{"id":243,"date":"2017-11-18T06:37:53","date_gmt":"2017-11-18T11:37:53","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=243"},"modified":"2019-02-26T15:01:46","modified_gmt":"2019-02-26T20:01:46","slug":"3-4-etkilesimli-dersler-seminerler-ve-ogreticiler-konusarak-ogrenme","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/3-4-etkilesimli-dersler-seminerler-ve-ogreticiler-konusarak-ogrenme\/","title":{"raw":"3.4 ETK\u0130LE\u015e\u0130ML\u0130 DERSLER, SEM\u0130NERLER VE \u00d6\u011eRET\u0130C\u0130LER: KONU\u015eARAK \u00d6\u011eRENME","rendered":"3.4 ETK\u0130LE\u015e\u0130ML\u0130 DERSLER, SEM\u0130NERLER VE \u00d6\u011eRET\u0130C\u0130LER: KONU\u015eARAK \u00d6\u011eRENME"},"content":{"raw":"<h2>3.4.1 Diyalog ve tart\u0131\u015fman\u0131n kuram ve ara\u015ft\u0131rma a\u00e7\u0131s\u0131ndan temeli<\/h2>\r\nAra\u015ft\u0131rmac\u0131lar, anlaml\u0131 \u00f6\u011frenme ve ezbere dayal\u0131 \u00f6\u011frenme aras\u0131nda genellikle e\u011fitmenlerin \"sezgisel\" olarak nitelendirdi\u011fi bir ayr\u0131m belirlemi\u015flerdir (Asubel, 1978). Anlaml\u0131 \u00f6\u011frenme, \u00f6\u011frencinin olgular\u0131, fikirleri ve ilkeleri y\u00fczeysel olarak kavraman\u0131n ve ezberlemenin \u00f6tesine ge\u00e7ti\u011fi, o olgular\u0131n, fikirlerin ve ilkelerin onun i\u00e7in ne anlama geldi\u011fini derinlemesine anlad\u0131\u011f\u0131 bir \u00f6\u011frenmedir. \u00dcniversite \u00f6\u011frencilerinin \u00f6\u011frenme deneyimlerini inceleyen bir dizi \u00e7al\u0131\u015fma yapan Marton ve Salj\u00f6 (1997), \u00f6\u011frenmeye y\u00fczeysel ve derinlemesine yakla\u015f\u0131m aras\u0131nda bir ayr\u0131m ortaya koyarlar. \u00d6\u011frenmeye daha derin bir yakla\u015f\u0131m sergileyen \u00f6\u011frenciler, konuya dair \u00f6nceden i\u00e7sel bir ilgisi olan \u00f6\u011frencilerdir. Bu \u00f6\u011frenciler, o konu hakk\u0131nda daha fazla \u015fey bilmek istedikleri i\u00e7in \u00f6\u011frenmeye g\u00fcd\u00fclenmi\u015f durumdad\u0131r. \u00d6\u011frenmeye daha y\u00fczeysel bakan \u00f6\u011frenciler ise, daha \u2018ara\u00e7sal\u2019d\u0131r. Bu \u00f6\u011frencilerin temel hareket noktas\u0131, dersten ge\u00e7er not almak veya bir yeterlik elde etmektir.\r\n\r\nDaha sonra yap\u0131lan \u00e7al\u0131\u015fmalar (\u00f6rne\u011fin Entwistle ve Peterson, 2004), \u00f6\u011frencilerin derse ili\u015fkin ilk motivasyonlar\u0131n\u0131n yan\u0131 s\u0131ra di\u011fer bir tak\u0131m fakt\u00f6rlerin de \u00f6\u011frencilerin \u00f6\u011frenmeye yakla\u015f\u0131mlar\u0131n\u0131 etkiledi\u011fini g\u00f6stermi\u015ftir. Y\u00fczeysel yakla\u015f\u0131mlar, \u00f6zellikle de a\u015fa\u011f\u0131daki bile\u015fenlerin \u00f6n planda oldu\u011fu durumlarda olduk\u00e7a s\u0131k g\u00f6r\u00fclmektedir:\r\n<ul>\r\n \t<li>Enformasyon aktar\u0131m\u0131,<\/li>\r\n \t<li>Ezberlemeye dayal\u0131 testler,<\/li>\r\n \t<li>Etkile\u015fim ve tart\u0131\u015fma ortam\u0131 eksikli\u011fi.<\/li>\r\n<\/ul>\r\nDi\u011fer taraftan, \u00f6\u011frenmeye daha derinlemesine yakla\u015f\u0131mlar a\u015fa\u011f\u0131daki bile\u015fenlere yo\u011funla\u015f\u0131ld\u0131\u011f\u0131nda g\u00f6r\u00fclmektedir:\r\n<ul>\r\n \t<li>Analitik\/ele\u015ftirel d\u00fc\u015f\u00fcnce ya da problem \u00e7\u00f6zme,<\/li>\r\n \t<li>S\u0131n\u0131f i\u00e7i tart\u0131\u015fma,<\/li>\r\n \t<li>Analiz, sentez, kar\u015f\u0131la\u015ft\u0131rma ve de\u011ferlendirmeye dayal\u0131 \u00f6l\u00e7me.<\/li>\r\n<\/ul>\r\nLaurillard (2001) ve Harasim\u2019e (2010) g\u00f6re akademik bilgi, \u00f6\u011frencinin s\u00fcrekli olarak somut ve soyut aras\u0131nda gidip gelerek mant\u0131k, kan\u0131t ve arg\u00fcman gibi akademik kriterlere dayal\u0131 bilginin in\u015fa edilmesine ihtiya\u00e7 duyar. Bu da, tart\u0131\u015fman\u0131n konu alan\u0131n\u0131n kural ve \u00f6l\u00e7\u00fctleri \u00e7er\u00e7evesinde te\u015fvik edildi\u011fi ve geli\u015ftirilerek olgunla\u015ft\u0131r\u0131ld\u0131\u011f\u0131 diyalektik bir ortamda e\u011fitmenin g\u00fc\u00e7l\u00fc bir duru\u015fa sahip olmas\u0131n\u0131 gerektirir. Laurillard bu s\u00fcreci, \u00f6\u011frencilerin d\u00fcnya hakk\u0131nda farkl\u0131 d\u00fc\u015f\u00fcnmeye itildi\u011fi retorik bir egzersiz olarak adland\u0131r\u0131r. Bu egzersizin ba\u015far\u0131l\u0131 olmas\u0131 i\u00e7in, kar\u015f\u0131l\u0131kl\u0131 konu\u015fma ve tart\u0131\u015fma olmazsa olmaz \u00f6gelerdir.