleri kapsayan 7 ciltlik bir kitap serisi d\u00fczenledi. Bu ‘Yayg\u0131nla\u015ft\u0131r\u0131lm\u0131\u015f Ak\u0131ll\u0131 \u00d6\u011fretici Sistemi’ (YA\u00d6S) giri\u015fimi, sistemleri geli\u015ftirmek ve test etmek i\u00e7in kullan\u0131labilecek i\u015flevsel bir bilgi i\u015flemsel mimariyi i\u00e7erir.<\/p>\n

Maliyetleri d\u00fc\u015f\u00fcrmek i\u00e7in ortaya \u00e7\u0131kan bir ba\u015fka yakla\u015f\u0131m da kendi kendini geli\u015ftiren sistemlerde niceliksel parametreleri otomatik olarak ayarlamak i\u00e7in makine \u00f6\u011frenimi ile i\u00e7erik olu\u015fturma ve de\u011fi\u015ftirmede kitle kaynak kullan\u0131m\u0131n\u0131 kullanmakt\u0131r. Ne yaz\u0131k ki, alan h\u00e2l\u00e2 bu karma\u015f\u0131k \u00f6\u011frenme ortamlar\u0131n\u0131 olu\u015fturmak ve test etmek i\u00e7in maliyetleri ve geli\u015ftirme zaman\u0131n\u0131 tahmin etmede sistematik, yayg\u0131n olarak kabul g\u00f6ren bir yakla\u015f\u0131mdan yoksundur.<\/p>\n

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T3 YEN\u0130L\u0130K A\u011eI<\/strong><\/h3>\n<\/header>\n
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2018’in ba\u015flar\u0131nda, ABD Ticaret Odas\u0131 ve Lumina Vak\u0131flar\u0131, \u015firketlerin, ikincil kurumlar\u0131n, teknik standartlar kurumlar\u0131n\u0131n, insan kaynaklar\u0131 profesyonellerinin ve teknoloji sat\u0131c\u0131lar\u0131n\u0131n, giderek daha a\u00e7\u0131k ve merkezi olmayan kamu-\u00f6zel veri ekosistemi i\u00e7in Web 3.0 teknolojilerini ke\u015ffetmeleri i\u00e7in T3 \u0130novasyon A\u011f\u0131n\u0131 ba\u015flatt\u0131lar. A\u011f, kurulu\u015fundan <\/span>bu yana<\/em> \u00fc\u00e7 temel zorlu\u011fu ele alan 128’in \u00fczerinde \u015firketten olu\u015fan ve geli\u015fen bir <\/span>a\u011f haline gelmi\u015ftir: (1) Verilerin sistemler ve payda\u015flar aras\u0131nda birlikte \u00e7al\u0131\u015fabilir ve payla\u015f\u0131labilir olmas\u0131n\u0131 sa\u011flamak i\u00e7in teknik veri standartlar\u0131 gruplar\u0131 aras\u0131nda <\/span>uyumla\u015ft\u0131rma ihtiyac\u0131; (2) \u00d6\u011frenme hedeflerinin, yeterliliklerin ve becerilerin nas\u0131l geli\u015ftirildi\u011fini, terc\u00fcme edildi\u011fini ve da\u011f\u0131t\u0131ld\u0131\u011f\u0131n\u0131 geli\u015ftirmek i\u00e7in YZ \u00e7\u00f6z\u00fcmleri uygulama ihtiyac\u0131 ve (3) Ajanslar\u0131n\u0131 ve yetenek pazar\u0131ndaki f\u0131rsatlar\u0131 y\u00f6netme ve bunlara ba\u011flanma yeteneklerini geli\u015ftirmek i\u00e7in \u00f6\u011frenenlere ve Amerikal\u0131 i\u015f\u00e7iye veri sa\u011flama gereksinimi.<\/span><\/p>\n<\/div>\n<\/div>\n

