{"id":257,"date":"2017-11-18T06:57:56","date_gmt":"2017-11-18T11:57:56","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&p=257"},"modified":"2019-02-26T21:59:01","modified_gmt":"2019-02-27T02:59:01","slug":"4-2-sise-yeni-ama-icindeki-sarap-eski-sinif-tipi-cevrimici-ogrenme","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/4-2-sise-yeni-ama-icindeki-sarap-eski-sinif-tipi-cevrimici-ogrenme\/","title":{"raw":"4.2 \u015e\u0130\u015eE YEN\u0130, AMA \u0130\u00c7\u0130NDEK\u0130 \u015eARAP ESK\u0130: SINIF T\u0130P\u0130 \u00c7EVR\u0130M\u0130\u00c7\u0130 \u00d6\u011eRENME","rendered":"4.2 \u015e\u0130\u015eE YEN\u0130, AMA \u0130\u00c7\u0130NDEK\u0130 \u015eARAP ESK\u0130: SINIF T\u0130P\u0130 \u00c7EVR\u0130M\u0130\u00c7\u0130 \u00d6\u011eRENME"},"content":{"raw":"Konuya, tasar\u0131m ilkelerinde yap\u0131lan k\u00fc\u00e7\u00fck de\u011fi\u015fikliklerle teknolojik hale getirilen s\u0131n\u0131f-i\u00e7i \u00f6\u011fretim y\u00f6ntemleriyle ba\u015fl\u0131yoruz. Bu k\u0131s\u0131mda, bu t\u00fcr uygulamalar\u0131n eski bir \u015farab\u0131 yeni \u015fi\u015fe i\u00e7erisinde sunmaktan bir fark\u0131 olmad\u0131\u011f\u0131n\u0131 iddia edece\u011fim.\r\n

4.2.1\u00a0Derslerin kay\u0131t alt\u0131na al\u0131nmas\u0131<\/h2>\r\nS\u0131n\u0131fta verilen bir dersi otomatik olarak video kayd\u0131na almaktan ibaret olan bu teknoloji, derslere d\u00fczenli olarak devam eden \u00f6\u011frencilerin dersi tekrar edebilmelerini sa\u011flayarak s\u0131n\u0131f modelinin etkin kullan\u0131labilirli\u011fine katk\u0131 vermek amac\u0131yla tasarlanm\u0131\u015ft\u0131r.\r\n\r\n[caption id=\"attachment_77\" align=\"aligncenter\" width=\"466\"]\"\"<\/a> \u015eekil 4.2.1. Kay\u0131t alt\u0131na al\u0131narak MIT\u2019nin\u00a0A\u00e7\u0131k Ders Malzemeleri<\/a> yoluyla eri\u015filebilen bir MIT dersi. Dersi g\u00f6rmek i\u00e7in resmin \u00fczerine t\u0131klay\u0131n.[\/caption]\r\n\r\n
\r\n\r\nKaydedilen ders anlat\u0131mlar\u0131n\u0131n \u00f6\u011frenciler taraf\u0131ndan dersten \u00f6nce\u00a0izlendi\u011fi ve daha sonra ders saati i\u00e7erisinde anlat\u0131mlar\u0131n \u00fczerine s\u0131n\u0131f tart\u0131\u015fmalar\u0131n\u0131n y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015f (ters-y\u00fcz) s\u0131n\u0131flar, bu potansiyelin tam olarak kullan\u0131lmas\u0131na y\u00f6nelik iyi bir \u00f6rnektir. Ancak derslerin kay\u0131t alt\u0131na al\u0131nmas\u0131n\u0131n en b\u00fcy\u00fck etkisi; Coursera, Udacity ve edX gibi olu\u015fumlar taraf\u0131ndan sa\u011flanan \u2018\u00f6\u011fretici\u2019 kitlesel a\u00e7\u0131k \u00e7evrimi\u00e7i derslerde (\u00f6KA\u00c7D) kullan\u0131m\u0131 olmu\u015ftur. Bununla birlikte, bu KA\u00c7D t\u00fcr\u00fcnde bile asl\u0131nda temel s\u0131n\u0131f tasar\u0131m modelinden bahsediyoruz. KA\u00c7D\u2019lerle s\u0131n\u0131f modeli aras\u0131ndaki en b\u00fcy\u00fck fark, s\u0131n\u0131f\u0131n yaln\u0131zca okula kay\u0131tl\u0131 olan \u00f6\u011frencilere a\u00e7\u0131k olmas\u0131 (\u00fcniversitedeki \u00e7o\u011fu ders anlat\u0131mlar\u0131 gibi) ancak KA\u00c7D\u2019lere uzaktan s\u0131n\u0131rs\u0131z say\u0131da ki\u015fi taraf\u0131ndan eri\u015filebilmesidir. Bunlar \u00e7ok \u00f6nemli farkl\u0131l\u0131klar olsa da, \u00f6\u011fretimin tasar\u0131m\u0131 ayn\u0131 \u00f6nem derecesinde de\u011fi\u015fmemi\u015ftir. Bunun bir istisnas\u0131, KA\u00c7D\u2019ler \u00fczerinde yap\u0131lan ara\u015ft\u0131rmalar\u0131n bulgular\u0131na dayanarak ders kay\u0131tlar\u0131n\u0131n giderek daha k\u00fc\u00e7\u00fck par\u00e7alar halinde yap\u0131l\u0131yor olmas\u0131d\u0131r.\r\n