\r\n\r\nYap\u0131land\u0131rmac\u0131lar, bilginin \u00e7o\u011funlukla sosyal s\u00fcre\u00e7ler i\u00e7erisinde edinildi\u011fine inan\u0131rlar. Bu sosyal s\u00fcre\u00e7ler, \u00f6\u011frencilerin y\u00fczeysel \u00f6\u011frenme a\u015famas\u0131ndan derin anlama a\u015famas\u0131na ge\u00e7meleri i\u00e7in gereklidir. Ba\u011flant\u0131c\u0131 yakla\u015f\u0131m da, \u00f6\u011frencilerin birbirleriyle etkile\u015fip tart\u0131\u015farak \u00f6\u011frendikleri bir ileti\u015fim a\u011f\u0131 i\u00e7erisinde olmas\u0131 gerekti\u011fini \u00f6ne s\u00fcrer. Buradaki itici g\u00fc\u00e7 hem \u00f6\u011frencilerin kendi ilgileri hem de kendi ilgilerinin ileti\u015fim a\u011f\u0131 i\u00e7erisindeki di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n ilgi alanlar\u0131yla ne kadar ba\u011flant\u0131l\u0131 oldu\u011fudur. A\u011f i\u00e7erisinde s\u00fcrece kat\u0131lanlar\u0131n say\u0131s\u0131n\u0131n y\u00fcksekli\u011fi, t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n ilgilerinin bir noktaya y\u00f6nelme olas\u0131l\u0131\u011f\u0131n\u0131n y\u00fcksek oldu\u011fu anlam\u0131na gelir.\r\n\r\nBu ba\u011flamda ilgili kuram ve ara\u015ft\u0131rmalar, dijital \u00e7a\u011f\u0131n gerektirdi\u011fi \u00f6\u011frenme durumlar\u0131 i\u00e7in hem \u00f6\u011fretmen ve \u00f6\u011frenciler aras\u0131nda hem de \u00f6\u011frencilerin kendi aralar\u0131nda s\u0131k ve g\u00fc\u00e7l\u00fc bir etkile\u015fim olmas\u0131 gerekti\u011fini \u00f6ne s\u00fcrmektedir. Bu etkile\u015fim, genellikle, yar\u0131 yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma bi\u00e7iminde kendini g\u00f6sterir. \u015eimdi, bu t\u00fcr \u00f6\u011frenmenin e\u011fitimciler taraf\u0131ndan geleneksel olarak nas\u0131l kolayla\u015ft\u0131r\u0131ld\u0131\u011f\u0131n\u0131 inceleyece\u011fiz.\r\n<h2>3.4.2 Seminerler ve \u00f6\u011freticiler<\/h2>\r\n<h4>Tan\u0131mlar:<\/h4>\r\n<em><strong>Seminer<\/strong>, konu se\u00e7imi veya \u00f6\u011frencilere g\u00f6rev da\u011f\u0131l\u0131m\u0131n\u0131n yap\u0131lmas\u0131 gibi etkinliklerin ve i\u015fleyi\u015fin tamam\u0131n\u0131n \u00f6\u011fretmen taraf\u0131ndan tasarland\u0131\u011f\u0131 ancak bir grup \u00f6\u011frencinin en az\u0131ndan \u00f6\u011fretmen kadar aktif bir bi\u00e7imde kat\u0131l\u0131m sa\u011flad\u0131\u011f\u0131, y\u00fcz y\u00fcze veya \u00e7evrimi\u00e7i olarak ger\u00e7ekle\u015ftirilen bir t\u00fcr grup toplant\u0131s\u0131d\u0131r.<\/em>\r\n\r\n<em><strong>\u00d6\u011fretici<\/strong>, bir \u00f6\u011fretmen ve bir \u00f6\u011frenci aras\u0131nda bire-bir olarak veya bir \u00f6\u011fretmen ile 3-4 \u00f6\u011frencilik k\u00fc\u00e7\u00fck bir grup aras\u0131nda ger\u00e7ekle\u015ftirilen \u00e7al\u0131\u015fmad\u0131r. \u00d6\u011fretici \u00e7al\u0131\u015fmalarda, \u00f6\u011frenciler fikirlerin sunulmas\u0131 s\u0131ras\u0131nda ve tart\u0131\u015fmalarda en az \u00f6\u011fretmen kadar aktiftir.<\/em>\r\n\r\nSeminerler, alt\u0131 veya daha fazla \u00f6\u011frenciyle yap\u0131l\u0131r. Ayn\u0131 grupta en fazla 30 \u00f6\u011frenci yer al\u0131r. Seminerlerin en etkili olarak k\u00fc\u00e7\u00fck gruplarla yap\u0131ld\u0131\u011f\u0131na dair genel alg\u0131ndan dolay\u0131, lisans d\u00fczeyinin son y\u0131llar\u0131nda veya y\u00fcksek lisans ya da doktora d\u00fczeyinde tercih edilir.