E\u011fitim ve \u00f6\u011fretimde artan otomasyonla birlikte, anlamsal a\u00e7\u0131dan zengin veriler yaratmak, yani temeldeki veri \u00f6gelerine bilgisayarlar\u0131n (ve di\u011fer insanlar\u0131n) anlayabilece\u011fi \u015fekillerde anlam vermek i\u00e7in itici g\u00fc\u00e7 oldu. \u00d6rne\u011fin, xAPI geli\u015ftiricileri, yay\u0131nlanm\u0131\u015f, payla\u015f\u0131lan s\u00f6zc\u00fck da\u011farc\u0131\u011f\u0131n\u0131n yan\u0131 s\u0131ra anlamsal olarak zengin kullan\u0131m profilleri olu\u015fturmaya \u00e7al\u0131\u015f\u0131yorlar. Yetkinlik temelli \u00f6\u011frenmenin savunucular\u0131 da benzer bir ba\u015far\u0131 sa\u011flamaya \u00e7al\u0131\u015f\u0131yorlar ancak onlar\u0131n durumunda bu, bir insan yeterlili\u011fini olu\u015fturan veri unsurlar\u0131n\u0131 tan\u0131mlama anlam\u0131na geliyor. IEEE’yi destekleyen g\u00f6n\u00fcll\u00fcler, 2018’de on y\u0131ll\u0131k Yeniden Kullan\u0131labilir Yetkinlik Tan\u0131m\u0131n\u0131 (1484.20.1) g\u00f6zden ge\u00e7irmek, hizmetini geni\u015fletmek; yetkinlikler ve yetkinlik \u00e7er\u00e7eveleri i\u00e7in di\u011fer standartlarla uyumlu hale getirmek i\u00e7in bir \u00e7al\u0131\u015fma grubu kurdu.<\/p>\n

\u00c7al\u0131\u015fma grubunun \u00e7abalar\u0131 daha resm\u00ee e\u011fitim programlar\u0131 taraf\u0131ndan, yetkinlik temelli dereceleri, yani \u00f6\u011frencilerin zamana dayal\u0131 kredi saatleri yerine ger\u00e7ek d\u00fcnyadaki projelerinde ustal\u0131k g\u00f6stererek diploma kazand\u0131klar\u0131 orta \u00f6\u011fretim sonras\u0131 programlar\u0131 kabul etmeye ba\u015flad\u0131\u011f\u0131 i\u00e7in zamanlamas\u0131 iyiydi. Yetkinlik temelli programlarda, \u00f6\u011frencilere didaktik e\u011fitmenlerden ziyade \u00f6\u011frenme ko\u00e7lar\u0131 atan\u0131r ve videolar, ders kitaplar\u0131 ve \u00e7evrimi\u00e7i topluluklar\u0131 da i\u00e7eren bir dizi a\u00e7\u0131k kayna\u011fa eri\u015febilirler. 2014 itibariyle, ABD’de tahmini 200’den fazla yetkinlik temelli \u00f6\u011frenme orta\u00f6\u011fretim derece programlar\u0131 vard\u0131 ancak politika d\u00fczenlemeleri gecikmektedir. Bu e\u011filimin nas\u0131l \u00e7\u00f6z\u00fclece\u011fi belli de\u011fil ancak temel tasar\u0131m\u0131n \u00f6n\u00fcm\u00fczdeki y\u0131llarda geni\u015flemesini bekliyoruz.<\/p>\n

Yetkinlik temelli dereceler, mikro akreditasyon belgeleri ve dijital rozetler gibi teknolojik standartlar ilgi g\u00f6rmeye ba\u015flam\u0131\u015ft\u0131r. Lisanslar ve diplomalar gibi e\u011fitim ve \u00f6\u011fretim akredite belgeleri, bir ki\u015finin e\u011fitim ge\u00e7mi\u015fini do\u011frulaman\u0131n bir yolu olarak y\u00fczy\u0131llard\u0131r var olmu\u015ftur. \u0130li\u015fkili oldu\u011fu di\u011fer kavramlar gibi mikro<\/em>-akreditasyon da bir ki\u015finin belirli bir yetkinlik g\u00f6sterdi\u011fini belgeler. Daha resm\u00ee akreditasyon belgelerinin aksine, \u00f6\u011frenenler daha k\u00fc\u00e7\u00fck \u00f6\u011frenme b\u00f6l\u00fcmleri i\u00e7in mikro akreditasyon belgeleri alabilirler ve (en az\u0131ndan varsay\u0131msal olarak) bu, yetkinlik temelli \u00f6\u011frenmenin performansa dayal\u0131 yakla\u015f\u0131m\u0131n\u0131 yans\u0131t\u0131r. Mikro akreditasyonun yakalan\u0131p yakalanmad\u0131\u011f\u0131n\u0131 hep birlikte g\u00f6rece\u011fiz. Alan pratik ve politik zorluklar kar\u015f\u0131 kar\u015f\u0131yad\u0131r; Lumina Vakf\u0131, Digital Promise ve BloomBoard gibi kurulu\u015flar bunlar\u0131n \u00fcstesinden gelmek i\u00e7in \u00e7aba sarf ediyor. Bu arada baz\u0131 ticari kurulu\u015flar, Udacity\u2019nin nanodegreleri ve edX\u2019in MicroMasters\u2019\u0131 da dahil olmak \u00fczere, k\u00fc\u00e7\u00fck sertifikalar\u0131yla \u00f6ne \u00e7\u0131k\u0131yor.<\/p>\n