4.2.2 \u00d6\u011frenme y\u00f6netim sistemlerinin kullan\u0131ld\u0131\u011f\u0131 dersler<\/h2>\r\n\u00d6\u011frenme y\u00f6netim sistemleri (\u00d6YS), \u00f6\u011frenci ve \u00f6\u011fretmenlerin parola korumal\u0131 bir \u00e7evrimi\u00e7i \u00f6\u011frenme ortam\u0131na ba\u011flan\u0131p \u00e7al\u0131\u015fmalar\u0131na olanak sa\u011flayan yaz\u0131l\u0131mlard\u0131r. Blackboard, Desire2Learn ve Moodle gibi bir\u00e7ok \u00f6\u011frenme y\u00f6netim sistemi, asl\u0131nda s\u0131n\u0131f tasar\u0131m modelinin kopyalanmas\u0131nda kullan\u0131lmaktad\u0131r. Haftal\u0131k birimler veya mod\u00fcller vard\u0131r; \u00f6\u011fretmen ders materyalini s\u0131n\u0131ftaki t\u00fcm \u00f6\u011frencilere ayn\u0131 zamanda sunar; mevcudu y\u00fcksek olan s\u0131n\u0131flar kendi i\u00e7lerinde daha k\u00fc\u00e7\u00fck k\u0131s\u0131mlara b\u00f6l\u00fcnebilir; (\u00e7evrimi\u00e7i) tart\u0131\u015fma olana\u011f\u0131 vard\u0131r; \u00f6\u011frenciler ders materyalleri \u00fczerinde yakla\u015f\u0131k olarak ayn\u0131 zaman\u0131 harcar ve de\u011ferlendirme dersin sonunda uygulanan testler veya deneme yaz\u0131lar\u0131 yoluyla yap\u0131l\u0131r.\r\n\r\n[caption id=\"attachment_78\" align=\"aligncenter\" width=\"435\"]\"\" \u015eekil 4.2.2 British Columbia \u00dcniversitesi \u00d6\u011frenme Y\u00f6netim Sistemi\u2019nin (Blackboard Connect) ekran g\u00f6r\u00fcnt\u00fcs\u00fc[\/caption]\r\n\r\n
\r\n\r\nTasar\u0131m a\u00e7\u0131s\u0131ndan en temel farkl\u0131l\u0131klar; i\u00e7eri\u011fin s\u00f6zl\u00fc de\u011fil metin tabanl\u0131 olmas\u0131 (her ne kadar \u00f6\u011frenme y\u00f6netim sistemlerinde video ve ses dosyalar\u0131 giderek artan miktarda kullan\u0131lmaktaysa da), \u00e7evrimi\u00e7i tart\u0131\u015fmalar\u0131n e\u015f zamanl\u0131 de\u011fil daha \u00e7ok farkl\u0131 zamanl\u0131 (asenkron) olarak yap\u0131lmas\u0131 ve ders i\u00e7eri\u011fine internet ba\u011flant\u0131s\u0131yla istenilen yerden istenilen zamanda eri\u015filebiliyor olmas\u0131d\u0131r. Bunlar \u00f6\u011frenme y\u00f6netim sistemlerinin fiziksel s\u0131n\u0131flardan \u00f6nemli \u00f6l\u00e7\u00fcde farkl\u0131la\u015ft\u0131\u011f\u0131 noktalard\u0131r. Gerekli beceriye sahip \u00f6\u011fretmen ve \u00f6\u011frenciler \u00d6YS\u2019lerini farkl\u0131 \u00f6\u011frenme ve \u00f6\u011fretme ortamlar\u0131na uyarlayabilirler, ancak \u00d6YS\u2019nin temel \u00e7er\u00e7evesi s\u0131n\u0131f\u0131nkiyle ayn\u0131 kalacakt\u0131r.\r\n\r\nBununla birlikte \u00d6YS\u2019ler, halen daha, ders anlat\u0131m\u0131nda kullan\u0131lan Powerpoint sunumlar\u0131n pdf format\u0131na d\u00f6n\u00fc\u015ft\u00fcr\u00fclerek sisteme y\u00fcklendi\u011fi veya daha \u00f6nceden yap\u0131lan ders kay\u0131tlar\u0131n\u0131n konuldu\u011fu \u2018\u00e7evrimi\u00e7i tasar\u0131m\u2019lar\u0131n ancak birka\u00e7 ad\u0131m ilerisindedir. Ne yaz\u0131k ki, bir\u00e7ok \u00e7evrimi\u00e7i \u00f6\u011fretim program\u0131nda ya\u015fananlar bundan ibarettir. \u00d6\u011frenme y\u00f6netim sistemleri, geleneksel s\u0131n\u0131f modelinden tasar\u0131m a\u00e7\u0131s\u0131ndan \u00e7ok daha esnek bir yap\u0131ya sahiptir. Bu \u00f6zellik olduk\u00e7a \u00f6nemlidir; \u00e7\u00fcnk\u00fc \u00e7evrimi\u00e7i tasar\u0131mlar\u0131n \u00e7evrimi\u00e7i \u00f6\u011frencilerin \u00f6zel gereksinimlerini dikkate almas\u0131 ve s\u0131n\u0131f modelinden farkl\u0131 \u015fekilde tasarlanmas\u0131 gerekir.\r\n