\r\n\r\n[caption id=\"attachment_54\" align=\"aligncenter\" width=\"401\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.4.2.jpg\" alt=\"\" width=\"401\" height=\"286\" class=\" wp-image-54\" \/> Resim 3.4.2 Sokrat ve \u00f6\u011frencileri. Ressam: Johann Friedrich Greuter, 1590: (San Francisco, Achenbach Foundation for Graphic Arts)[\/caption]\r\n\r\n<hr \/>\r\n\r\nSeminerlerin ve \u00f6\u011fretici \u00e7al\u0131\u015fmalar\u0131n tarihi \u00e7ok eskidir. Sokrat ve Aristo\u2019nun zaman\u0131na kadar uzan\u0131r. Hem Sokrat hem Aristo, eski Atina\u2019da aristokratlara \u00f6\u011freticilik yapard\u0131. Aristo B\u00fcy\u00fck \u0130skender\u2019in \u00f6\u011fretmeniydi, Sokrat ise b\u00fcy\u00fck filozof Platon\u2019un; her ne kadar Sokrat bir \u2018\u00f6\u011fretmen\u2019 oldu\u011funu kabul etmese de\u2026 Sokrat\u2019\u0131n \u00f6\u011fretmenli\u011fi reddetmesinin nedeni, eski Yunan\u2019da \u2018\u00f6\u011fretmenin sahip oldu\u011fu bilgiyi \u00f6\u011frencinin kab\u0131na aktarmada bir ara\u00e7 oldu\u011fu\u2019na y\u00f6nelik yayg\u0131n inan\u0131\u015ft\u0131. Halbuki Sokrat (Platon\u2019un aktard\u0131\u011f\u0131na g\u00f6re) diyalog ve sorgulamay\u0131 kullanarak \u2018insanlar\u0131n neyin ger\u00e7ek, do\u011fru ve iyi oldu\u011funu \u00f6\u011frenmelerine yard\u0131mc\u0131 oluyordu\u2019 <a href=\"http:\/\/plato.stanford.edu\/entries\/socrates\/\">(Stanford Encyclopedia of Philosophy<\/a>.) Dolay\u0131s\u0131yla, seminerlerin ve \u00f6\u011freticilerin olduk\u00e7a g\u00fc\u00e7l\u00fc bir yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131m sergiledikleri s\u00f6ylenebilir.\r\n\r\nSeminer ve \u00f6\u011freticiler, \u00e7ok farkl\u0131 bi\u00e7imlerde ortaya \u00e7\u0131kabilir. \u00d6zellikle de lisans \u00fcst\u00fc d\u00fczeyde yayg\u0131n olarak kullan\u0131lan bi\u00e7imde, \u00f6\u011fretmen bir grup \u00f6\u011frenciye \u00e7al\u0131\u015fmalar\u0131 i\u00e7in \u00f6nceden bir konu verir ve \u00f6\u011frenciler \u00e7al\u0131\u015ft\u0131klar\u0131 konuyu derste s\u0131n\u0131f\u0131n t\u00fcm\u00fcne sunarlar. Sunumu takiben s\u0131n\u0131f\u0131n g\u00f6r\u00fc\u015fleri, ele\u015ftirileri al\u0131n\u0131r ve tart\u0131\u015fma ortam\u0131 olu\u015fturulur. Bu bi\u00e7ime, ilk ve orta\u00f6\u011fretim d\u00fczeyinde de rastlamak m\u00fcmk\u00fcnd\u00fcr. S\u00fcre a\u00e7\u0131s\u0131ndan her seminerde en fazla iki veya \u00fc\u00e7 \u00f6\u011frenci sunum yapabilse de, d\u00f6nem boyunca her \u00f6\u011frenciye s\u0131ra gelmektedir. Kullan\u0131lan di\u011fer bi\u00e7imde, t\u00fcm \u00f6\u011frencilerden dersten \u00f6nce bir \u00e7al\u0131\u015fma veya okuma yapmas\u0131 istenir ve daha sonra \u00f6\u011frenciler yapt\u0131klar\u0131 \u00e7al\u0131\u015fmaya g\u00f6re \u00f6\u011fretmenin sordu\u011fu sorular \u00fczerinde tart\u0131\u015f\u0131rlar.\r\n\r\n\u00d6\u011freticiler, Sarma\u015f\u0131k Ligi'nde yer alan \u00fcniversitelerle ve \u00f6zellikle de Oxford veya Cambridge ile \u00f6zde\u015fle\u015fmi\u015f \u00f6zel seminer t\u00fcrleridir. \u00c7o\u011fu zaman iki \u00f6\u011frenciden olu\u015fan k\u00fc\u00e7\u00fck gruplarla yap\u0131lan \u00f6\u011fretici \u00e7al\u0131\u015fmalarda, Sokratik y\u00f6ntem takip edilerek \u00f6\u011frenci bulgular\u0131n\u0131 sunar ve e\u011fitmen \u00f6\u011frenci taraf\u0131ndan yap\u0131lan b\u00fct\u00fcn varsay\u0131mlar\u0131 titiz bir \u015fekilde sorgulayarak di\u011fer \u00f6\u011frenciyi de tart\u0131\u015fman\u0131n i\u00e7ine \u00e7eker.\r\n\r\nHer iki diyalojik \u00f6\u011frenme bi\u00e7imi de, yaln\u0131zca y\u00fcz y\u00fcze s\u0131n\u0131flarda de\u011fil \u00e7evrimi\u00e7i \u00f6\u011frenme ortamlar\u0131nda da kullan\u0131labilir. \u00c7evrimi\u00e7i tart\u0131\u015fma konusu ayr\u0131nt\u0131l\u0131 olarak <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/bolum-5-kitlesel-cevrimici-acik-dersler-kacd\/\">B\u00f6l\u00fcm 5<\/a>\u2019te incelenecektir. Hat\u0131rlamam\u0131z gereken \u015fey, \u00e7evrimi\u00e7i ve y\u00fcz y\u00fcze tart\u0131\u015fman\u0131n pedagojik benzerliklerinin, farkl\u0131l\u0131klar\u0131ndan \u00e7ok daha fazla oldu\u011fudur..\r\n<h2>3.4.3 Seminerler kitlesel e\u011fitim sistemi i\u00e7erisinde uygulanabilir bir y\u00f6ntem mi?