{"id":260,"date":"2017-11-18T07:01:43","date_gmt":"2017-11-18T12:01:43","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=260"},"modified":"2019-02-26T22:09:11","modified_gmt":"2019-02-27T03:09:11","slug":"4-3-atgud-modeli","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/4-3-atgud-modeli\/","title":{"raw":"4.3 ATGUD (ADDIE) MODEL\u0130","rendered":"4.3 ATGUD (ADDIE) MODEL\u0130"},"content":{"raw":"\u00c7evrimi\u00e7i \u00f6\u011fretime etki eden di\u011fer fakt\u00f6rlerden biri, askeri e\u011fitim ve uzaktan e\u011fitim kanad\u0131ndan gelmektedir.\r\n<h2>4.3.1 ATGUD (ADDIE) nedir?<\/h2>\r\nUluslararas\u0131 yaz\u0131nda ADDIE olarak bilinen ATGUD modeliyle ilgili say\u0131s\u0131z kitap yaz\u0131lm\u0131\u015ft\u0131r (\u00f6rne\u011fin bkz. Morrison, 2010; Dick &amp; Carey, 2004). ATGUD\u2019nin a\u00e7\u0131l\u0131m\u0131, modelin i\u00e7erdi\u011fi \u00f6\u011fretim tasar\u0131m\u0131 a\u015famalar\u0131na i\u015faret eder:\r\n\r\n<strong>Analiz (Analysis)<\/strong>\r\n<ul>\r\n \t<li>Dersi tasarlarken dikkate al\u0131nmas\u0131 gereken t\u00fcm de\u011fi\u015fkenlerin (\u00f6\u011frencilerin \u00f6zellikleri, \u00f6\u011frencilerin \u00f6n bilgileri, varolan kaynaklar, vb.) belirlenme a\u015famas\u0131d\u0131r. Bu a\u015fama, Ek 1\u2019de ifade edilen \u00f6\u011frenme ortam\u0131n\u0131n tasarlanmas\u0131 a\u015famas\u0131na benzerdir.<\/li>\r\n<\/ul>\r\n<strong>Tasar\u0131m (Design)<\/strong>\r\n<ul>\r\n \t<li>Dersin \u00f6\u011frenme hedeflerinin, materyallerin nas\u0131l tasarlanaca\u011f\u0131 ve geli\u015ftirilece\u011finin belirlendi\u011fi (hangi i\u00e7eri\u011fin anlat\u0131laca\u011f\u0131, hangi d\u00fczende anlat\u0131laca\u011f\u0131n\u0131n \u00f6yk\u00fc panosunda g\u00f6sterildi\u011fi ve metin, video ve ses materyallerinin hangi s\u0131rayla kullan\u0131laca\u011f\u0131 gibi) ve hangi teknolojinin (\u00d6YS, video veya sosyal medya gibi) kullan\u0131laca\u011f\u0131na karar verilen a\u015famad\u0131r.<\/li>\r\n<\/ul>\r\n<strong>Geli\u015ftirme (Development)<\/strong>\r\n<ul>\r\n \t<li>\u0130\u00e7eri\u011fin olu\u015fturulmas\u0131 a\u015famas\u0131d\u0131r. \u0130\u00e7eri\u011fin geli\u015ftirilmesinde kurum i\u00e7i insan kaynaklar\u0131n\u0131n m\u0131 kullan\u0131laca\u011f\u0131 yoksa hizmet mi sat\u0131n al\u0131naca\u011f\u0131na karar verilir, \u00fc\u00e7\u00fcnc\u00fc ki\u015filerin haz\u0131rlad\u0131\u011f\u0131 materyaller i\u00e7in telif haklar\u0131 d\u00fczenlemeleri yap\u0131l\u0131r, i\u00e7erik web sitesine veya \u00d6YS\u2019ne y\u00fcklenir.<\/li>\r\n<\/ul>\r\n<strong>Uygulama (Implementation)<\/strong>\r\n<ul>\r\n \t<li>Dersin uygulama a\u015famas\u0131d\u0131r. \u00d6\u011frenci destek personelinin bilgilendirilmesi ve \u00f6\u011frenci de\u011ferlendirmesi etkinlikleri de bu a\u015famaya dahildir.<\/li>\r\n<\/ul>\r\n<strong>De\u011ferlendirme (Evaluation)<\/strong>\r\n<ul>\r\n \t<li>Geli\u015ftirilmesi gereken k\u0131s\u0131mlar\u0131 tespit etmek i\u00e7in veri ve geri bildirim toplama a\u015famas\u0131d\u0131r. Toplanan veriler ve geri bildirimler, dersin bir sonraki uygulamas\u0131 i\u00e7in tasar\u0131m\u0131n, geli\u015ftirmenin ve uygulaman\u0131n iyile\u015ftirilmesine girdi olur.<\/li>\r\n<\/ul>\r\n[caption id=\"attachment_81\" align=\"aligncenter\" width=\"558\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.3.1.png\" alt=\"\" width=\"558\" height=\"453\" class=\" wp-image-81\" \/> \u015eekil 4.3.1 ATGUD modeli.<br \/>\u00a9 Flexible Learning Australia, 2014[\/caption]\r\n\r\n<hr \/>\r\n\r\n<h2>4.3.2 ATGUD nerede kullan\u0131l\u0131r?