4.2.3\u00a0S\u0131n\u0131f tasar\u0131m modelinin \u00e7evrimi\u00e7i \u00f6\u011frenme a\u00e7\u0131s\u0131ndan s\u0131n\u0131rl\u0131l\u0131klar\u0131<\/h2>\r\n\u015ei\u015fe yeni de olsa eski de olsa, eski bir \u015farap asl\u0131nda \u2018iyi\u2019 bir \u015farap olabilir. \u00d6nemli olan, s\u0131n\u0131f tasar\u0131m modelinin dijital \u00e7a\u011f\u0131n gereksinimlerini kar\u015f\u0131lay\u0131p kar\u015f\u0131lam\u0131yor olmas\u0131d\u0131r. Eldeki sistemin i\u00e7ine teknolojiyi \u2018ekleyivermek\u2019 veya ayn\u0131 tasar\u0131m\u0131 \u00e7evrimi\u00e7i ortama ta\u015f\u0131mak, otomatik olarak de\u011fi\u015fen gereksinimlere yan\u0131t vermek anlam\u0131na gelmez.\r\n\r\nDolay\u0131s\u0131yla, yeni teknolojilerin e\u011fitsel avantajlar\u0131n\u0131 en iyi \u015fekilde kullanan tasar\u0131mlara bakmam\u0131z gerekir. Tasar\u0131m teknolojinin sahip oldu\u011fu potansiyelin tamam\u0131n\u0131 kullanacak \u015fekilde de\u011fi\u015fmezse, elde edilecek sonu\u00e7 \u2018taklit edilen\u2019 fiziksel s\u0131n\u0131f modelinin bile \u00e7ok alt\u0131nda olacakt\u0131r. \u00d6rnek vermek gerekirse, bir KA\u00c7D kapsam\u0131nda kullan\u0131lan ders kay\u0131tlar\u0131 veya bilgisayar tabanl\u0131 \u00e7oktan se\u00e7meli s\u0131navlar gibi yeni teknolojiler daha fazla \u00f6\u011frencinin daha geni\u015f bir i\u00e7eri\u011fi \u00f6\u011frenmesine katk\u0131 sa\u011flayacak olsa da, dijital \u00e7a\u011f\u0131n gerektirdi\u011fi \u00fcst basamak becerileri kar\u015f\u0131lamada yetersiz kalacakt\u0131r.\r\n\r\nTeknolojiyi s\u0131n\u0131f tasar\u0131m\u0131na \u2018ekleyivermenin\u2019 ikinci bir tehlikesi de, sonucu de\u011fi\u015ftirmeden hem teknoloji hem de \u00f6\u011fretmenlerin harcad\u0131\u011f\u0131 zaman maliyetini art\u0131r\u0131yor olabilece\u011fimizdir.\r\n\r\nKar\u015f\u0131 kar\u015f\u0131ya kald\u0131\u011f\u0131m\u0131z en \u00f6nemli problem, \u00e7evrimi\u00e7i \u00f6\u011frencilerin s\u0131n\u0131ftaki \u00f6\u011frencilerden farkl\u0131 bir \u00f6\u011frenme ortam\u0131nda olmalar\u0131 ve tasar\u0131m\u0131n bunu mutlaka dikkate almas\u0131 gerekti\u011fidir. Bu problem, kitab\u0131n kalan\u0131nda enine boyuna tart\u0131\u015f\u0131lacakt\u0131r.\r\n\r\nTeknolojinin kendine \u00f6zg\u00fc potansiyeli bulunana kadar, ba\u015flang\u0131\u00e7ta yaln\u0131zca eski tasar\u0131m modellerinin kopyas\u0131 olarak kullan\u0131lmas\u0131 olgusu e\u011fitim alan\u0131nda da ge\u00e7erlidir. Ancak, dijital \u00e7a\u011f\u0131n t\u00fcm taleplerinin kar\u015f\u0131lanmas\u0131 ve yeni teknolojilerin t\u00fcm potansiyelinin e\u011fitim niteli\u011fini art\u0131rmak i\u00e7in kullan\u0131lmas\u0131 isteniyorsa, temel tasar\u0131m modelinin de\u011fi\u015fmesi gerekir.\r\n
\r\n