<\/h2>\r\n\u00c7o\u011fu \u00f6\u011fretim \u00fcyesine g\u00f6re ideal bir \u00f6\u011fretim ortam\u0131, Sokrat\u2019\u0131n \u00fc\u00e7 veya d\u00f6rt \u00f6\u011frencisiyle \u0131hlamur a\u011fac\u0131 alt\u0131nda oturdu\u011fu ortamd\u0131r. Ne yaz\u0131k ki, kitlesel y\u00fcksek\u00f6\u011fretimin ger\u00e7e\u011fi bundan \u00e7ok farkl\u0131d\u0131r ve bu ideal \u00f6\u011fretim ortam\u0131n\u0131 olu\u015fturmak en elit ve en pahal\u0131 e\u011fitim kurumlar\u0131 d\u0131\u015f\u0131ndakiler i\u00e7in ger\u00e7ek\u00e7i de\u011fildir.\r\n\r\nYine de, devlet \u00fcniversitelerinin verdi\u011fi lisans d\u00fczeyinde bile 25-30 \u00f6\u011frencilik seminerleri ger\u00e7ekle\u015ftirmek bir hayal de\u011fildir. Hatta seminerler, dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerimizden bekledi\u011fi t\u00fcr becerileri edinmelerini kolayla\u015ft\u0131racak t\u00fcrde bir \u00f6\u011frenme ve \u00f6\u011fretme ortam\u0131 yarat\u0131rlar. Seminerler, \u00f6\u011frencilerin ihtiya\u00e7lar\u0131na ba\u011fl\u0131 olarak, s\u0131n\u0131fta y\u00fcz y\u00fcze veya \u00e7evrimi\u00e7i olarak verilebilir. \u00d6\u011frencilerin \u00f6nceden bireysel olarak haz\u0131rlan\u0131p geldikleri seminerler olduk\u00e7a etkili olur. Ancak bunlar\u0131n hepsinden \u00f6nemlisi, \u00f6\u011fretmenlerin bu y\u00f6ntemi ba\u015far\u0131yla kullanabilmeleridir; nitekim seminerler, i\u00e7eri\u011fin do\u011frudan aktar\u0131ld\u0131\u011f\u0131 ders anlat\u0131mlar\u0131ndan olduk\u00e7a farkl\u0131d\u0131r.\r\n\r\nSorunun bir k\u0131sm\u0131 y\u00fcksek\u00f6\u011fretimde \u00f6\u011frenci say\u0131lar\u0131ndaki art\u0131\u015f olsa da, bundan ibaret de\u011fildir. K\u0131demli \u00f6\u011fretim \u00fcyelerinin daha az derse girmesi ve \u00e7o\u011funlukla lisans \u00fcst\u00fc \u00f6\u011frencilere yo\u011funla\u015fmas\u0131 gibi fakt\u00f6rler, lisans d\u00fczeyinde geleneksel ders anlat\u0131m\u0131n\u0131n kullan\u0131ld\u0131\u011f\u0131 b\u00fcy\u00fck ve kalabal\u0131k s\u0131n\u0131flar\u0131n olu\u015fmas\u0131na yol a\u00e7m\u0131\u015ft\u0131r. Daha k\u0131demli veya deneyimli \u00f6\u011fretim \u00fcyelerinin geleneksel ders anlat\u0131m y\u00f6ntemini b\u0131rak\u0131p \u00f6\u011frencilerini i\u00e7eri\u011fi kendileri bulmaya ve \u00e7\u00f6z\u00fcmlemeye y\u00f6nlendirmesi halinde, seminer t\u00fcr\u00fc \u00f6\u011fretime daha fazla zaman ayr\u0131labilecektir.\r\n\r\nDolay\u0131s\u0131yla bu se\u00e7im \u00f6nceliklerin \u00f6n planda oldu\u011fu \u00f6rg\u00fctsel bir\u00a0konu oldu\u011fu kadar, ekonomik de bir durumdur. \u00d6\u011frencilerimizi dijital \u00e7a\u011f\u0131n gerektirdi\u011fi bilgi ve becerilerle donatmak istiyorsak, kalabal\u0131k kitlelere hitap eden geleneksel ders anlat\u0131m\u0131ndan seminer y\u00f6ntemine do\u011fru ne kadar uzakla\u015f\u0131rsak o kadar iyi\u2026\r\n<div class=\"textbox exercises\">\r\n<h3>Etkinlik 3.4 Kavramsal \u00f6\u011frenmeyi geli\u015ftirme<\/h3>\r\n<ol>\r\n \t<li>\u00d6\u011frencilerin derin, kavramsal \u00f6\u011frenmeyi geli\u015ftirmelerine yard\u0131mc\u0131 olmak i\u00e7in grup tart\u0131\u015fmalar\u0131nda \u00f6\u011fretmenler ne t\u00fcr m\u00fcdahalelerde bulunabilirler?<\/li>\r\n \t<li>200 ve daha fazla \u00f6\u011frencinin oldu\u011fu bir s\u0131n\u0131f\u0131, grup \u00e7al\u0131\u015fmas\u0131n\u0131 te\u015fvik edecek ve kavramsal \u00f6\u011frenmeyi geli\u015ftirecek \u015fekilde nas\u0131l d\u00fczenlersiniz?<\/li>\r\n<\/ol>\r\nYan\u0131tlar\u0131n\u0131z\u0131, b\u00f6l\u00fcm\u00fcn sonundaki yorumlar k\u0131sm\u0131na yaz\u0131n\u0131z.