5.5.2 Kitlesel, \u00f6zg\u00fcr ve Amerikan mal\u0131!<\/h2>\r\nBana g\u00f6re, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n esas nedeni budur. Stanford profes\u00f6rleri Sebastian Thrun, Andrew Ng ve Daphne Koller\u2019in a\u00e7t\u0131\u011f\u0131 ve d\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndan 200.000\u2019in \u00fczerinde kat\u0131l\u0131mc\u0131n\u0131n kaydoldu\u011fu ilk KA\u00c7D\u2019nin ard\u0131ndan bug\u00fcne kadar, dersler \u00fccretsiz oldu\u011fu i\u00e7in ve ABD\u2019nin en prestijli \u00fcniversitelerinden birinin profes\u00f6rleri taraf\u0131ndan verildi\u011fi i\u00e7in, Amerikan medyas\u0131 KA\u00c7D\u2019leri \u00e7ok sevdi. Nereden bakarsan\u0131z bak\u0131n, KA\u00c7D\u2019ler \u00e7ok b\u00fcy\u00fck bir haberdi.\r\n5.5.3 Ve Sarma\u015f\u0131k Ligi sahnede!<\/h2>\r\nKA\u00c7D\u2019ler hen\u00fcz ortalarda yokken, Standford, MIT, Harvard ve UC Berkeley gibi ABD\u2019nin Sarma\u015f\u0131k Ligi\u2019nde yer alan belli ba\u015fl\u0131 \u00fcniversiteler ile Toronto \u00dcniversitesi ve McGill gibi Kanada\u2019n\u0131n en prestijli \u00fcniversitelerinin bir \u00e7o\u011fu, \u00e7evrimi\u00e7i \u00f6\u011frenmenin t\u00fcm bi\u00e7imlerini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 etmi\u015fti. Ders materyallerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu A\u00e7\u0131k Ders Malzemesi projesiyle herkesin kullan\u0131m\u0131na a\u00e7an MIT, bu anlamda bir istisna olarak kabul edilebilir.\r\n\r\nAncak 2011 y\u0131l\u0131na gelindi\u011finde, \u00e7evrimi\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilen kredili lisans ve lisans \u00fcst\u00fc dersler Carnegie Mellon, Penn State ve Maryland \u00dcniversitesi gibi ABD\u2019nin bir\u00e7ok sayg\u0131n \u00fcniversitesi ile Kanada ve di\u011fer \u00fclkelerin \u00f6nemli \u00fcniversitelerinde ciddi bir ilerleme kaydetmi\u015f, hatta ABD\u2019nde \u00f6\u011frencilerin kaydoldu\u011fu \u00fc\u00e7 dersten birinin \u00e7evrimi\u00e7i bir ders oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fc. Ayr\u0131ca, en az\u0131ndan Kanada\u2019da, \u00e7evrimi\u00e7i derslerin ba\u015far\u0131yla tamamlanma oranlar\u0131 giderek y\u00fckselmi\u015f ve kalite a\u00e7\u0131s\u0131ndan kamp\u00fcs dersleriyle ayn\u0131 d\u00fczeye gelmi\u015fti.\r\n\r\n\u00c7evrimi\u00e7i \u00f6\u011frenmeyi dikkate almayan Sarma\u015f\u0131k Ligi \u00fcniversiteleri ve di\u011fer prestijli \u00fcniversiteler, d\u00fcnyada olup bitenlerden habersiz gibi g\u00f6r\u00fcnmekteydi. KA\u00c7D\u2019lerle birlikte, bu prestijli \u00fcniversiteler teknolojik yenile\u015fim anlam\u0131nda do\u011frudan s\u0131ran\u0131n en ba\u015f\u0131na s\u0131\u00e7rayacak ve ayn\u0131 zamanda sahip olduklar\u0131 se\u00e7ici, ki\u015fiye \u00f6zel ve y\u00fcksek maliyetli kamp\u00fcs programlar\u0131n\u0131 \u00e7evrimi\u00e7i \u00f6\u011frenmeyle do\u011frudan temastan uzak tutacaklard\u0131. Di\u011fer bir deyi\u015fle, KA\u00c7D\u2019ler bu prestijli \u00fcniversitelere \u00e7evrimi\u00e7i \u00f6\u011frenmeyi g\u00fcvenli bir \u015fekilde ke\u015ffedecekleri bir kum havuzu sa\u011flayacak, Sarma\u015f\u0131k Ligi \u00fcniversiteleri de KA\u00c7D\u2019lere ve dolayl\u0131 olarak da \u00e7evrimi\u00e7i \u00f6\u011frenmeye prestij ve itibar getirecekti.\r\n5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h2>\r\n2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi 'g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan' olarak nitelendirmekteydi (\u00f6rne\u011fin bkz. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2010).\r\n\r\n\u00c7evrimi\u00e7i \u00f6\u011frenme kamp\u00fcs derslerinin harmanlanm\u0131\u015f olarak yeniden yap\u0131land\u0131r\u0131lmas\u0131yla y\u00fcksek\u00f6\u011fretimin i\u00e7ine yava\u015f yava\u015f, herhangi bir y\u0131k\u0131ma neden olmadan girmi\u015f olsa da, KA\u00c7D\u2019lerle meydana gelen e\u011fitim sekt\u00f6r\u00fcndeki y\u0131k\u0131c\u0131 yenile\u015fim kuramlar\u0131n\u0131n sonuncusunu destekleyecek kitlesel bir de\u011fi\u015fim olmu\u015ftur.\r\n5.5.5 Ve Silikon Vadisi sahnede!<\/h2>\r\n\u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise, edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.\r\n\r\n\u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrimi\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ancak ba\u015flang\u0131\u00e7taki toz-duman ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.