Etkinlik 4.2 S\u0131n\u0131f modelinin \u00e7evrimi\u00e7ine ta\u015f\u0131nmas\u0131<\/h3>\r\n
    \r\n \t
  1. S\u0131n\u0131f tasar\u0131m modelinin 19. y\u00fczy\u0131l\u0131n bir \u00fcr\u00fcn\u00fc oldu\u011funa ve dijital \u00e7a\u011fda \u00f6\u011fretim i\u00e7in de\u011fi\u015ftirilmesi gerekti\u011fine inan\u0131yor musunuz? Yoksa s\u0131n\u0131f modelinin g\u00fcn\u00fcm\u00fcz i\u00e7in hala kullan\u0131labilir esnek bir model oldu\u011funu mu d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\r\n \t
  2. Size g\u00f6re \u00d6YS kullanan dersler temelde s\u0131n\u0131f modelinin \u00e7evrimi\u00e7i ortama ta\u015f\u0131nd\u0131\u011f\u0131 ortamlar m\u0131d\u0131r, yoksa kendilerine \u00f6zg\u00fc tasar\u0131m modelleri midir? E\u011fer kendilerine \u00f6zg\u00fc modellerse, onlar\u0131 e\u015fsiz k\u0131lan nedir?<\/li>\r\n \t
  3. Elli dakikal\u0131k bir ders anlat\u0131m\u0131n\u0131, video kayd\u0131 i\u00e7in 10\u2019ar dakikal\u0131k b\u00f6l\u00fcmlere ay\u0131rman\u0131n avantaj ve dezavantajlar\u0131 nelerdir? Bu sizce anlaml\u0131 bir tasar\u0131m de\u011fi\u015fikli\u011fi midir? E\u011fer yan\u0131t\u0131n\u0131z evet ise, sizce bunu anlaml\u0131 yapan nedir?<\/li>\r\n<\/ol>\r\n<\/div>","rendered":"