<\/h2>\r\nATGUD, teknoloji temelli \u00f6\u011fretim i\u00e7in bir\u00e7ok profesyonel \u00f6\u011fretim tasar\u0131mc\u0131s\u0131 taraf\u0131ndan kullan\u0131lan bir tasar\u0131m modelidir. \u0130ster bas\u0131l\u0131 materyale dayal\u0131 ister \u00e7evrimi\u00e7i ortamda olsun ATGUD, profesyonel bi\u00e7imde geli\u015ftirilmi\u015f nitelikli uzaktan e\u011fitim programlar\u0131 i\u00e7in neredeyse bir standart halini alm\u0131\u015ft\u0131r. \u015eirket e\u011fitimlerinde de a\u011f\u0131rl\u0131kl\u0131 olarak kullan\u0131lan modelin, farkl\u0131 varyasyonlar\u0131 bulunmaktad\u0131r. Bu \u00e7e\u015fitler aras\u0131ndan benim favorim, planlama (ve\/veya haz\u0131rl\u0131k) a\u015famas\u0131n\u0131n ba\u015fa eklendi\u011fi PATGUD\u2019dir. Yinelemeli bir \u015fekilde uygulanan modelde, de\u011ferlendirme yeniden analize y\u00f6nlendirir ve hem tasar\u0131mda hem geli\u015ftirmede de\u011fi\u015fikliklere yol a\u00e7abilir. ATGUD modelinin yayg\u0131n olarak kullan\u0131lmas\u0131n\u0131n nedenlerinden biri de, geni\u015f \u00f6l\u00e7ekli ve karma\u015f\u0131k \u00f6\u011fretim tasar\u0131mlar\u0131nda olduk\u00e7a de\u011ferli olmas\u0131d\u0131r. K\u00f6kleri II. D\u00fcnya Sava\u015f\u0131\u2019na dayanan ATGUD, g\u00fc\u00e7 bir harekat olan Normandiya \u00e7\u0131kartmas\u0131n\u0131 y\u00f6netmek \u00fczere geli\u015ftirilen sistem tasar\u0131m\u0131ndan t\u00fcremi\u015ftir.\r\n\r\n\u0130ngiltere\u2019deki A\u00e7\u0131k \u00dcniversite, Hollanda A\u00e7\u0131k \u00dcniversitesi ve Kanada\u2019daki Athabasca \u00dcniversitesi ile Thompson Rivers A\u00e7\u0131k \u00dcniversitesi gibi \u00e7o\u011fu a\u00e7\u0131k \u00fcniversitede, karma\u015f\u0131k \u00e7okluortam uzaktan e\u011fitim derslerinin tasar\u0131m\u0131n\u0131 y\u00f6netmede halen daha ATGUD modeli kullan\u0131lmaktad\u0131r. \u0130ngiltere\u2019deki A\u00e7\u0131k \u00dcniversite 1971 y\u0131l\u0131nda 20.000 \u00f6\u011frenciyle ilk a\u00e7\u0131ld\u0131\u011f\u0131nda, radyo, televizyon, \u00f6zel olarak tasarlanm\u0131\u015f bas\u0131l\u0131 materyaller, ders kitaplar\u0131 ve yeniden \u00fcretilmi\u015f ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131n\u0131n yer ald\u0131\u011f\u0131 okuma listelerini kullanmakta, ortalama 20'\u015fer akademisyenden olu\u015fan b\u00f6lgesel \u00e7al\u0131\u015fma gruplar\u0131, medya prod\u00fckt\u00f6rleri ve teknoloji destek personeli dersleri geli\u015ftirmekte ve b\u00f6lgesel e\u011fitmenlerden ve k\u0131demli dan\u0131\u015fmanlardan olu\u015fan e\u011fitimci ordusu derslerin verilmesini ve \u00f6\u011frenci deste\u011fini sa\u011flamaktayd\u0131. Kurulu\u015funun ard\u0131ndan iki sene i\u00e7erisinde bu derece geni\u015f \u00f6l\u00e7ekte hizmet verilebilmesi, sistematik bir \u00f6\u011fretim tasar\u0131m\u0131 olmadan m\u00fcmk\u00fcn de\u011fildir. 2014 y\u0131l\u0131na geldi\u011fimizde 200.000\u2019in \u00fczerinde \u00f6\u011frencisi olan A\u00e7\u0131k \u00dcniversite, halen bu \u00e7ok g\u00fc\u00e7l\u00fc \u00f6\u011fretim tasar\u0131m\u0131 modelini kullanmaya devam etmektedir.\r\n\r\nATGUD ve \u00f6\u011fretim tasar\u0131m\u0131 aslen ABD\u2019de do\u011fmu\u015f olsa da, \u0130ngiltere\u2019nin A\u00e7\u0131k \u00dcniversitesi\u2019nin nitelikli \u00f6\u011fretim materyali geli\u015ftirmedeki ba\u015far\u0131s\u0131 uzaktan e\u011fitim hizmeti veren bir\u00e7ok e\u011fitim kurumunu ATGUD modelinin daha k\u00fc\u00e7\u00fck \u00f6l\u00e7eklerde de olsa (genellikle bir \u00f6\u011fretim tasar\u0131mc\u0131s\u0131 ve bir \u00f6\u011fretmenden olu\u015fan ekiplerle) uyarlamaya ve kullanmaya te\u015fvik etmi\u015ftir. Uzaktan e\u011fitim dersleri \u00e7evrimi\u00e7i dersler olarak geli\u015ftirilmeye ba\u015fland\u0131k\u00e7a, ATGUD modelinin kullan\u0131m\u0131 da s\u00fcrm\u00fc\u015ft\u00fcr. Bug\u00fcn bu model, bir\u00e7ok e\u011fitim kurumundaki \u00f6\u011fretim tasar\u0131mc\u0131s\u0131 taraf\u0131ndan geni\u015f kat\u0131l\u0131ml\u0131 derslerin, harmanlanm\u0131\u015f \u00f6\u011frenme ortamlar\u0131n\u0131n ve tamamen \u00e7evrimi\u00e7i derslerin yeniden tasar\u0131m\u0131nda kullan\u0131lmaktad\u0131r.