\r\n\r\nSonu\u00e7 olarak, ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrimi\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrimi\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Sonu\u00e7 olarak, kat\u0131l\u0131mc\u0131lar\u0131n olduk\u00e7a k\u00fc\u00e7\u00fck bir k\u0131sm\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamaml\u0131yor olmas\u0131 da ayn\u0131 \u015fekilde \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bu a\u00e7\u0131\u011f\u0131 kapatmak i\u00e7in hala zaman olsa da, \u015fimdiye kadar hem Coursera hem de (daha az oranda da olsa) edX e\u011fitimcilerin g\u00f6r\u00fc\u015flerini ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili ara\u015ft\u0131rmalar\u0131 g\u00f6rmezden gelmeye devam etmekte ve tekerle\u011fi yeniden ke\u015ffetmek anlam\u0131na geliyor olsa da kendi ara\u015ft\u0131rmalar\u0131n\u0131 yapmay\u0131 tercih etmektedir.\r\n5.5.6 It\u2019s the economy, stupid![footnote]\u00c7.N. Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir.[\/footnote]<\/h2>\r\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.\r\n\r\nEkonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi ve dolay\u0131s\u0131yla da eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek yksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD Dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bkz. To, 2014).\r\n\r\nDevlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da, y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7erisinde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi.\r\n\r\n2015 y\u0131l\u0131na gelindi\u011finde, ABD ekonomisi kendine gelmi\u015f ve devlet hazinesi tekrar dolmaya ba\u015flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla, y\u00fcksek\u00f6\u011fretimin maliyetine ili\u015fkin radikal \u00e7\u00f6z\u00fcm aray\u0131\u015flar\u0131 da yat\u0131\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretime daha maliyet-etkin bir yakla\u015f\u0131m aray\u0131\u015f\u0131 devam edecek olsa da, ekonomi geli\u015ftik\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmeyece\u011fini izlemek ilgi \u00e7ekici bir deneyim olacakt\u0131r.\r\n5.5.7 Panik yok!<\/h2>\r\nYukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun yan\u0131t\u0131, hem evet hem de hay\u0131rd\u0131r.\r\n\r\n\u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak, KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak, kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, bir s\u00fcrekli e\u011fitim bi\u00e7imidir.\r\n\r\nBununla birlikte, KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir. En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin\u2026\r\n\r\nEninde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrimi\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?\r\nKaynak\u00e7a<\/h2>\r\nBates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.\r\n\r\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.\r\n\r\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.\r\n\r\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.\r\n\r\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.\r\n\r\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.\r\n\r\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.\r\n\r\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.\r\n\r\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.\r\n\r\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:\r\n\r\nNorth Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)\r\n\r\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)\r\n\r\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.","rendered":"![\"\"](\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/5.5.jpg\")
\u015eekil 5.5 KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131 \u00a9 Park Ridge Underground, 2010<\/figcaption><\/figure>\n
\n5.5.1 KA\u00c7D\u2019lerle ilgili bu \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n nedeni ne?<\/h2>\n