    Konuya, tasar\u0131m ilkelerinde yap\u0131lan k\u00fc\u00e7\u00fck de\u011fi\u015fikliklerle teknolojik hale getirilen s\u0131n\u0131f-i\u00e7i \u00f6\u011fretim y\u00f6ntemleriyle ba\u015fl\u0131yoruz. Bu k\u0131s\u0131mda, bu t\u00fcr uygulamalar\u0131n eski bir \u015farab\u0131 yeni \u015fi\u015fe i\u00e7erisinde sunmaktan bir fark\u0131 olmad\u0131\u011f\u0131n\u0131 iddia edece\u011fim.<\/p>\n

    4.2.1\u00a0Derslerin kay\u0131t alt\u0131na al\u0131nmas\u0131<\/h2>\n

    S\u0131n\u0131fta verilen bir dersi otomatik olarak video kayd\u0131na almaktan ibaret olan bu teknoloji, derslere d\u00fczenli olarak devam eden \u00f6\u011frencilerin dersi tekrar edebilmelerini sa\u011flayarak s\u0131n\u0131f modelinin etkin kullan\u0131labilirli\u011fine katk\u0131 vermek amac\u0131yla tasarlanm\u0131\u015ft\u0131r.<\/p>\n

    \"\"<\/a>
    \u015eekil 4.2.1. Kay\u0131t alt\u0131na al\u0131narak MIT\u2019nin\u00a0A\u00e7\u0131k Ders Malzemeleri<\/a> yoluyla eri\u015filebilen bir MIT dersi. Dersi g\u00f6rmek i\u00e7in resmin \u00fczerine t\u0131klay\u0131n.<\/figcaption><\/figure>\n
    \n

    Kaydedilen ders anlat\u0131mlar\u0131n\u0131n \u00f6\u011frenciler taraf\u0131ndan dersten \u00f6nce\u00a0izlendi\u011fi ve daha sonra ders saati i\u00e7erisinde anlat\u0131mlar\u0131n \u00fczerine s\u0131n\u0131f tart\u0131\u015fmalar\u0131n\u0131n y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015f (ters-y\u00fcz) s\u0131n\u0131flar, bu potansiyelin tam olarak kullan\u0131lmas\u0131na y\u00f6nelik iyi bir \u00f6rnektir. Ancak derslerin kay\u0131t alt\u0131na al\u0131nmas\u0131n\u0131n en b\u00fcy\u00fck etkisi; Coursera, Udacity ve edX gibi olu\u015fumlar taraf\u0131ndan sa\u011flanan \u2018\u00f6\u011fretici\u2019 kitlesel a\u00e7\u0131k \u00e7evrimi\u00e7i derslerde (\u00f6KA\u00c7D) kullan\u0131m\u0131 olmu\u015ftur. Bununla birlikte, bu KA\u00c7D t\u00fcr\u00fcnde bile asl\u0131nda temel s\u0131n\u0131f tasar\u0131m modelinden bahsediyoruz. KA\u00c7D\u2019lerle s\u0131n\u0131f modeli aras\u0131ndaki en b\u00fcy\u00fck fark, s\u0131n\u0131f\u0131n yaln\u0131zca okula kay\u0131tl\u0131 olan \u00f6\u011frencilere a\u00e7\u0131k olmas\u0131 (\u00fcniversitedeki \u00e7o\u011fu ders anlat\u0131mlar\u0131 gibi) ancak KA\u00c7D\u2019lere uzaktan s\u0131n\u0131rs\u0131z say\u0131da ki\u015fi taraf\u0131ndan eri\u015filebilmesidir. Bunlar \u00e7ok \u00f6nemli farkl\u0131l\u0131klar olsa da, \u00f6\u011fretimin tasar\u0131m\u0131 ayn\u0131 \u00f6nem derecesinde de\u011fi\u015fmemi\u015ftir. Bunun bir istisnas\u0131, KA\u00c7D\u2019ler \u00fczerinde yap\u0131lan ara\u015ft\u0131rmalar\u0131n bulgular\u0131na dayanarak ders kay\u0131tlar\u0131n\u0131n giderek daha k\u00fc\u00e7\u00fck par\u00e7alar halinde yap\u0131l\u0131yor olmas\u0131d\u0131r.<\/p>\n