\r\n<h2>4.3.3 ATGUD\u2019nin faydalar\u0131 nelerdir?<\/h2>\r\nATGUD\u2019nin bu kadar ba\u015far\u0131l\u0131 olmas\u0131n\u0131n bir nedeni, \u00f6\u011frenme hedeflerinin net olarak belirlendi\u011fi, i\u00e7eri\u011fin \u00f6zenle yap\u0131land\u0131r\u0131ld\u0131\u011f\u0131, \u00f6\u011frenci ve \u00f6\u011fretmenlerin i\u015f y\u00fck\u00fcn\u00fcn kontroll\u00fc bir \u015fekilde belirlendi\u011fi, medyan\u0131n, \u00f6\u011frenci faaliyetlerinin ve de\u011ferlendirmenin istenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131yla g\u00fc\u00e7l\u00fc bir \u015fekilde birle\u015ftirildi\u011fi iyi ve nitelikli bir tasar\u0131m olarak kabul edilmesidir.\r\n\r\n\u0130yi bir tasar\u0131m i\u00e7in gerekli ilkeler, ATGUD modeli olsa da olmasa da uygulanabilir; ancak ATGUD, bu tasar\u0131m ilkelerinin sistemli ve eksiksiz bir \u015fekilde tan\u0131mlan\u0131p y\u00fcr\u00fct\u00fclmesine izin verir. Ayn\u0131 zamanda, \u00e7ok say\u0131da dersin ayn\u0131 kalite standartlar\u0131nda tasarlanmas\u0131 ve geli\u015ftirilmesini sa\u011flamada faydal\u0131 bir y\u00f6netim arac\u0131d\u0131r.\r\n<h2>4.3.4 ATGUD\u2019nin s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h2>\r\nATGUD yakla\u015f\u0131m\u0131 farkl\u0131 \u00f6l\u00e7eklerdeki \u00f6\u011fretim projeleri i\u00e7in kullan\u0131labilir, ancak en iyi sonucu b\u00fcy\u00fck \u00f6l\u00e7ekli ve karma\u015f\u0131k projelerde vermektedir. \u00d6\u011frenci say\u0131s\u0131n\u0131n az oldu\u011fu veya basit ya da geleneksel s\u0131n\u0131f tasar\u0131m\u0131na dayal\u0131 derslere uygulanmas\u0131 gereksiz ve pahal\u0131 olsa da, bir \u00f6\u011fretmenin dersini tasarlay\u0131p verirken bu stratejiyi kullanmas\u0131nda herhangi bir sak\u0131nca yoktur.\r\n\r\nATGUD modeline ili\u015fkin ikinci bir ele\u015ftiri, i\u00e7eri\u011fin tasar\u0131m\u0131 ve geli\u015ftirmesine daha \u00e7ok yo\u011funla\u015f\u0131p uygulama esnas\u0131nda \u00f6\u011fretmen ve \u00f6\u011frenci aras\u0131ndaki ileti\u015fime ayn\u0131 derecede \u00f6nem vermemesidir. Dolay\u0131s\u0131yla, \u00f6\u011frenci-\u00f6\u011fretmen etkile\u015fimine yeterince \u00f6nem vermemesi ve \u00f6\u011fretimde davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131mlar\u0131 \u00f6ncelikli k\u0131lmas\u0131 nedeniyle yap\u0131salc\u0131lar taraf\u0131ndan yerilmektedir.\r\n\r\nDi\u011fer bir ele\u015ftiri ise, modelin bir\u00e7ok a\u00e7\u0131klamas\u0131nda be\u015f a\u015faman\u0131n her biri ayr\u0131nt\u0131l\u0131 bir \u015fekilde betimlenmesine ra\u011fmen, bu \u00e7er\u00e7eve i\u00e7erisinde nas\u0131l karar al\u0131naca\u011f\u0131na dair bir rehberlik sa\u011flamamas\u0131d\u0131r. \u00d6rne\u011fin, farkl\u0131 teknolojiler aras\u0131nda nas\u0131l se\u00e7im yap\u0131laca\u011f\u0131 veya hangi \u00a0de\u011ferlendirme stratejilerinin kullan\u0131laca\u011f\u0131 ile ilgili herhangi bir k\u0131lavuz ilke veya prosed\u00fcr bulunmamaktad\u0131r. Bu kararlar\u0131 alabilmek i\u00e7in \u00f6\u011fretmenlerin ATGUD modelinin \u00f6tesine ge\u00e7mesi gerekmektedir.\r\n\r\nATGUD modelinin a\u015f\u0131r\u0131 \u2018co\u015fkulu\u2019 bir \u015fekilde kullan\u0131m\u0131, tasar\u0131m a\u015famalar\u0131n\u0131n gere\u011finden fazla karma\u015f\u0131kla\u015fmas\u0131na, \u00e7al\u0131\u015fan kategorisinin fazlala\u015fmas\u0131na (\u00f6\u011fretim elemanlar\u0131, \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131, edit\u00f6rler, web tasar\u0131mc\u0131lar\u0131 gibi) ve sonu\u00e7 olarak s\u0131n\u0131rlar\u0131 kesin \u00e7izilmi\u015f bir i\u015f b\u00f6l\u00fcm\u00fcyle ba\u015flang\u0131\u00e7taki onay a\u015famas\u0131ndan uygulamaya ge\u00e7ilmesine kadar iki y\u0131ll\u0131k bir zaman harcanmas\u0131na neden olabilir; ki bug\u00fcne kadar bunun \u00f6rneklerine rastlanm\u0131\u015ft\u0131r. Tasar\u0131m ve y\u00f6netim altyap\u0131s\u0131 ne kadar karma\u015f\u0131k olursa, maliyet tahminleri o kadar kolay a\u015f\u0131lacak ve program\u0131n olduk\u00e7a pahal\u0131ya mal olacakt\u0131r.