Bir \u00f6nceki konuda bahsedildi\u011fi gibi, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerinin birbirine e\u015fit ve dengeli oldu\u011fu s\u00f6ylenebilir. KA\u00c7D\u2019lerin de\u011ferine ili\u015fkin soru i\u015faretleri ile KA\u00c7D\u2019ler hayat\u0131m\u0131za girmeden \u00f6nce de lisans ve lisans \u00fcst\u00fc programlarda \u00e7evrimi\u00e7i \u00f6\u011frenmenin 10 y\u0131l\u0131 a\u015fan bir s\u00fcredir a\u011f\u0131r ama ilerleyerek kullan\u0131lageldi\u011fini d\u00fc\u015f\u00fcn\u00fcnce, KA\u00c7D\u2019lerin neden bu kadar ilgi oda\u011f\u0131 oldu\u011funu, \u00e7ok say\u0131da politika yap\u0131c\u0131n\u0131n, ekonomistin ve bilgisayar bilimcisinin KA\u00c7D\u2019leri ate\u015fli bir bi\u00e7imde savunduklar\u0131n\u0131 ve neden sadece KA\u00c7D\u2019lerin getirdiklerinden tehdit edilmi\u015f hisseden bir\u00e7ok \u00fcniversite ve akademisyenin de\u011fil KA\u00c7D\u2019leri desteklemesi beklenen \u00e7evrimi\u00e7i \u00f6\u011frenme alan\u0131nda \u00e7al\u0131\u015fan bir\u00e7ok profesyonelin de KA\u00c7D\u2019lere kar\u015f\u0131 kuvvetli bir olumsuz duru\u015f sergiledi\u011fini merak ediyor olabilirsiniz (\u00f6rne\u011fin bkz. Hill, 2012; Bates, 2012; Daniel, 2012; Watters, 2012).<\/p>\n
KA\u00c7D\u2019lere ili\u015fkin tart\u0131\u015fmalar\u0131n, KA\u00c7D\u2019lerin avantaj ve dezavantajlar\u0131n\u0131n ak\u0131lc\u0131 ve kan\u0131ta dayal\u0131 bir \u015fekilde \u00e7\u00f6z\u00fcmlenmesi sonucunda ortaya \u00e7\u0131kan bir s\u00f6ylem olmad\u0131\u011f\u0131n\u0131, daha \u00e7ok hislere, ki\u015fisel \u00e7\u0131karlara, korkuya veya e\u011fitimin ne oldu\u011funa dair cehaletten kaynakland\u0131\u011f\u0131n\u0131 s\u00f6ylemek gerekir. Dolay\u0131s\u0131yla, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na neden olan politik, sosyal ve ekonomik fakt\u00f6rlerin incelenmesi son derece \u00f6nemlidir.<\/p>\n
5.5.2 Kitlesel, \u00f6zg\u00fcr ve Amerikan mal\u0131!<\/h2>\n
Bana g\u00f6re, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n esas nedeni budur. Stanford profes\u00f6rleri Sebastian Thrun, Andrew Ng ve Daphne Koller\u2019in a\u00e7t\u0131\u011f\u0131 ve d\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndan 200.000\u2019in \u00fczerinde kat\u0131l\u0131mc\u0131n\u0131n kaydoldu\u011fu ilk KA\u00c7D\u2019nin ard\u0131ndan bug\u00fcne kadar, dersler \u00fccretsiz oldu\u011fu i\u00e7in ve ABD\u2019nin en prestijli \u00fcniversitelerinden birinin profes\u00f6rleri taraf\u0131ndan verildi\u011fi i\u00e7in, Amerikan medyas\u0131 KA\u00c7D\u2019leri \u00e7ok sevdi. Nereden bakarsan\u0131z bak\u0131n, KA\u00c7D\u2019ler \u00e7ok b\u00fcy\u00fck bir haberdi.<\/p>\n
5.5.3 Ve Sarma\u015f\u0131k Ligi sahnede!<\/h2>\n
KA\u00c7D\u2019ler hen\u00fcz ortalarda yokken, Standford, MIT, Harvard ve UC Berkeley gibi ABD\u2019nin Sarma\u015f\u0131k Ligi\u2019nde yer alan belli ba\u015fl\u0131 \u00fcniversiteler ile Toronto \u00dcniversitesi ve McGill gibi Kanada\u2019n\u0131n en prestijli \u00fcniversitelerinin bir \u00e7o\u011fu, \u00e7evrimi\u00e7i \u00f6\u011frenmenin t\u00fcm bi\u00e7imlerini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 etmi\u015fti. Ders materyallerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu A\u00e7\u0131k Ders Malzemesi projesiyle herkesin kullan\u0131m\u0131na a\u00e7an MIT, bu anlamda bir istisna olarak kabul edilebilir.<\/p>\n
Ancak 2011 y\u0131l\u0131na gelindi\u011finde, \u00e7evrimi\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilen kredili lisans ve lisans \u00fcst\u00fc dersler Carnegie Mellon, Penn State ve Maryland \u00dcniversitesi gibi ABD\u2019nin bir\u00e7ok sayg\u0131n \u00fcniversitesi ile Kanada ve di\u011fer \u00fclkelerin \u00f6nemli \u00fcniversitelerinde ciddi bir ilerleme kaydetmi\u015f, hatta ABD\u2019nde \u00f6\u011frencilerin kaydoldu\u011fu \u00fc\u00e7 dersten birinin \u00e7evrimi\u00e7i bir ders oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fc. Ayr\u0131ca, en az\u0131ndan Kanada\u2019da, \u00e7evrimi\u00e7i derslerin ba\u015far\u0131yla tamamlanma oranlar\u0131 giderek y\u00fckselmi\u015f ve kalite a\u00e7\u0131s\u0131ndan kamp\u00fcs dersleriyle ayn\u0131 d\u00fczeye gelmi\u015fti.<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenmeyi dikkate almayan Sarma\u015f\u0131k Ligi \u00fcniversiteleri ve di\u011fer prestijli \u00fcniversiteler, d\u00fcnyada olup bitenlerden habersiz gibi g\u00f6r\u00fcnmekteydi. KA\u00c7D\u2019lerle birlikte, bu prestijli \u00fcniversiteler teknolojik yenile\u015fim anlam\u0131nda do\u011frudan s\u0131ran\u0131n en ba\u015f\u0131na s\u0131\u00e7rayacak ve ayn\u0131 zamanda sahip olduklar\u0131 se\u00e7ici, ki\u015fiye \u00f6zel ve y\u00fcksek maliyetli kamp\u00fcs programlar\u0131n\u0131 \u00e7evrimi\u00e7i \u00f6\u011frenmeyle do\u011frudan temastan uzak tutacaklard\u0131. Di\u011fer bir deyi\u015fle, KA\u00c7D\u2019ler bu prestijli \u00fcniversitelere \u00e7evrimi\u00e7i \u00f6\u011frenmeyi g\u00fcvenli bir \u015fekilde ke\u015ffedecekleri bir kum havuzu sa\u011flayacak, Sarma\u015f\u0131k Ligi \u00fcniversiteleri de KA\u00c7D\u2019lere ve dolayl\u0131 olarak da \u00e7evrimi\u00e7i \u00f6\u011frenmeye prestij ve itibar getirecekti.<\/p>\n