\r\n\r\n<\/div>\r\n<h1><\/h1>","rendered":"<h2>3.4.1 Diyalog ve tart\u0131\u015fman\u0131n kuram ve ara\u015ft\u0131rma a\u00e7\u0131s\u0131ndan temeli<\/h2>\n<p>Ara\u015ft\u0131rmac\u0131lar, anlaml\u0131 \u00f6\u011frenme ve ezbere dayal\u0131 \u00f6\u011frenme aras\u0131nda genellikle e\u011fitmenlerin &#8220;sezgisel&#8221; olarak nitelendirdi\u011fi bir ayr\u0131m belirlemi\u015flerdir (Asubel, 1978). Anlaml\u0131 \u00f6\u011frenme, \u00f6\u011frencinin olgular\u0131, fikirleri ve ilkeleri y\u00fczeysel olarak kavraman\u0131n ve ezberlemenin \u00f6tesine ge\u00e7ti\u011fi, o olgular\u0131n, fikirlerin ve ilkelerin onun i\u00e7in ne anlama geldi\u011fini derinlemesine anlad\u0131\u011f\u0131 bir \u00f6\u011frenmedir. \u00dcniversite \u00f6\u011frencilerinin \u00f6\u011frenme deneyimlerini inceleyen bir dizi \u00e7al\u0131\u015fma yapan Marton ve Salj\u00f6 (1997), \u00f6\u011frenmeye y\u00fczeysel ve derinlemesine yakla\u015f\u0131m aras\u0131nda bir ayr\u0131m ortaya koyarlar. \u00d6\u011frenmeye daha derin bir yakla\u015f\u0131m sergileyen \u00f6\u011frenciler, konuya dair \u00f6nceden i\u00e7sel bir ilgisi olan \u00f6\u011frencilerdir. Bu \u00f6\u011frenciler, o konu hakk\u0131nda daha fazla \u015fey bilmek istedikleri i\u00e7in \u00f6\u011frenmeye g\u00fcd\u00fclenmi\u015f durumdad\u0131r. \u00d6\u011frenmeye daha y\u00fczeysel bakan \u00f6\u011frenciler ise, daha \u2018ara\u00e7sal\u2019d\u0131r. Bu \u00f6\u011frencilerin temel hareket noktas\u0131, dersten ge\u00e7er not almak veya bir yeterlik elde etmektir.<\/p>\n<p>Daha sonra yap\u0131lan \u00e7al\u0131\u015fmalar (\u00f6rne\u011fin Entwistle ve Peterson, 2004), \u00f6\u011frencilerin derse ili\u015fkin ilk motivasyonlar\u0131n\u0131n yan\u0131 s\u0131ra di\u011fer bir tak\u0131m fakt\u00f6rlerin de \u00f6\u011frencilerin \u00f6\u011frenmeye yakla\u015f\u0131mlar\u0131n\u0131 etkiledi\u011fini g\u00f6stermi\u015ftir. Y\u00fczeysel yakla\u015f\u0131mlar, \u00f6zellikle de a\u015fa\u011f\u0131daki bile\u015fenlerin \u00f6n planda oldu\u011fu durumlarda olduk\u00e7a s\u0131k g\u00f6r\u00fclmektedir:<\/p>\n<ul>\n<li>Enformasyon aktar\u0131m\u0131,<\/li>\n<li>Ezberlemeye dayal\u0131 testler,<\/li>\n<li>Etkile\u015fim ve tart\u0131\u015fma ortam\u0131 eksikli\u011fi.<\/li>\n<\/ul>\n<p>Di\u011fer taraftan, \u00f6\u011frenmeye daha derinlemesine yakla\u015f\u0131mlar a\u015fa\u011f\u0131daki bile\u015fenlere yo\u011funla\u015f\u0131ld\u0131\u011f\u0131nda g\u00f6r\u00fclmektedir:<\/p>\n<ul>\n<li>Analitik\/ele\u015ftirel d\u00fc\u015f\u00fcnce ya da problem \u00e7\u00f6zme,<\/li>\n<li>S\u0131n\u0131f i\u00e7i tart\u0131\u015fma,<\/li>\n<li>Analiz, sentez, kar\u015f\u0131la\u015ft\u0131rma ve de\u011ferlendirmeye dayal\u0131 \u00f6l\u00e7me.<\/li>\n<\/ul>\n<p>Laurillard (2001) ve Harasim\u2019e (2010) g\u00f6re akademik bilgi, \u00f6\u011frencinin s\u00fcrekli olarak somut ve soyut aras\u0131nda gidip gelerek mant\u0131k, kan\u0131t ve arg\u00fcman gibi akademik kriterlere dayal\u0131 bilginin in\u015fa edilmesine ihtiya\u00e7 duyar. Bu da, tart\u0131\u015fman\u0131n konu alan\u0131n\u0131n kural ve \u00f6l\u00e7\u00fctleri \u00e7er\u00e7evesinde te\u015fvik edildi\u011fi ve geli\u015ftirilerek olgunla\u015ft\u0131r\u0131ld\u0131\u011f\u0131 diyalektik bir ortamda e\u011fitmenin g\u00fc\u00e7l\u00fc bir duru\u015fa sahip olmas\u0131n\u0131 gerektirir. Laurillard bu s\u00fcreci, \u00f6\u011frencilerin d\u00fcnya hakk\u0131nda farkl\u0131 d\u00fc\u015f\u00fcnmeye itildi\u011fi retorik bir egzersiz olarak adland\u0131r\u0131r. Bu egzersizin ba\u015far\u0131l\u0131 olmas\u0131 i\u00e7in, kar\u015f\u0131l\u0131kl\u0131 konu\u015fma ve tart\u0131\u015fma olmazsa olmaz \u00f6gelerdir.<\/p>\n<p>Yap\u0131land\u0131rmac\u0131lar, bilginin \u00e7o\u011funlukla sosyal s\u00fcre\u00e7ler i\u00e7erisinde edinildi\u011fine inan\u0131rlar. Bu sosyal s\u00fcre\u00e7ler, \u00f6\u011frencilerin y\u00fczeysel \u00f6\u011frenme a\u015famas\u0131ndan derin anlama a\u015famas\u0131na ge\u00e7meleri i\u00e7in gereklidir. Ba\u011flant\u0131c\u0131 yakla\u015f\u0131m da, \u00f6\u011frencilerin birbirleriyle etkile\u015fip tart\u0131\u015farak \u00f6\u011frendikleri bir ileti\u015fim a\u011f\u0131 i\u00e7erisinde olmas\u0131 gerekti\u011fini \u00f6ne s\u00fcrer. Buradaki itici g\u00fc\u00e7 hem \u00f6\u011frencilerin kendi ilgileri hem de kendi ilgilerinin ileti\u015fim a\u011f\u0131 i\u00e7erisindeki di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n ilgi alanlar\u0131yla ne kadar ba\u011flant\u0131l\u0131 oldu\u011fudur. A\u011f i\u00e7erisinde s\u00fcrece kat\u0131lanlar\u0131n say\u0131s\u0131n\u0131n y\u00fcksekli\u011fi, t\u00fcm kat\u0131l\u0131mc\u0131lar\u0131n ilgilerinin bir noktaya y\u00f6nelme olas\u0131l\u0131\u011f\u0131n\u0131n y\u00fcksek oldu\u011fu anlam\u0131na gelir.