\r\n\r\nBenim modele ili\u015fkin ele\u015ftirim ise, modelin dijital \u00e7a\u011f i\u00e7in yeterince esnek olmamas\u0131d\u0131r. S\u00fcrekli ve h\u0131zla geli\u015fen yeni i\u00e7eriklere, her g\u00fcn yenileri eklenen teknolojilere ve s\u00fcrekli de\u011fi\u015fen \u00f6\u011frenci profiline bir \u00f6\u011fretmen nas\u0131l yan\u0131t verebilecektir? ATGUD modeli bize ge\u00e7mi\u015fte \u00f6nemli faydalar sa\u011flay\u0131p \u00f6\u011frenme ve \u00f6\u011fretmenin tasarlanmas\u0131 i\u00e7in sa\u011flam bir temel olu\u015fturduysa da, de\u011fi\u015fken \u00f6\u011frenme ortamlar\u0131nda fazlas\u0131yla \u2018\u00f6nceden belirlenmi\u015f\u2019, do\u011frusal ve kat\u0131 bir model olarak kalabilir. Esnek tasar\u0131m modelleri ile ilgili olarak <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/4-7-cevik-tasarim-esnek-ogrenme-tasarimlari\/\">Konu 4.7<\/a>\u2019de daha detayl\u0131 bilgi verece\u011fim.\r\n<div class=\"textbox exercises\">\r\n<h3 itemprop=\"educationalUse\">Etkinlik 4.3 ATGUD modelinin kullan\u0131m\u0131<\/h3>\r\n<ol>\r\n \t<li>\u015eu anda vermekte oldu\u011funuz bir dersi \u00f6rnek al\u0131n. ATGUD modelinin hangi a\u015famalar\u0131n\u0131 kulland\u0131n\u0131z? Baz\u0131 a\u015famalar\u0131 kullanmad\u0131ysan\u0131z, sizce bu a\u015famalar\u0131 da ger\u00e7ekle\u015ftirmi\u015f olsayd\u0131n\u0131z dersiniz daha iyi olacak m\u0131yd\u0131? Her bir a\u015famada yapmak zorunda oldu\u011funuz \u00e7al\u0131\u015fmalar\u0131 d\u00fc\u015f\u00fcn\u00fcnce, sonucun g\u00f6stermi\u015f oldu\u011funuz \u00e7abaya de\u011fdi\u011fini d\u00fc\u015f\u00fcn\u00fcyor musunuz?<\/li>\r\n \t<li>Yeni bir ders tasarlamay\u0131 d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, \u2018Flexible Learning Australia\u2019n\u0131n bilgi grafi\u011fini kullanarak \u00f6nerilen d\u00f6rt analiz a\u015famas\u0131n\u0131 inceleyin. Faydal\u0131 oldu mu? E\u011fer faydal\u0131 oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, \u00f6nerilen di\u011fer a\u015famalar\u0131 uygulamay\u0131 d\u00fc\u015f\u00fcnebilirsiniz.<\/li>\r\n \t<li>Daha \u00f6nce ATGUD modelini kulland\u0131ysan\u0131z, ho\u015funuza gitti mi? Yapt\u0131\u011f\u0131m ele\u015ftirileri kabul ediyor musunuz? \u0130\u00e7inde bulundu\u011funuz \u00e7al\u0131\u015fma ortam\u0131 i\u00e7in yeterince esnek oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz?<\/li>\r\n<\/ol>\r\nBu etkinli\u011fin \u00e7\u0131kt\u0131lar\u0131n\u0131 payla\u015fmak isterseniz, a\u015fa\u011f\u0131daki yorum kutusunu kullan\u0131n\u0131z.\r\n\r\n<\/div>\r\n<h2>Kaynak\u00e7a<\/h2>\r\nDick, W., and Carey, L. (2004).\u00a0<em>The Systematic Design of Instruction<\/em>. Allyn &amp; Bacon; 6 edition\u00a0Allyn &amp; Bacon.\r\n\r\nMorrison, Gary R. (2010)\u00a0<em>Designing Effective Instruction<\/em>, 6th Edition. New York: John Wiley &amp; Sons.","rendered":"<p>\u00c7evrimi\u00e7i \u00f6\u011fretime etki eden di\u011fer fakt\u00f6rlerden biri, askeri e\u011fitim ve uzaktan e\u011fitim kanad\u0131ndan gelmektedir.<\/p>\n<h2>4.3.1 ATGUD (ADDIE) nedir?