5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h2>\n
2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi ‘g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan’ olarak nitelendirmekteydi (\u00f6rne\u011fin bkz. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2010).<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenme kamp\u00fcs derslerinin harmanlanm\u0131\u015f olarak yeniden yap\u0131land\u0131r\u0131lmas\u0131yla y\u00fcksek\u00f6\u011fretimin i\u00e7ine yava\u015f yava\u015f, herhangi bir y\u0131k\u0131ma neden olmadan girmi\u015f olsa da, KA\u00c7D\u2019lerle meydana gelen e\u011fitim sekt\u00f6r\u00fcndeki y\u0131k\u0131c\u0131 yenile\u015fim kuramlar\u0131n\u0131n sonuncusunu destekleyecek kitlesel bir de\u011fi\u015fim olmu\u015ftur.<\/p>\n
5.5.5 Ve Silikon Vadisi sahnede!<\/h2>\n
\u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise, edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.<\/p>\n
\u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrimi\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ancak ba\u015flang\u0131\u00e7taki toz-duman ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.<\/p>\n
Sonu\u00e7 olarak, ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrimi\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrimi\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Sonu\u00e7 olarak, kat\u0131l\u0131mc\u0131lar\u0131n olduk\u00e7a k\u00fc\u00e7\u00fck bir k\u0131sm\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamaml\u0131yor olmas\u0131 da ayn\u0131 \u015fekilde \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bu a\u00e7\u0131\u011f\u0131 kapatmak i\u00e7in hala zaman olsa da, \u015fimdiye kadar hem Coursera hem de (daha az oranda da olsa) edX e\u011fitimcilerin g\u00f6r\u00fc\u015flerini ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili ara\u015ft\u0131rmalar\u0131 g\u00f6rmezden gelmeye devam etmekte ve tekerle\u011fi yeniden ke\u015ffetmek anlam\u0131na geliyor olsa da kendi ara\u015ft\u0131rmalar\u0131n\u0131 yapmay\u0131 tercih etmektedir.<\/p>\n
5.5.6 It\u2019s the economy, stupid![1]<\/sup><\/a><\/h2>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.<\/p>\n
Ekonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi ve dolay\u0131s\u0131yla da eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek yksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD Dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bkz. To, 2014).<\/p>\n
Devlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da, y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7erisinde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi.<\/p>\n
2015 y\u0131l\u0131na gelindi\u011finde, ABD ekonomisi kendine gelmi\u015f ve devlet hazinesi tekrar dolmaya ba\u015flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla, y\u00fcksek\u00f6\u011fretimin maliyetine ili\u015fkin radikal \u00e7\u00f6z\u00fcm aray\u0131\u015flar\u0131 da yat\u0131\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretime daha maliyet-etkin bir yakla\u015f\u0131m aray\u0131\u015f\u0131 devam edecek olsa da, ekonomi geli\u015ftik\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmeyece\u011fini izlemek ilgi \u00e7ekici bir deneyim olacakt\u0131r.<\/p>\n
5.5.7 Panik yok!<\/h2>\n
Yukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun yan\u0131t\u0131, hem evet hem de hay\u0131rd\u0131r.<\/p>\n
\u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak, KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak, kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, bir s\u00fcrekli e\u011fitim bi\u00e7imidir.<\/p>\n
Bununla birlikte, KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir. En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin\u2026<\/p>\n