Bu bir\u00e7ok teknolojik icatlar g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda, \u00f6\u011frenme analiti\u011finin y\u00fckseli\u015fi, n\u00f6robilim ara\u015ft\u0131rmalar\u0131ndaki art\u0131\u015f ve \u00f6\u011frenme biliminin olgunla\u015fmas\u0131, e\u011fitimciler ve \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131 disiplinlerini ve kendi yeteneklerini yeniden d\u00fc\u015f\u00fcnmeye zorlanmaktad\u0131r. Do\u011fru yap\u0131l\u0131rsa, \u00f6\u011frenmenin gelece\u011fi End\u00fcstri \u00c7a\u011f\u0131ndaki atalar\u0131ndan belirgin bir \u015fekilde farkl\u0131 olacakt\u0131r. Buna ba\u011fl\u0131 olarak, baz\u0131lar\u0131, gelece\u011fin \u201c\u00f6\u011fretim tasar\u0131mc\u0131s\u0131n\u0131\u201d tan\u0131mlayan yeni (ve h\u00e2l\u00e2 \u015fekillendirici) bir paradigma olan \u00f6\u011frenme m\u00fchendisleri kavram\u0131n\u0131 benimsemi\u015ftir. 2017 y\u0131l\u0131nda, IEEE, Bob Sottilare, Avron Barr, Robby Robson, Shelly Blake-Plock ve di\u011ferlerinin \u00f6nc\u00fcl\u00fck etti\u011fi fikri olgunla\u015ft\u0131rmaya yard\u0131mc\u0131 olmak i\u00e7in \u00d6\u011frenme M\u00fchendisli\u011finde End\u00fcstri Ba\u011flant\u0131lar\u0131 End\u00fcstri Birli\u011fi adl\u0131 bir \u00e7al\u0131\u015fma grubu olu\u015fturdu. 2018’de Chris Dede, John Richards ve Bror Saxberg, \u00c7evrim <\/em>\u0130\u00e7i E\u011fitim i\u00e7in \u00d6\u011frenme M\u00fchendisli\u011fi<\/em> i\u00e7in bir rehber haz\u0131rlad\u0131lar. Ayn\u0131 zamanda birli\u011fin dan\u0131\u015fman\u0131 olarak ve Chan Zuckerberg Giri\u015fiminde \u00f6\u011frenme bilimi ba\u015fkan yard\u0131mc\u0131s\u0131 olarak g\u00f6rev yapan Saxberg, ortaya \u00e7\u0131kan disiplini \u015f\u00f6yle tan\u0131mlad\u0131:<\/p>\n

\n

Bir \u00f6\u011frenim m\u00fchendisi, \u00f6\u011frenme dahil olmak \u00fczere insan\u0131n geli\u015fimi hakk\u0131nda kan\u0131ta dayal\u0131 bilgilerden yararlanan ve bu sonu\u00e7lar\u0131 ba\u011flam i\u00e7inde, uygun maliyetli, g\u00fcvenilir, veri bak\u0131m\u0131ndan zengin \u00f6\u011frenme ortamlar\u0131 olu\u015fturmak i\u00e7in \u00f6l\u00e7eklendirmek isteyen ki\u015fidir.<\/p>\n<\/div>\n

