DESIGN AND EVALUATION OF INSTRUCTIONAL MATERIALS
- Course
- ICTE501 - DESIGN AND EVALUATION OF INSTRUCTIONAL MATERIALS
- Department
- Information Communication Technologies in Education - English - Master
- Course Type
- Course
- Status
- Required
- Language
- English
- Credit
- 3
- ECTS
- 8
- T+P+L
- 3 + 0 + 0
- Course Coordinator(s)
- -
- Prerequisite
- -
Course Description
Place and importance of design, measurement and evaluation of instructional materials in education; basic concepts of measurement and evaluation; psychometric (validity, reliability, usability) properties of measurement tools; development and implementation of success tests; interpretation of test results and giving feedback; analysis of test and item scores, The features of the result-oriented and process-oriented measurement tools used in education, measurement tools based on traditional approaches (multiple choice tests, written exams, short answer exams, true-false type tests, paired tests, oral examinations), various tools for evaluating students (observation, interview, performance evaluation, student portfolio, project and performance assignments, peer evaluation, self-assessment, attitude scales), testing cognitive, affective and psycho-motor behaviors.
DESIGN AND EVALUATION OF INSTRUCTIONAL MATERIALS
Evaluation Tools (Active Term)
No evaluation items have been defined.
Course outcomes
No course outcomes have been defined yet.
Course Syllabus
| Week | Topic |
|---|---|
| Week 1 | • Review syllabus and assignments |
| Week 2 | • Introduction to Instructional Materials Design |
| Week 3 | • Role of instructional materials in teaching and learning |
| Week 4 | • Learning Theories and Instructional Design (Overview of learning theories (Behaviorism, Cognitivism, Constructivism); Implications of learning theories for instructional materials design; Introduction to instructional design models (e.g., ADDIE, Dick and Carey) |
| Week 5 | • Needs Assessment and Goal Analysis (Conducting needs assessments to identify learner needs; Setting instructional goals and objectives; Aligning instructional materials with learning objectives) |
| Week 6 | • Designing Printed Materials (Principles of graphic design and layout; Creating effective text-based materials (e.g., textbooks, handouts); Incorporating visuals and illustrations for enhanced learning |
| Week 7 | • Multimedia Design (Overview of multimedia principles; Designing multimedia presentations (e.g., slideshows, videos); Integrating multimedia elements into instructional materials) |
| Week 8 | • Interactive and Digital Materials (Designing interactive materials (e.g., simulations, games, web based instruction); Developing digital materials for online and blended learning environments; Accessibility considerations for digital materials) |
| Week 9 | • Open Educational Resources and Copyright |
| Week 10 | • Evaluation and Revision (Formative and summative evaluation of instructional materials; Strategies for revising and improving instructional materials) |
| Week 11 | • Future Trends and Reflection (Emerging trends in instructional materials design (e.g., adaptive learning, AI); |
| Week 12 | • Future directions in instructional materials design |
| Week 13 | • Reflecting on personal growth and learning throughout the course |
| Week 14 | - |
| Week 15 | - |
Reference Books & Course Materials
- 01 Morrison, Ross, Kalman & Kemp (2013). Designing Effective Instruction, 8th ed. Wiley.
- 02 Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction (6th ed.). New York: Allyn and Bacon.
- 03 Driscoll, M.P. (2005). Psychology of Learning for Instruction (3rd Ed.). Boston, MA: Allyn & Bacon
- 04 Foshay, W.R., Silber, K.H. & Stelnicki, M.B. (2003). Writing training materials that work. San Francisco, CA: J. Wiley & Sons.
Learning Outcomes
No learning outcomes have been defined.
Program Outcomes
- 1. Apply theories and concepts of educational administration and leadership to analyze and address organizational issues in educational institutions.
- 2. Develop strategic plans by conducting environmental analyses, identifying institutional priorities, setting measurable objectives, and designing appropriate implementation strategies.
- 3. Analyze educational policies, legislation, and governance structures and evaluate their implications for educational organizations and practices.
- 4. Demonstrate effective leadership skills in areas such as organizational change, team development, conflict management, communication, and decision-making.
- 5. Use scientific research methods and evidence-based approaches to investigate problems in educational administration and propose appropriate solutions.
- 6. Analyze organizational structures, cultures, and processes and assess their influence on institutional effectiveness, staff performance, and student outcomes.
- 7. Apply human resource management principles to recruitment, professional development, performance evaluation, motivation, and staff development in educational institutions.
- 8. Use quantitative and qualitative data for managerial decision-making, institutional evaluation, planning, and continuous improvement.
- 9. Evaluate educational organizations from the perspectives of quality assurance, accountability, effectiveness, equity, inclusion, and sustainability.
- 10. Manage organizational change and innovation by developing strategies that respond to technological, social, cultural, economic, and educational developments.
- 11. Demonstrate ethical and socially responsible leadership, taking into consideration professional ethics, social justice, diversity, equity, and stakeholder needs.
- 12. Develop effective communication and collaboration mechanisms with teachers, students, families, policymakers, and other internal and external stakeholders.
- 13. Apply financial, physical, technological, and other institutional resources effectively in accordance with organizational goals and priorities.
- 14. Compare national and international educational administration systems and practices and critically evaluate their relevance to different educational contexts.
- 15. Engage in reflective practice and continuous professional development and demonstrate the capacity to contribute to the advancement of knowledge and practice in educational administration and planning.
Po-Lo Matrix
The PO-LO matrix has not been populated yet.