<\/h2>\n<p>Uluslararas\u0131 yaz\u0131nda ADDIE olarak bilinen ATGUD modeliyle ilgili say\u0131s\u0131z kitap yaz\u0131lm\u0131\u015ft\u0131r (\u00f6rne\u011fin bkz. Morrison, 2010; Dick &amp; Carey, 2004). ATGUD\u2019nin a\u00e7\u0131l\u0131m\u0131, modelin i\u00e7erdi\u011fi \u00f6\u011fretim tasar\u0131m\u0131 a\u015famalar\u0131na i\u015faret eder:<\/p>\n<p><strong>Analiz (Analysis)<\/strong><\/p>\n<ul>\n<li>Dersi tasarlarken dikkate al\u0131nmas\u0131 gereken t\u00fcm de\u011fi\u015fkenlerin (\u00f6\u011frencilerin \u00f6zellikleri, \u00f6\u011frencilerin \u00f6n bilgileri, varolan kaynaklar, vb.) belirlenme a\u015famas\u0131d\u0131r. Bu a\u015fama, Ek 1\u2019de ifade edilen \u00f6\u011frenme ortam\u0131n\u0131n tasarlanmas\u0131 a\u015famas\u0131na benzerdir.<\/li>\n<\/ul>\n<p><strong>Tasar\u0131m (Design)<\/strong><\/p>\n<ul>\n<li>Dersin \u00f6\u011frenme hedeflerinin, materyallerin nas\u0131l tasarlanaca\u011f\u0131 ve geli\u015ftirilece\u011finin belirlendi\u011fi (hangi i\u00e7eri\u011fin anlat\u0131laca\u011f\u0131, hangi d\u00fczende anlat\u0131laca\u011f\u0131n\u0131n \u00f6yk\u00fc panosunda g\u00f6sterildi\u011fi ve metin, video ve ses materyallerinin hangi s\u0131rayla kullan\u0131laca\u011f\u0131 gibi) ve hangi teknolojinin (\u00d6YS, video veya sosyal medya gibi) kullan\u0131laca\u011f\u0131na karar verilen a\u015famad\u0131r.<\/li>\n<\/ul>\n<p><strong>Geli\u015ftirme (Development)<\/strong><\/p>\n<ul>\n<li>\u0130\u00e7eri\u011fin olu\u015fturulmas\u0131 a\u015famas\u0131d\u0131r. \u0130\u00e7eri\u011fin geli\u015ftirilmesinde kurum i\u00e7i insan kaynaklar\u0131n\u0131n m\u0131 kullan\u0131laca\u011f\u0131 yoksa hizmet mi sat\u0131n al\u0131naca\u011f\u0131na karar verilir, \u00fc\u00e7\u00fcnc\u00fc ki\u015filerin haz\u0131rlad\u0131\u011f\u0131 materyaller i\u00e7in telif haklar\u0131 d\u00fczenlemeleri yap\u0131l\u0131r, i\u00e7erik web sitesine veya \u00d6YS\u2019ne y\u00fcklenir.<\/li>\n<\/ul>\n<p><strong>Uygulama (Implementation)<\/strong><\/p>\n<ul>\n<li>Dersin uygulama a\u015famas\u0131d\u0131r. \u00d6\u011frenci destek personelinin bilgilendirilmesi ve \u00f6\u011frenci de\u011ferlendirmesi etkinlikleri de bu a\u015famaya dahildir.<\/li>\n<\/ul>\n<p><strong>De\u011ferlendirme (Evaluation)<\/strong><\/p>\n<ul>\n<li>Geli\u015ftirilmesi gereken k\u0131s\u0131mlar\u0131 tespit etmek i\u00e7in veri ve geri bildirim toplama a\u015famas\u0131d\u0131r. Toplanan veriler ve geri bildirimler, dersin bir sonraki uygulamas\u0131 i\u00e7in tasar\u0131m\u0131n, geli\u015ftirmenin ve uygulaman\u0131n iyile\u015ftirilmesine girdi olur.<\/li>\n<\/ul>\n<figure id=\"attachment_81\" aria-describedby=\"caption-attachment-81\" style=\"width: 558px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.3.1.png\" alt=\"\" width=\"558\" height=\"453\" class=\"wp-image-81\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.3.1.png 940w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.3.1-300x244.png 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.3.1-768x623.png 768w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.3.1-65x53.png 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.3.1-225x183.png 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-4.3.1-350x284.png 350w\" sizes=\"auto, (max-width: 558px) 100vw, 558px\" \/><figcaption id=\"caption-attachment-81\" class=\"wp-caption-text\">\u015eekil 4.3.1 ATGUD modeli.<br \/>\u00a9 Flexible Learning Australia, 2014<\/figcaption><\/figure>\n<hr \/>\n<h2>4.3.2 ATGUD nerede kullan\u0131l\u0131r?