    4.2.2 \u00d6\u011frenme y\u00f6netim sistemlerinin kullan\u0131ld\u0131\u011f\u0131 dersler<\/h2>\n

    \u00d6\u011frenme y\u00f6netim sistemleri (\u00d6YS), \u00f6\u011frenci ve \u00f6\u011fretmenlerin parola korumal\u0131 bir \u00e7evrimi\u00e7i \u00f6\u011frenme ortam\u0131na ba\u011flan\u0131p \u00e7al\u0131\u015fmalar\u0131na olanak sa\u011flayan yaz\u0131l\u0131mlard\u0131r. Blackboard, Desire2Learn ve Moodle gibi bir\u00e7ok \u00f6\u011frenme y\u00f6netim sistemi, asl\u0131nda s\u0131n\u0131f tasar\u0131m modelinin kopyalanmas\u0131nda kullan\u0131lmaktad\u0131r. Haftal\u0131k birimler veya mod\u00fcller vard\u0131r; \u00f6\u011fretmen ders materyalini s\u0131n\u0131ftaki t\u00fcm \u00f6\u011frencilere ayn\u0131 zamanda sunar; mevcudu y\u00fcksek olan s\u0131n\u0131flar kendi i\u00e7lerinde daha k\u00fc\u00e7\u00fck k\u0131s\u0131mlara b\u00f6l\u00fcnebilir; (\u00e7evrimi\u00e7i) tart\u0131\u015fma olana\u011f\u0131 vard\u0131r; \u00f6\u011frenciler ders materyalleri \u00fczerinde yakla\u015f\u0131k olarak ayn\u0131 zaman\u0131 harcar ve de\u011ferlendirme dersin sonunda uygulanan testler veya deneme yaz\u0131lar\u0131 yoluyla yap\u0131l\u0131r.<\/p>\n

    \"\"
    \u015eekil 4.2.2 British Columbia \u00dcniversitesi \u00d6\u011frenme Y\u00f6netim Sistemi\u2019nin (Blackboard Connect) ekran g\u00f6r\u00fcnt\u00fcs\u00fc<\/figcaption><\/figure>\n
    \n

    Tasar\u0131m a\u00e7\u0131s\u0131ndan en temel farkl\u0131l\u0131klar; i\u00e7eri\u011fin s\u00f6zl\u00fc de\u011fil metin tabanl\u0131 olmas\u0131 (her ne kadar \u00f6\u011frenme y\u00f6netim sistemlerinde video ve ses dosyalar\u0131 giderek artan miktarda kullan\u0131lmaktaysa da), \u00e7evrimi\u00e7i tart\u0131\u015fmalar\u0131n e\u015f zamanl\u0131 de\u011fil daha \u00e7ok farkl\u0131 zamanl\u0131 (asenkron) olarak yap\u0131lmas\u0131 ve ders i\u00e7eri\u011fine internet ba\u011flant\u0131s\u0131yla istenilen yerden istenilen zamanda eri\u015filebiliyor olmas\u0131d\u0131r. Bunlar \u00f6\u011frenme y\u00f6netim sistemlerinin fiziksel s\u0131n\u0131flardan \u00f6nemli \u00f6l\u00e7\u00fcde farkl\u0131la\u015ft\u0131\u011f\u0131 noktalard\u0131r. Gerekli beceriye sahip \u00f6\u011fretmen ve \u00f6\u011frenciler \u00d6YS\u2019lerini farkl\u0131 \u00f6\u011frenme ve \u00f6\u011fretme ortamlar\u0131na uyarlayabilirler, ancak \u00d6YS\u2019nin temel \u00e7er\u00e7evesi s\u0131n\u0131f\u0131nkiyle ayn\u0131 kalacakt\u0131r.<\/p>\n