Bir ba\u015fka al\u0131nt\u0131dan, ek olarak:<\/p>\n

\n

Gelece\u011fin penceresinden bug\u00fcn \u201c\u00d6\u011frenmeyi nas\u0131l yapt\u0131\u011f\u0131m\u0131za\u201d bakt\u0131\u011f\u0131m\u0131zda, t\u0131pk\u0131 19. y\u00fczy\u0131l\u0131n t\u0131p uygulamalar\u0131na bakt\u0131\u011f\u0131m\u0131z gibi, \u015fimdi \u00fcretebilece\u011fimiz bilimi ve kan\u0131tlar\u0131 kullanmadan nas\u0131l ilerleme kaydetti\u011fimizi merak edece\u011fiz. Hen\u00fcz o noktada de\u011filiz ama o yolda olabiliriz.<\/p>\n<\/div>\n

 <\/p>\n

Saxberg\u2019in s\u00f6zleri sadece \u00f6\u011frenme m\u00fchendisleri i\u00e7in de\u011fil, daha geni\u015f kapsaml\u0131 \u00f6\u011frenim ve geli\u015ftirme sekt\u00f6r\u00fc i\u00e7in de ge\u00e7erlidir. Teknoloji ilerledik\u00e7e ve \u00f6\u011frenme bilimi geli\u015ftik\u00e7e bir\u00e7ok \u015fey de\u011fi\u015fti. \u201cDa\u011f\u0131t\u0131k \u00f6\u011frenme\u201d kavram\u0131, pragmatik bir ara\u00e7 olarak basit k\u00f6kleri olan etkile\u015fimsel uzakl\u0131\u011f\u0131 (\u00e7n. transactional distance-etkile\u015fimsel uzakl\u0131k: \u00d6\u011frenci ve \u00f6\u011fretmen aras\u0131ndaki psikolojik ve ileti\u015fimsel mesafe) birle\u015ftirmekten, g\u00fcn\u00fcm\u00fcz\u00fcn yayg\u0131n, uyarlanabilir ve talep \u00fczerine ger\u00e7ekle\u015fen \u00f6\u011fretim karma\u015fas\u0131na do\u011fru ilerledi. \u0130D\u00d6 Giri\u015fiminin ve daha b\u00fcy\u00fck bir toplulu\u011fun esas amac\u0131 her zaman bu disiplin ve koordinasyona a\u00e7\u0131kl\u0131k getirmek olmu\u015ftur. Bug\u00fcn, da\u011f\u0131t\u0131k \u00f6\u011frenme toplulu\u011funun birli\u011fi sa\u011flamak i\u00e7in \u00f6rg\u00fctsel, kuramsal, teknolojik ve politik bir yap\u0131ya her zamankinden daha fazla ihtiyac\u0131 var. Belki de alan\u0131n olgunla\u015fmas\u0131n\u0131n en sanc\u0131l\u0131 y\u0131llar\u0131nda bulunuyoruz. 40 y\u0131ldan uzun s\u00fcredir katk\u0131da bulunanlar taraf\u0131ndan haz\u0131rlanm\u0131\u015f, duyarl\u0131 ve kan\u0131ta dayal\u0131 her yerde \u00f6\u011frenme vaadi bulunmaktad\u0131r. Ba\u011flant\u0131c\u0131l\u011f\u0131n kurucusu meslekta\u015flar\u0131m\u0131z\u0131n bize \u00f6\u011fretti\u011fi gibi, sorunun say\u0131s\u0131z taraflar\u0131 aras\u0131nda k\u00f6pr\u00fc kurmak; \u00f6\u011frenme bilimcilerinin tavsiye etti\u011fi gibi, \u00e7al\u0131\u015fmalar\u0131m\u0131za kas\u0131tl\u0131 \u00f6\u011frenme kuramlar\u0131n\u0131 dahil etmek ve de \u00f6\u011frenme m\u00fchendislerinin te\u015fvik etti\u011fi gibi, tam \u00f6\u011frenme s\u00fcrecini geli\u015ftirmek i\u00e7in kapsaml\u0131 bir yakla\u015f\u0131m benimsemek; yani bu karma\u015f\u0131kl\u0131\u011f\u0131 \u00e7\u00f6zmek art\u0131k bizim sorunumuz.<\/p>\n