<\/h2>\n<p>ATGUD, teknoloji temelli \u00f6\u011fretim i\u00e7in bir\u00e7ok profesyonel \u00f6\u011fretim tasar\u0131mc\u0131s\u0131 taraf\u0131ndan kullan\u0131lan bir tasar\u0131m modelidir. \u0130ster bas\u0131l\u0131 materyale dayal\u0131 ister \u00e7evrimi\u00e7i ortamda olsun ATGUD, profesyonel bi\u00e7imde geli\u015ftirilmi\u015f nitelikli uzaktan e\u011fitim programlar\u0131 i\u00e7in neredeyse bir standart halini alm\u0131\u015ft\u0131r. \u015eirket e\u011fitimlerinde de a\u011f\u0131rl\u0131kl\u0131 olarak kullan\u0131lan modelin, farkl\u0131 varyasyonlar\u0131 bulunmaktad\u0131r. Bu \u00e7e\u015fitler aras\u0131ndan benim favorim, planlama (ve\/veya haz\u0131rl\u0131k) a\u015famas\u0131n\u0131n ba\u015fa eklendi\u011fi PATGUD\u2019dir. Yinelemeli bir \u015fekilde uygulanan modelde, de\u011ferlendirme yeniden analize y\u00f6nlendirir ve hem tasar\u0131mda hem geli\u015ftirmede de\u011fi\u015fikliklere yol a\u00e7abilir. ATGUD modelinin yayg\u0131n olarak kullan\u0131lmas\u0131n\u0131n nedenlerinden biri de, geni\u015f \u00f6l\u00e7ekli ve karma\u015f\u0131k \u00f6\u011fretim tasar\u0131mlar\u0131nda olduk\u00e7a de\u011ferli olmas\u0131d\u0131r. K\u00f6kleri II. D\u00fcnya Sava\u015f\u0131\u2019na dayanan ATGUD, g\u00fc\u00e7 bir harekat olan Normandiya \u00e7\u0131kartmas\u0131n\u0131 y\u00f6netmek \u00fczere geli\u015ftirilen sistem tasar\u0131m\u0131ndan t\u00fcremi\u015ftir.<\/p>\n<p>\u0130ngiltere\u2019deki A\u00e7\u0131k \u00dcniversite, Hollanda A\u00e7\u0131k \u00dcniversitesi ve Kanada\u2019daki Athabasca \u00dcniversitesi ile Thompson Rivers A\u00e7\u0131k \u00dcniversitesi gibi \u00e7o\u011fu a\u00e7\u0131k \u00fcniversitede, karma\u015f\u0131k \u00e7okluortam uzaktan e\u011fitim derslerinin tasar\u0131m\u0131n\u0131 y\u00f6netmede halen daha ATGUD modeli kullan\u0131lmaktad\u0131r. \u0130ngiltere\u2019deki A\u00e7\u0131k \u00dcniversite 1971 y\u0131l\u0131nda 20.000 \u00f6\u011frenciyle ilk a\u00e7\u0131ld\u0131\u011f\u0131nda, radyo, televizyon, \u00f6zel olarak tasarlanm\u0131\u015f bas\u0131l\u0131 materyaller, ders kitaplar\u0131 ve yeniden \u00fcretilmi\u015f ara\u015ft\u0131rma \u00e7al\u0131\u015fmalar\u0131n\u0131n yer ald\u0131\u011f\u0131 okuma listelerini kullanmakta, ortalama 20&#8217;\u015fer akademisyenden olu\u015fan b\u00f6lgesel \u00e7al\u0131\u015fma gruplar\u0131, medya prod\u00fckt\u00f6rleri ve teknoloji destek personeli dersleri geli\u015ftirmekte ve b\u00f6lgesel e\u011fitmenlerden ve k\u0131demli dan\u0131\u015fmanlardan olu\u015fan e\u011fitimci ordusu derslerin verilmesini ve \u00f6\u011frenci deste\u011fini sa\u011flamaktayd\u0131. Kurulu\u015funun ard\u0131ndan iki sene i\u00e7erisinde bu derece geni\u015f \u00f6l\u00e7ekte hizmet verilebilmesi, sistematik bir \u00f6\u011fretim tasar\u0131m\u0131 olmadan m\u00fcmk\u00fcn de\u011fildir. 2014 y\u0131l\u0131na geldi\u011fimizde 200.000\u2019in \u00fczerinde \u00f6\u011frencisi olan A\u00e7\u0131k \u00dcniversite, halen bu \u00e7ok g\u00fc\u00e7l\u00fc \u00f6\u011fretim tasar\u0131m\u0131 modelini kullanmaya devam etmektedir.<\/p>\n<p>ATGUD ve \u00f6\u011fretim tasar\u0131m\u0131 aslen ABD\u2019de do\u011fmu\u015f olsa da, \u0130ngiltere\u2019nin A\u00e7\u0131k \u00dcniversitesi\u2019nin nitelikli \u00f6\u011fretim materyali geli\u015ftirmedeki ba\u015far\u0131s\u0131 uzaktan e\u011fitim hizmeti veren bir\u00e7ok e\u011fitim kurumunu ATGUD modelinin daha k\u00fc\u00e7\u00fck \u00f6l\u00e7eklerde de olsa (genellikle bir \u00f6\u011fretim tasar\u0131mc\u0131s\u0131 ve bir \u00f6\u011fretmenden olu\u015fan ekiplerle) uyarlamaya ve kullanmaya te\u015fvik etmi\u015ftir. Uzaktan e\u011fitim dersleri \u00e7evrimi\u00e7i dersler olarak geli\u015ftirilmeye ba\u015fland\u0131k\u00e7a, ATGUD modelinin kullan\u0131m\u0131 da s\u00fcrm\u00fc\u015ft\u00fcr. Bug\u00fcn bu model, bir\u00e7ok e\u011fitim kurumundaki \u00f6\u011fretim tasar\u0131mc\u0131s\u0131 taraf\u0131ndan geni\u015f kat\u0131l\u0131ml\u0131 derslerin, harmanlanm\u0131\u015f \u00f6\u011frenme ortamlar\u0131n\u0131n ve tamamen \u00e7evrimi\u00e7i derslerin yeniden tasar\u0131m\u0131nda kullan\u0131lmaktad\u0131r.<\/p>\n<h2>4.3.3 ATGUD\u2019nin faydalar\u0131 nelerdir?