<\/p>\n<p>Bu ba\u011flamda ilgili kuram ve ara\u015ft\u0131rmalar, dijital \u00e7a\u011f\u0131n gerektirdi\u011fi \u00f6\u011frenme durumlar\u0131 i\u00e7in hem \u00f6\u011fretmen ve \u00f6\u011frenciler aras\u0131nda hem de \u00f6\u011frencilerin kendi aralar\u0131nda s\u0131k ve g\u00fc\u00e7l\u00fc bir etkile\u015fim olmas\u0131 gerekti\u011fini \u00f6ne s\u00fcrmektedir. Bu etkile\u015fim, genellikle, yar\u0131 yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma bi\u00e7iminde kendini g\u00f6sterir. \u015eimdi, bu t\u00fcr \u00f6\u011frenmenin e\u011fitimciler taraf\u0131ndan geleneksel olarak nas\u0131l kolayla\u015ft\u0131r\u0131ld\u0131\u011f\u0131n\u0131 inceleyece\u011fiz.<\/p>\n<h2>3.4.2 Seminerler ve \u00f6\u011freticiler<\/h2>\n<h4>Tan\u0131mlar:<\/h4>\n<p><em><strong>Seminer<\/strong>, konu se\u00e7imi veya \u00f6\u011frencilere g\u00f6rev da\u011f\u0131l\u0131m\u0131n\u0131n yap\u0131lmas\u0131 gibi etkinliklerin ve i\u015fleyi\u015fin tamam\u0131n\u0131n \u00f6\u011fretmen taraf\u0131ndan tasarland\u0131\u011f\u0131 ancak bir grup \u00f6\u011frencinin en az\u0131ndan \u00f6\u011fretmen kadar aktif bir bi\u00e7imde kat\u0131l\u0131m sa\u011flad\u0131\u011f\u0131, y\u00fcz y\u00fcze veya \u00e7evrimi\u00e7i olarak ger\u00e7ekle\u015ftirilen bir t\u00fcr grup toplant\u0131s\u0131d\u0131r.<\/em><\/p>\n<p><em><strong>\u00d6\u011fretici<\/strong>, bir \u00f6\u011fretmen ve bir \u00f6\u011frenci aras\u0131nda bire-bir olarak veya bir \u00f6\u011fretmen ile 3-4 \u00f6\u011frencilik k\u00fc\u00e7\u00fck bir grup aras\u0131nda ger\u00e7ekle\u015ftirilen \u00e7al\u0131\u015fmad\u0131r. \u00d6\u011fretici \u00e7al\u0131\u015fmalarda, \u00f6\u011frenciler fikirlerin sunulmas\u0131 s\u0131ras\u0131nda ve tart\u0131\u015fmalarda en az \u00f6\u011fretmen kadar aktiftir.<\/em><\/p>\n<p>Seminerler, alt\u0131 veya daha fazla \u00f6\u011frenciyle yap\u0131l\u0131r. Ayn\u0131 grupta en fazla 30 \u00f6\u011frenci yer al\u0131r. Seminerlerin en etkili olarak k\u00fc\u00e7\u00fck gruplarla yap\u0131ld\u0131\u011f\u0131na dair genel alg\u0131ndan dolay\u0131, lisans d\u00fczeyinin son y\u0131llar\u0131nda veya y\u00fcksek lisans ya da doktora d\u00fczeyinde tercih edilir.<\/p>\n<figure id=\"attachment_54\" aria-describedby=\"caption-attachment-54\" style=\"width: 401px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.4.2.jpg\" alt=\"\" width=\"401\" height=\"286\" class=\"wp-image-54\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.4.2.jpg 732w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.4.2-300x214.jpg 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.4.2-65x46.jpg 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.4.2-225x160.jpg 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.4.2-350x249.jpg 350w\" sizes=\"auto, (max-width: 401px) 100vw, 401px\" \/><figcaption id=\"caption-attachment-54\" class=\"wp-caption-text\">Resim 3.4.2 Sokrat ve \u00f6\u011frencileri. Ressam: Johann Friedrich Greuter, 1590: (San Francisco, Achenbach Foundation for Graphic Arts)<\/figcaption><\/figure>\n<hr \/>\n<p>Seminerlerin ve \u00f6\u011fretici \u00e7al\u0131\u015fmalar\u0131n tarihi \u00e7ok eskidir. Sokrat ve Aristo\u2019nun zaman\u0131na kadar uzan\u0131r. Hem Sokrat hem Aristo, eski Atina\u2019da aristokratlara \u00f6\u011freticilik yapard\u0131. Aristo B\u00fcy\u00fck \u0130skender\u2019in \u00f6\u011fretmeniydi, Sokrat ise b\u00fcy\u00fck filozof Platon\u2019un; her ne kadar Sokrat bir \u2018\u00f6\u011fretmen\u2019 oldu\u011funu kabul etmese de\u2026 Sokrat\u2019\u0131n \u00f6\u011fretmenli\u011fi reddetmesinin nedeni, eski Yunan\u2019da \u2018\u00f6\u011fretmenin sahip oldu\u011fu bilgiyi \u00f6\u011frencinin kab\u0131na aktarmada bir ara\u00e7 oldu\u011fu\u2019na y\u00f6nelik yayg\u0131n inan\u0131\u015ft\u0131. Halbuki Sokrat (Platon\u2019un aktard\u0131\u011f\u0131na g\u00f6re) diyalog ve sorgulamay\u0131 kullanarak \u2018insanlar\u0131n neyin ger\u00e7ek, do\u011fru ve iyi oldu\u011funu \u00f6\u011frenmelerine yard\u0131mc\u0131 oluyordu\u2019 <a href=\"http:\/\/plato.stanford.edu\/entries\/socrates\/\">(Stanford Encyclopedia of Philosophy<\/a>.) Dolay\u0131s\u0131yla, seminerlerin ve \u00f6\u011freticilerin olduk\u00e7a g\u00fc\u00e7l\u00fc bir yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131m sergiledikleri s\u00f6ylenebilir.<\/p>\n<p>Seminer ve \u00f6\u011freticiler, \u00e7ok farkl\u0131 bi\u00e7imlerde ortaya \u00e7\u0131kabilir. \u00d6zellikle de lisans \u00fcst\u00fc d\u00fczeyde yayg\u0131n olarak kullan\u0131lan bi\u00e7imde, \u00f6\u011fretmen bir grup \u00f6\u011frenciye \u00e7al\u0131\u015fmalar\u0131 i\u00e7in \u00f6nceden bir konu verir ve \u00f6\u011frenciler \u00e7al\u0131\u015ft\u0131klar\u0131 konuyu derste s\u0131n\u0131f\u0131n t\u00fcm\u00fcne sunarlar. Sunumu takiben s\u0131n\u0131f\u0131n g\u00f6r\u00fc\u015fleri, ele\u015ftirileri al\u0131n\u0131r ve tart\u0131\u015fma ortam\u0131 olu\u015fturulur. Bu bi\u00e7ime, ilk ve orta\u00f6\u011fretim d\u00fczeyinde de rastlamak m\u00fcmk\u00fcnd\u00fcr. S\u00fcre a\u00e7\u0131s\u0131ndan her seminerde en fazla iki veya \u00fc\u00e7 \u00f6\u011frenci sunum yapabilse de, d\u00f6nem boyunca her \u00f6\u011frenciye s\u0131ra gelmektedir. Kullan\u0131lan di\u011fer bi\u00e7imde, t\u00fcm \u00f6\u011frencilerden dersten \u00f6nce bir \u00e7al\u0131\u015fma veya okuma yapmas\u0131 istenir ve daha sonra \u00f6\u011frenciler yapt\u0131klar\u0131 \u00e7al\u0131\u015fmaya g\u00f6re \u00f6\u011fretmenin sordu\u011fu sorular \u00fczerinde tart\u0131\u015f\u0131rlar.<\/p>\n<p>\u00d6\u011freticiler, Sarma\u015f\u0131k Ligi&#8217;nde yer alan \u00fcniversitelerle ve \u00f6zellikle de Oxford veya Cambridge ile \u00f6zde\u015fle\u015fmi\u015f \u00f6zel seminer t\u00fcrleridir. \u00c7o\u011fu zaman iki \u00f6\u011frenciden olu\u015fan k\u00fc\u00e7\u00fck gruplarla yap\u0131lan \u00f6\u011fretici \u00e7al\u0131\u015fmalarda, Sokratik y\u00f6ntem takip edilerek \u00f6\u011frenci bulgular\u0131n\u0131 sunar ve e\u011fitmen \u00f6\u011frenci taraf\u0131ndan yap\u0131lan b\u00fct\u00fcn varsay\u0131mlar\u0131 titiz bir \u015fekilde sorgulayarak di\u011fer \u00f6\u011frenciyi de tart\u0131\u015fman\u0131n i\u00e7ine \u00e7eker.<\/p>\n<p>Her iki diyalojik \u00f6\u011frenme bi\u00e7imi de, yaln\u0131zca y\u00fcz y\u00fcze s\u0131n\u0131flarda de\u011fil \u00e7evrimi\u00e7i \u00f6\u011frenme ortamlar\u0131nda da kullan\u0131labilir. \u00c7evrimi\u00e7i tart\u0131\u015fma konusu ayr\u0131nt\u0131l\u0131 olarak <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/bolum-5-kitlesel-cevrimici-acik-dersler-kacd\/\">B\u00f6l\u00fcm 5<\/a>\u2019te incelenecektir. Hat\u0131rlamam\u0131z gereken \u015fey, \u00e7evrimi\u00e7i ve y\u00fcz y\u00fcze tart\u0131\u015fman\u0131n pedagojik benzerliklerinin, farkl\u0131l\u0131klar\u0131ndan \u00e7ok daha fazla oldu\u011fudur..<\/p>\n<h2>3.4.3 Seminerler kitlesel e\u011fitim sistemi i\u00e7erisinde uygulanabilir bir y\u00f6ntem mi?<\/h2>\n<p>\u00c7o\u011fu \u00f6\u011fretim \u00fcyesine g\u00f6re ideal bir \u00f6\u011fretim ortam\u0131, Sokrat\u2019\u0131n \u00fc\u00e7 veya d\u00f6rt \u00f6\u011frencisiyle \u0131hlamur a\u011fac\u0131 alt\u0131nda oturdu\u011fu ortamd\u0131r. Ne yaz\u0131k ki, kitlesel y\u00fcksek\u00f6\u011fretimin ger\u00e7e\u011fi bundan \u00e7ok farkl\u0131d\u0131r ve bu ideal \u00f6\u011fretim ortam\u0131n\u0131 olu\u015fturmak en elit ve en pahal\u0131 e\u011fitim kurumlar\u0131 d\u0131\u015f\u0131ndakiler i\u00e7in ger\u00e7ek\u00e7i de\u011fildir.