Eninde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrimi\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?<\/p>\n
Kaynak\u00e7a<\/h2>\n
Bates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.<\/p>\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.<\/p>\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.<\/p>\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.<\/p>\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.<\/p>\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.<\/p>\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.<\/p>\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.<\/p>\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.<\/p>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:<\/p>\n
North Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)<\/p>\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)<\/p>\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.<\/p>\n
- \u00c7.N. Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir. ↵<\/a><\/li><\/ol><\/div>","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-284","chapter","type-chapter","status-publish","hentry"],"part":275,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284","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=284"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions"}],"predecessor-version":[{"id":400,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions\/400"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/275"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=284"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=284"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=284"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=284"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h2>\r\n2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi 'g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan' olarak nitelendirmekteydi (\u00f6rne\u011fin bkz. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2010).\r\n\r\n\u00c7evrimi\u00e7i \u00f6\u011frenme kamp\u00fcs derslerinin harmanlanm\u0131\u015f olarak yeniden yap\u0131land\u0131r\u0131lmas\u0131yla y\u00fcksek\u00f6\u011fretimin i\u00e7ine yava\u015f yava\u015f, herhangi bir y\u0131k\u0131ma neden olmadan girmi\u015f olsa da, KA\u00c7D\u2019lerle meydana gelen e\u011fitim sekt\u00f6r\u00fcndeki y\u0131k\u0131c\u0131 yenile\u015fim kuramlar\u0131n\u0131n sonuncusunu destekleyecek kitlesel bir de\u011fi\u015fim olmu\u015ftur.\r\n5.5.5 Ve Silikon Vadisi sahnede!<\/h2>\r\n\u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise, edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.\r\n\r\n\u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrimi\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ancak ba\u015flang\u0131\u00e7taki toz-duman ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.\r\n\r\nSonu\u00e7 olarak, ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrimi\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrimi\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Sonu\u00e7 olarak, kat\u0131l\u0131mc\u0131lar\u0131n olduk\u00e7a k\u00fc\u00e7\u00fck bir k\u0131sm\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamaml\u0131yor olmas\u0131 da ayn\u0131 \u015fekilde \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bu a\u00e7\u0131\u011f\u0131 kapatmak i\u00e7in hala zaman olsa da, \u015fimdiye kadar hem Coursera hem de (daha az oranda da olsa) edX e\u011fitimcilerin g\u00f6r\u00fc\u015flerini ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili ara\u015ft\u0131rmalar\u0131 g\u00f6rmezden gelmeye devam etmekte ve tekerle\u011fi yeniden ke\u015ffetmek anlam\u0131na geliyor olsa da kendi ara\u015ft\u0131rmalar\u0131n\u0131 yapmay\u0131 tercih etmektedir.\r\n5.5.6 It\u2019s the economy, stupid![footnote]\u00c7.N. Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir.[\/footnote]<\/h2>\r\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.\r\n\r\nEkonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi ve dolay\u0131s\u0131yla da eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek yksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD Dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bkz. To, 2014).