<\/h2>\n<p>ATGUD\u2019nin bu kadar ba\u015far\u0131l\u0131 olmas\u0131n\u0131n bir nedeni, \u00f6\u011frenme hedeflerinin net olarak belirlendi\u011fi, i\u00e7eri\u011fin \u00f6zenle yap\u0131land\u0131r\u0131ld\u0131\u011f\u0131, \u00f6\u011frenci ve \u00f6\u011fretmenlerin i\u015f y\u00fck\u00fcn\u00fcn kontroll\u00fc bir \u015fekilde belirlendi\u011fi, medyan\u0131n, \u00f6\u011frenci faaliyetlerinin ve de\u011ferlendirmenin istenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131yla g\u00fc\u00e7l\u00fc bir \u015fekilde birle\u015ftirildi\u011fi iyi ve nitelikli bir tasar\u0131m olarak kabul edilmesidir.<\/p>\n<p>\u0130yi bir tasar\u0131m i\u00e7in gerekli ilkeler, ATGUD modeli olsa da olmasa da uygulanabilir; ancak ATGUD, bu tasar\u0131m ilkelerinin sistemli ve eksiksiz bir \u015fekilde tan\u0131mlan\u0131p y\u00fcr\u00fct\u00fclmesine izin verir. Ayn\u0131 zamanda, \u00e7ok say\u0131da dersin ayn\u0131 kalite standartlar\u0131nda tasarlanmas\u0131 ve geli\u015ftirilmesini sa\u011flamada faydal\u0131 bir y\u00f6netim arac\u0131d\u0131r.<\/p>\n<h2>4.3.4 ATGUD\u2019nin s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h2>\n<p>ATGUD yakla\u015f\u0131m\u0131 farkl\u0131 \u00f6l\u00e7eklerdeki \u00f6\u011fretim projeleri i\u00e7in kullan\u0131labilir, ancak en iyi sonucu b\u00fcy\u00fck \u00f6l\u00e7ekli ve karma\u015f\u0131k projelerde vermektedir. \u00d6\u011frenci say\u0131s\u0131n\u0131n az oldu\u011fu veya basit ya da geleneksel s\u0131n\u0131f tasar\u0131m\u0131na dayal\u0131 derslere uygulanmas\u0131 gereksiz ve pahal\u0131 olsa da, bir \u00f6\u011fretmenin dersini tasarlay\u0131p verirken bu stratejiyi kullanmas\u0131nda herhangi bir sak\u0131nca yoktur.<\/p>\n<p>ATGUD modeline ili\u015fkin ikinci bir ele\u015ftiri, i\u00e7eri\u011fin tasar\u0131m\u0131 ve geli\u015ftirmesine daha \u00e7ok yo\u011funla\u015f\u0131p uygulama esnas\u0131nda \u00f6\u011fretmen ve \u00f6\u011frenci aras\u0131ndaki ileti\u015fime ayn\u0131 derecede \u00f6nem vermemesidir. Dolay\u0131s\u0131yla, \u00f6\u011frenci-\u00f6\u011fretmen etkile\u015fimine yeterince \u00f6nem vermemesi ve \u00f6\u011fretimde davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131mlar\u0131 \u00f6ncelikli k\u0131lmas\u0131 nedeniyle yap\u0131salc\u0131lar taraf\u0131ndan yerilmektedir.<\/p>\n<p>Di\u011fer bir ele\u015ftiri ise, modelin bir\u00e7ok a\u00e7\u0131klamas\u0131nda be\u015f a\u015faman\u0131n her biri ayr\u0131nt\u0131l\u0131 bir \u015fekilde betimlenmesine ra\u011fmen, bu \u00e7er\u00e7eve i\u00e7erisinde nas\u0131l karar al\u0131naca\u011f\u0131na dair bir rehberlik sa\u011flamamas\u0131d\u0131r. \u00d6rne\u011fin, farkl\u0131 teknolojiler aras\u0131nda nas\u0131l se\u00e7im yap\u0131laca\u011f\u0131 veya hangi \u00a0de\u011ferlendirme stratejilerinin kullan\u0131laca\u011f\u0131 ile ilgili herhangi bir k\u0131lavuz ilke veya prosed\u00fcr bulunmamaktad\u0131r. Bu kararlar\u0131 alabilmek i\u00e7in \u00f6\u011fretmenlerin ATGUD modelinin \u00f6tesine ge\u00e7mesi gerekmektedir.<\/p>\n<p>ATGUD modelinin a\u015f\u0131r\u0131 \u2018co\u015fkulu\u2019 bir \u015fekilde kullan\u0131m\u0131, tasar\u0131m a\u015famalar\u0131n\u0131n gere\u011finden fazla karma\u015f\u0131kla\u015fmas\u0131na, \u00e7al\u0131\u015fan kategorisinin fazlala\u015fmas\u0131na (\u00f6\u011fretim elemanlar\u0131, \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131, edit\u00f6rler, web tasar\u0131mc\u0131lar\u0131 gibi) ve sonu\u00e7 olarak s\u0131n\u0131rlar\u0131 kesin \u00e7izilmi\u015f bir i\u015f b\u00f6l\u00fcm\u00fcyle ba\u015flang\u0131\u00e7taki onay a\u015famas\u0131ndan uygulamaya ge\u00e7ilmesine kadar iki y\u0131ll\u0131k bir zaman harcanmas\u0131na neden olabilir; ki bug\u00fcne kadar bunun \u00f6rneklerine rastlanm\u0131\u015ft\u0131r. Tasar\u0131m ve y\u00f6netim altyap\u0131s\u0131 ne kadar karma\u015f\u0131k olursa, maliyet tahminleri o kadar kolay a\u015f\u0131lacak ve program\u0131n olduk\u00e7a pahal\u0131ya mal olacakt\u0131r.