<\/p>\n<p>Yine de, devlet \u00fcniversitelerinin verdi\u011fi lisans d\u00fczeyinde bile 25-30 \u00f6\u011frencilik seminerleri ger\u00e7ekle\u015ftirmek bir hayal de\u011fildir. Hatta seminerler, dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerimizden bekledi\u011fi t\u00fcr becerileri edinmelerini kolayla\u015ft\u0131racak t\u00fcrde bir \u00f6\u011frenme ve \u00f6\u011fretme ortam\u0131 yarat\u0131rlar. Seminerler, \u00f6\u011frencilerin ihtiya\u00e7lar\u0131na ba\u011fl\u0131 olarak, s\u0131n\u0131fta y\u00fcz y\u00fcze veya \u00e7evrimi\u00e7i olarak verilebilir. \u00d6\u011frencilerin \u00f6nceden bireysel olarak haz\u0131rlan\u0131p geldikleri seminerler olduk\u00e7a etkili olur. Ancak bunlar\u0131n hepsinden \u00f6nemlisi, \u00f6\u011fretmenlerin bu y\u00f6ntemi ba\u015far\u0131yla kullanabilmeleridir; nitekim seminerler, i\u00e7eri\u011fin do\u011frudan aktar\u0131ld\u0131\u011f\u0131 ders anlat\u0131mlar\u0131ndan olduk\u00e7a farkl\u0131d\u0131r.<\/p>\n<p>Sorunun bir k\u0131sm\u0131 y\u00fcksek\u00f6\u011fretimde \u00f6\u011frenci say\u0131lar\u0131ndaki art\u0131\u015f olsa da, bundan ibaret de\u011fildir. K\u0131demli \u00f6\u011fretim \u00fcyelerinin daha az derse girmesi ve \u00e7o\u011funlukla lisans \u00fcst\u00fc \u00f6\u011frencilere yo\u011funla\u015fmas\u0131 gibi fakt\u00f6rler, lisans d\u00fczeyinde geleneksel ders anlat\u0131m\u0131n\u0131n kullan\u0131ld\u0131\u011f\u0131 b\u00fcy\u00fck ve kalabal\u0131k s\u0131n\u0131flar\u0131n olu\u015fmas\u0131na yol a\u00e7m\u0131\u015ft\u0131r. Daha k\u0131demli veya deneyimli \u00f6\u011fretim \u00fcyelerinin geleneksel ders anlat\u0131m y\u00f6ntemini b\u0131rak\u0131p \u00f6\u011frencilerini i\u00e7eri\u011fi kendileri bulmaya ve \u00e7\u00f6z\u00fcmlemeye y\u00f6nlendirmesi halinde, seminer t\u00fcr\u00fc \u00f6\u011fretime daha fazla zaman ayr\u0131labilecektir.<\/p>\n<p>Dolay\u0131s\u0131yla bu se\u00e7im \u00f6nceliklerin \u00f6n planda oldu\u011fu \u00f6rg\u00fctsel bir\u00a0konu oldu\u011fu kadar, ekonomik de bir durumdur. \u00d6\u011frencilerimizi dijital \u00e7a\u011f\u0131n gerektirdi\u011fi bilgi ve becerilerle donatmak istiyorsak, kalabal\u0131k kitlelere hitap eden geleneksel ders anlat\u0131m\u0131ndan seminer y\u00f6ntemine do\u011fru ne kadar uzakla\u015f\u0131rsak o kadar iyi\u2026<\/p>\n<div class=\"textbox exercises\">\n<h3>Etkinlik 3.4 Kavramsal \u00f6\u011frenmeyi geli\u015ftirme<\/h3>\n<ol>\n<li>\u00d6\u011frencilerin derin, kavramsal \u00f6\u011frenmeyi geli\u015ftirmelerine yard\u0131mc\u0131 olmak i\u00e7in grup tart\u0131\u015fmalar\u0131nda \u00f6\u011fretmenler ne t\u00fcr m\u00fcdahalelerde bulunabilirler?<\/li>\n<li>200 ve daha fazla \u00f6\u011frencinin oldu\u011fu bir s\u0131n\u0131f\u0131, grup \u00e7al\u0131\u015fmas\u0131n\u0131 te\u015fvik edecek ve kavramsal \u00f6\u011frenmeyi geli\u015ftirecek \u015fekilde nas\u0131l d\u00fczenlersiniz?<\/li>\n<\/ol>\n<p>Yan\u0131tlar\u0131n\u0131z\u0131, b\u00f6l\u00fcm\u00fcn sonundaki yorumlar k\u0131sm\u0131na yaz\u0131n\u0131z.<\/p>\n<\/div>\n<h1><\/h1>\n","protected":false},"author":43,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-243","chapter","type-chapter","status-publish","hentry"],"part":236,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/243","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/users\/43"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/comments?post=243"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/243\/revisions"}],"predecessor-version":[{"id":1210,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/243\/revisions\/1210"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/236"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/243\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=243"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=243"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=243"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=243"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}