    Bununla birlikte \u00d6YS\u2019ler, halen daha, ders anlat\u0131m\u0131nda kullan\u0131lan Powerpoint sunumlar\u0131n pdf format\u0131na d\u00f6n\u00fc\u015ft\u00fcr\u00fclerek sisteme y\u00fcklendi\u011fi veya daha \u00f6nceden yap\u0131lan ders kay\u0131tlar\u0131n\u0131n konuldu\u011fu \u2018\u00e7evrimi\u00e7i tasar\u0131m\u2019lar\u0131n ancak birka\u00e7 ad\u0131m ilerisindedir. Ne yaz\u0131k ki, bir\u00e7ok \u00e7evrimi\u00e7i \u00f6\u011fretim program\u0131nda ya\u015fananlar bundan ibarettir. \u00d6\u011frenme y\u00f6netim sistemleri, geleneksel s\u0131n\u0131f modelinden tasar\u0131m a\u00e7\u0131s\u0131ndan \u00e7ok daha esnek bir yap\u0131ya sahiptir. Bu \u00f6zellik olduk\u00e7a \u00f6nemlidir; \u00e7\u00fcnk\u00fc \u00e7evrimi\u00e7i tasar\u0131mlar\u0131n \u00e7evrimi\u00e7i \u00f6\u011frencilerin \u00f6zel gereksinimlerini dikkate almas\u0131 ve s\u0131n\u0131f modelinden farkl\u0131 \u015fekilde tasarlanmas\u0131 gerekir.<\/p>\n

    4.2.3\u00a0S\u0131n\u0131f tasar\u0131m modelinin \u00e7evrimi\u00e7i \u00f6\u011frenme a\u00e7\u0131s\u0131ndan s\u0131n\u0131rl\u0131l\u0131klar\u0131<\/h2>\n

    \u015ei\u015fe yeni de olsa eski de olsa, eski bir \u015farap asl\u0131nda \u2018iyi\u2019 bir \u015farap olabilir. \u00d6nemli olan, s\u0131n\u0131f tasar\u0131m modelinin dijital \u00e7a\u011f\u0131n gereksinimlerini kar\u015f\u0131lay\u0131p kar\u015f\u0131lam\u0131yor olmas\u0131d\u0131r. Eldeki sistemin i\u00e7ine teknolojiyi \u2018ekleyivermek\u2019 veya ayn\u0131 tasar\u0131m\u0131 \u00e7evrimi\u00e7i ortama ta\u015f\u0131mak, otomatik olarak de\u011fi\u015fen gereksinimlere yan\u0131t vermek anlam\u0131na gelmez.<\/p>\n

    Dolay\u0131s\u0131yla, yeni teknolojilerin e\u011fitsel avantajlar\u0131n\u0131 en iyi \u015fekilde kullanan tasar\u0131mlara bakmam\u0131z gerekir. Tasar\u0131m teknolojinin sahip oldu\u011fu potansiyelin tamam\u0131n\u0131 kullanacak \u015fekilde de\u011fi\u015fmezse, elde edilecek sonu\u00e7 \u2018taklit edilen\u2019 fiziksel s\u0131n\u0131f modelinin bile \u00e7ok alt\u0131nda olacakt\u0131r. \u00d6rnek vermek gerekirse, bir KA\u00c7D kapsam\u0131nda kullan\u0131lan ders kay\u0131tlar\u0131 veya bilgisayar tabanl\u0131 \u00e7oktan se\u00e7meli s\u0131navlar gibi yeni teknolojiler daha fazla \u00f6\u011frencinin daha geni\u015f bir i\u00e7eri\u011fi \u00f6\u011frenmesine katk\u0131 sa\u011flayacak olsa da, dijital \u00e7a\u011f\u0131n gerektirdi\u011fi \u00fcst basamak becerileri kar\u015f\u0131lamada yetersiz kalacakt\u0131r.<\/p>\n