<\/p>\n<p>Benim modele ili\u015fkin ele\u015ftirim ise, modelin dijital \u00e7a\u011f i\u00e7in yeterince esnek olmamas\u0131d\u0131r. S\u00fcrekli ve h\u0131zla geli\u015fen yeni i\u00e7eriklere, her g\u00fcn yenileri eklenen teknolojilere ve s\u00fcrekli de\u011fi\u015fen \u00f6\u011frenci profiline bir \u00f6\u011fretmen nas\u0131l yan\u0131t verebilecektir? ATGUD modeli bize ge\u00e7mi\u015fte \u00f6nemli faydalar sa\u011flay\u0131p \u00f6\u011frenme ve \u00f6\u011fretmenin tasarlanmas\u0131 i\u00e7in sa\u011flam bir temel olu\u015fturduysa da, de\u011fi\u015fken \u00f6\u011frenme ortamlar\u0131nda fazlas\u0131yla \u2018\u00f6nceden belirlenmi\u015f\u2019, do\u011frusal ve kat\u0131 bir model olarak kalabilir. Esnek tasar\u0131m modelleri ile ilgili olarak <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/4-7-cevik-tasarim-esnek-ogrenme-tasarimlari\/\">Konu 4.7<\/a>\u2019de daha detayl\u0131 bilgi verece\u011fim.<\/p>\n<div class=\"textbox exercises\">\n<h3 itemprop=\"educationalUse\">Etkinlik 4.3 ATGUD modelinin kullan\u0131m\u0131<\/h3>\n<ol>\n<li>\u015eu anda vermekte oldu\u011funuz bir dersi \u00f6rnek al\u0131n. ATGUD modelinin hangi a\u015famalar\u0131n\u0131 kulland\u0131n\u0131z? Baz\u0131 a\u015famalar\u0131 kullanmad\u0131ysan\u0131z, sizce bu a\u015famalar\u0131 da ger\u00e7ekle\u015ftirmi\u015f olsayd\u0131n\u0131z dersiniz daha iyi olacak m\u0131yd\u0131? Her bir a\u015famada yapmak zorunda oldu\u011funuz \u00e7al\u0131\u015fmalar\u0131 d\u00fc\u015f\u00fcn\u00fcnce, sonucun g\u00f6stermi\u015f oldu\u011funuz \u00e7abaya de\u011fdi\u011fini d\u00fc\u015f\u00fcn\u00fcyor musunuz?<\/li>\n<li>Yeni bir ders tasarlamay\u0131 d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, \u2018Flexible Learning Australia\u2019n\u0131n bilgi grafi\u011fini kullanarak \u00f6nerilen d\u00f6rt analiz a\u015famas\u0131n\u0131 inceleyin. Faydal\u0131 oldu mu? E\u011fer faydal\u0131 oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, \u00f6nerilen di\u011fer a\u015famalar\u0131 uygulamay\u0131 d\u00fc\u015f\u00fcnebilirsiniz.<\/li>\n<li>Daha \u00f6nce ATGUD modelini kulland\u0131ysan\u0131z, ho\u015funuza gitti mi? Yapt\u0131\u011f\u0131m ele\u015ftirileri kabul ediyor musunuz? \u0130\u00e7inde bulundu\u011funuz \u00e7al\u0131\u015fma ortam\u0131 i\u00e7in yeterince esnek oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz?<\/li>\n<\/ol>\n<p>Bu etkinli\u011fin \u00e7\u0131kt\u0131lar\u0131n\u0131 payla\u015fmak isterseniz, a\u015fa\u011f\u0131daki yorum kutusunu kullan\u0131n\u0131z.<\/p>\n<\/div>\n<h2>Kaynak\u00e7a<\/h2>\n<p>Dick, W., and Carey, L. (2004).\u00a0<em>The Systematic Design of Instruction<\/em>. Allyn &amp; Bacon; 6 edition\u00a0Allyn &amp; Bacon.<\/p>\n<p>Morrison, Gary R. (2010)\u00a0<em>Designing Effective Instruction<\/em>, 6th Edition. New York: John Wiley &amp; Sons.<\/p>\n","protected":false},"author":43,"menu_order":4,"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-260","chapter","type-chapter","status-publish","hentry"],"part":253,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/260","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=260"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/260\/revisions"}],"predecessor-version":[{"id":1225,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/260\/revisions\/1225"}],"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\/260\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=260"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=260"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=260"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=260"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}