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\n

\"\"
\n\u0130lk zorluk, \u00e7evrim i\u00e7i \u00f6\u011frenmede “kaydedilmi\u015f slaytlar ve konu\u015fan kafalar\u0131n oldu\u011fu videolar”\u0131n \u00f6tesine ge\u00e7mektir. E\u011fitmenlerin dijital \u00f6\u011frenme teknolojileri ve y\u00f6ntemlerindeki geli\u015fmeler dikkate al\u0131narak acilen e\u011fitim almas\u0131 gerekir. \u0130kinci zorluk kurulu\u015fun daha etkile\u015fimli ve ki\u015fiselle\u015ftirilmi\u015f deneyimleri destekleyen modern bir deneyime dayal\u0131 \u00f6\u011frenme ortam\u0131na sahip olmas\u0131n\u0131 sa\u011flamakt\u0131r. \u00dc\u00e7\u00fcnc\u00fcs\u00fc, e\u011fitmen ile \u00f6\u011frenenler aras\u0131nda bunun bir ders olmad\u0131\u011f\u0131n\u0131, belirli bir yer ve zaman ile s\u0131n\u0131rl\u0131 olmamak kayd\u0131yla devaml\u0131l\u0131\u011fa dayal\u0131 referans ve geli\u015ftirme i\u00e7in mevcut olan, kolayla\u015ft\u0131r\u0131lm\u0131\u015f bir diyalog oldu\u011funu ifade etmektir.<\/p>\n

John Landwehr
\n<\/strong>Adobe Ba\u015fkan Yard\u0131mc\u0131s\u0131 ve Kamu Sekt\u00f6r\u00fc Ba\u015f Teknik G\u00f6revlisi<\/p>\n<\/div>\n<\/div>\n