    Teknolojiyi s\u0131n\u0131f tasar\u0131m\u0131na \u2018ekleyivermenin\u2019 ikinci bir tehlikesi de, sonucu de\u011fi\u015ftirmeden hem teknoloji hem de \u00f6\u011fretmenlerin harcad\u0131\u011f\u0131 zaman maliyetini art\u0131r\u0131yor olabilece\u011fimizdir.<\/p>\n

    Kar\u015f\u0131 kar\u015f\u0131ya kald\u0131\u011f\u0131m\u0131z en \u00f6nemli problem, \u00e7evrimi\u00e7i \u00f6\u011frencilerin s\u0131n\u0131ftaki \u00f6\u011frencilerden farkl\u0131 bir \u00f6\u011frenme ortam\u0131nda olmalar\u0131 ve tasar\u0131m\u0131n bunu mutlaka dikkate almas\u0131 gerekti\u011fidir. Bu problem, kitab\u0131n kalan\u0131nda enine boyuna tart\u0131\u015f\u0131lacakt\u0131r.<\/p>\n

    Teknolojinin kendine \u00f6zg\u00fc potansiyeli bulunana kadar, ba\u015flang\u0131\u00e7ta yaln\u0131zca eski tasar\u0131m modellerinin kopyas\u0131 olarak kullan\u0131lmas\u0131 olgusu e\u011fitim alan\u0131nda da ge\u00e7erlidir. Ancak, dijital \u00e7a\u011f\u0131n t\u00fcm taleplerinin kar\u015f\u0131lanmas\u0131 ve yeni teknolojilerin t\u00fcm potansiyelinin e\u011fitim niteli\u011fini art\u0131rmak i\u00e7in kullan\u0131lmas\u0131 isteniyorsa, temel tasar\u0131m modelinin de\u011fi\u015fmesi gerekir.<\/p>\n

    \n

    Etkinlik 4.2 S\u0131n\u0131f modelinin \u00e7evrimi\u00e7ine ta\u015f\u0131nmas\u0131<\/h3>\n
      \n
    1. S\u0131n\u0131f tasar\u0131m modelinin 19. y\u00fczy\u0131l\u0131n bir \u00fcr\u00fcn\u00fc oldu\u011funa ve dijital \u00e7a\u011fda \u00f6\u011fretim i\u00e7in de\u011fi\u015ftirilmesi gerekti\u011fine inan\u0131yor musunuz? Yoksa s\u0131n\u0131f modelinin g\u00fcn\u00fcm\u00fcz i\u00e7in hala kullan\u0131labilir esnek bir model oldu\u011funu mu d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\n
    2. Size g\u00f6re \u00d6YS kullanan dersler temelde s\u0131n\u0131f modelinin \u00e7evrimi\u00e7i ortama ta\u015f\u0131nd\u0131\u011f\u0131 ortamlar m\u0131d\u0131r, yoksa kendilerine \u00f6zg\u00fc tasar\u0131m modelleri midir? E\u011fer kendilerine \u00f6zg\u00fc modellerse, onlar\u0131 e\u015fsiz k\u0131lan nedir?<\/li>\n
    3. Elli dakikal\u0131k bir ders anlat\u0131m\u0131n\u0131, video kayd\u0131 i\u00e7in 10\u2019ar dakikal\u0131k b\u00f6l\u00fcmlere ay\u0131rman\u0131n avantaj ve dezavantajlar\u0131 nelerdir? Bu sizce anlaml\u0131 bir tasar\u0131m de\u011fi\u015fikli\u011fi midir? E\u011fer yan\u0131t\u0131n\u0131z evet ise, sizce bunu anlaml\u0131 yapan nedir?<\/li>\n<\/ol>\n<\/div>\n","protected":false},"author":43,"menu_order":3,"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-257","chapter","type-chapter","status-publish","hentry"],"part":253,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/257","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=257"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/257\/revisions"}],"predecessor-version":[{"id":1224,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/257\/revisions\/1224"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/253"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/257\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=257"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=257"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=257"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=257"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}