1<\/a> Bk., Niper, S. (1989). Third generation distance learning and computer conferencing. In Mason, R. and Kaye, A. (eds.), Mindweave: Communication, Computers and Distance Education <\/i>(pp. 63\u201373). Oxford: Pergamon Press. Ayr\u0131ca James Taylor, Niper’\u0131n modelini de geni\u015fleterek, \u00fc\u00e7\u00fcnc\u00fc neslini esnek \u00e7evrim i\u00e7i \u00f6\u011frenim da\u011f\u0131t\u0131m\u0131na odaklanm\u0131\u015f d\u00f6rd\u00fcnc\u00fc nesle ve esnek web tabanl\u0131 da\u011f\u0131t\u0131ma ak\u0131ll\u0131 otomasyon ekleyen be\u015finci nesle d\u00f6n\u00fc\u015ft\u00fcrd\u00fc. Bk., Taylor, J.C. (2001). Fifth generation distance education. Instructional Sci-ence and Technology, 4<\/i>(1), 1-14.<\/div>\n
2<\/a> Simpson, M. & Anderson, B. (2012). History and heritage in open, flexible and distance education. Journal of Open, Flexible, and Distance Learning, 16<\/i>(2), 1\u201310.<\/div>\n
3<\/a> Moore, M.G. & Anderson, W.G. (Eds.). (2003). Handbook of distance education. <\/i>Mahwah\/Lon-don: Lawrence Erlbaum Associates.<\/div>\n
4<\/a> Saettler, P. (1990). The Evolution of American Ed-ucational Technology. <\/i>Englewood, CO: Libraries Unlimited, Inc.<\/div>\n
5<\/a> Spector, J.M., Merrill, M.D., Elen, J., & Bishop, M.J. (Eds.). (2014). Handbook of research on educational communications and technology. <\/i>New York: Springer.<\/div>\n
6<\/a> Molenda, M. (2013). Historical foundations. In Spector, J.M., Merrill, M.D., Elen, J., & Bishop, M.J. (Eds.). Handbook of research on educational communications and technology <\/i>(pp. 3\u201318). New York: Springer.<\/div>\n
7<\/a> Tart\u0131\u015fmay\u0131 ve \u00f6zg\u00fcn \u00e7a\u011fr\u0131\u015f\u0131mlar\u0131 g\u00f6rmek i\u00e7in age. Molenda, 2013, s. 16. Dipnot 2-6.<\/div>\n
8<\/a> Pask, G. (1960). The teaching machine as a control mechanism. Transactions of the Society for Instru<\/i>ment <\/i>Technology, 12<\/i>(2), 72\u201382. Pask, G. (1982). SAKI: Twenty-five years of adaptive training into the microprocessor era. International Journal of Man-Machine Studies, 17<\/i>(1), 69\u201374.<\/div>\n
9<\/a> Kulik, J.A. (1994). Meta-analytic studies of findings on computer-based instruction. Technology assessment in education and training, 1<\/i>, 9\u201334. 10<\/div>\n
10<\/a> Bu tarihi uyarlanabilir \u00f6\u011fretim sistemleri hakk\u0131nda daha fazla bilgi i\u00e7in, bk.: Lesgold, A. (1988). SHERLOCK: A coached prac-tice environment for an electronics troubleshooting job <\/i>(ERIC No. ED299450). https:\/\/eric.ed.gov \/?id=ED299450 Anderson, J.R., Conrad, F.G., & Corbett, A.T. (1989). Skill acquisition and the LISP tutor. Cogni-tive Science, 13(4)<\/i>, 467-505. Brown, J. S., Burton, R., & de Kleer, J. (1982). Pedagogical, natural language and knowledge en-gineering techniques in SOPHIE I, II, and Ill. In D. Sleeman & J.S. Brown (Eds.), Intelligent Tutoring Systems. <\/i>Academic Press.<\/div>\n
11<\/a> Ak\u0131ll\u0131 \u00f6\u011freticilerle ilgili meta-analizler i\u00e7in bk.: Dodds, PVW ve Fletcher, JD. (2004). Opportunities for new \u201csmart\u201d learning environments en-abled by next generation web capabilities. Journal of Education Multimedia and Hypermedia, 13<\/i>(4), 391\u2013404. Kulik, J.A., & Fletcher, J.D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic re-view. Review of Educational Research, 85<\/i>, 171\u2013204.<\/div>\n
12<\/a> U.S. Office of Technology Assessment. (1988). Power On!-New Tools for Teaching and Learning <\/i>(OTA-SET-379). Washington, DC: U.S. Government Printing Office.<\/div>\n
13<\/a> U.S. Congress, Office of Technology Assessment (1989). Linking for learning: A new course for education <\/i>(OTA-SET-430). <\/i>Washington, DC: U.S. Government Printing Office. NOT: Blok al\u0131nt\u0131 i\u00e7in 27. sayfaya ve ard\u0131ndan gelen metin i\u00e7i al\u0131nt\u0131 i\u00e7in 26. sayfaya bak\u0131n\u0131z<\/div>\n
14<\/a> Molenda, M. (2003). In search of the elusive ADDIE model. Performance improvement, 42<\/i>(5), 34\u201336.<\/div>\n
15<\/a> age Molenda (2013). Dipnot 2-6.<\/div>\n
16<\/a> age Kulik (1994). Son notlar 2-9. Bk., S., 18<\/div>\n
17<\/a> Peters, O. (1994). Distance education and industrialindus-trial production: A comparative interpretation in outline (1967). Otto Peters on distance education: The industrialization of teaching and learning <\/i>(D. Keegan, Ed., pp. 107\u2013127). Bk. S., 111.<\/div>\n
18<\/a> Ba\u015flamak i\u00e7in iki g\u00fczel makale, \u00f6r.: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12<\/i>(2), 257\u2013285. Sweller, J. (2008). Cognitive load theory and the use of educational technology. Educational Technology Publications, 48<\/i>(1), 32\u201335.<\/div>\n
19<\/a> Bloom, B.S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Research-er, 13<\/i>(6), 4\u201316.<\/div>\n
20<\/a> \u00d6r, bk: Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2<\/i>(3), 176\u2013186. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological functions. <\/i>London: Harvard University Press. Ayr\u0131ca, tarihsel bir genel bak\u0131\u015f i\u00e7in bk.: Matthews, W. J. (2003). Constructivism in the classroom: Epistemology, history, and empirical evidence. Teacher Education Quarterly, 30<\/i>(3), 51\u201364.<\/div>\n
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