\r\n\r\nDevlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da, y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7erisinde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi.\r\n\r\n2015 y\u0131l\u0131na gelindi\u011finde, ABD ekonomisi kendine gelmi\u015f ve devlet hazinesi tekrar dolmaya ba\u015flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla, y\u00fcksek\u00f6\u011fretimin maliyetine ili\u015fkin radikal \u00e7\u00f6z\u00fcm aray\u0131\u015flar\u0131 da yat\u0131\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretime daha maliyet-etkin bir yakla\u015f\u0131m aray\u0131\u015f\u0131 devam edecek olsa da, ekonomi geli\u015ftik\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmeyece\u011fini izlemek ilgi \u00e7ekici bir deneyim olacakt\u0131r.\r\n5.5.7 Panik yok!<\/h2>\r\nYukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun yan\u0131t\u0131, hem evet hem de hay\u0131rd\u0131r.\r\n\r\n\u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak, KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak, kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, bir s\u00fcrekli e\u011fitim bi\u00e7imidir.\r\n\r\nBununla birlikte, KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir. En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin\u2026\r\n\r\nEninde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrimi\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?\r\nKaynak\u00e7a<\/h2>\r\nBates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.\r\n\r\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.\r\n\r\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.\r\n\r\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.\r\n\r\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.\r\n\r\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.\r\n\r\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.\r\n\r\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.\r\n\r\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.\r\n\r\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:\r\n\r\nNorth Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)\r\n\r\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)\r\n\r\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.","rendered":"\u015eekil 5.5 KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131 \u00a9 Park Ridge Underground, 2010<\/figcaption><\/figure>\n
\n5.5.1 KA\u00c7D\u2019lerle ilgili bu \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n nedeni ne?<\/h2>\n
Bir \u00f6nceki konuda bahsedildi\u011fi gibi, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerinin birbirine e\u015fit ve dengeli oldu\u011fu s\u00f6ylenebilir. KA\u00c7D\u2019lerin de\u011ferine ili\u015fkin soru i\u015faretleri ile KA\u00c7D\u2019ler hayat\u0131m\u0131za girmeden \u00f6nce de lisans ve lisans \u00fcst\u00fc programlarda \u00e7evrimi\u00e7i \u00f6\u011frenmenin 10 y\u0131l\u0131 a\u015fan bir s\u00fcredir a\u011f\u0131r ama ilerleyerek kullan\u0131lageldi\u011fini d\u00fc\u015f\u00fcn\u00fcnce, KA\u00c7D\u2019lerin neden bu kadar ilgi oda\u011f\u0131 oldu\u011funu, \u00e7ok say\u0131da politika yap\u0131c\u0131n\u0131n, ekonomistin ve bilgisayar bilimcisinin KA\u00c7D\u2019leri ate\u015fli bir bi\u00e7imde savunduklar\u0131n\u0131 ve neden sadece KA\u00c7D\u2019lerin getirdiklerinden tehdit edilmi\u015f hisseden bir\u00e7ok \u00fcniversite ve akademisyenin de\u011fil KA\u00c7D\u2019leri desteklemesi beklenen \u00e7evrimi\u00e7i \u00f6\u011frenme alan\u0131nda \u00e7al\u0131\u015fan bir\u00e7ok profesyonelin de KA\u00c7D\u2019lere kar\u015f\u0131 kuvvetli bir olumsuz duru\u015f sergiledi\u011fini merak ediyor olabilirsiniz (\u00f6rne\u011fin bkz. Hill, 2012; Bates, 2012; Daniel, 2012; Watters, 2012).<\/p>\n
KA\u00c7D\u2019lere ili\u015fkin tart\u0131\u015fmalar\u0131n, KA\u00c7D\u2019lerin avantaj ve dezavantajlar\u0131n\u0131n ak\u0131lc\u0131 ve kan\u0131ta dayal\u0131 bir \u015fekilde \u00e7\u00f6z\u00fcmlenmesi sonucunda ortaya \u00e7\u0131kan bir s\u00f6ylem olmad\u0131\u011f\u0131n\u0131, daha \u00e7ok hislere, ki\u015fisel \u00e7\u0131karlara, korkuya veya e\u011fitimin ne oldu\u011funa dair cehaletten kaynakland\u0131\u011f\u0131n\u0131 s\u00f6ylemek gerekir. Dolay\u0131s\u0131yla, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na neden olan politik, sosyal ve ekonomik fakt\u00f6rlerin incelenmesi son derece \u00f6nemlidir.<\/p>\n
5.5.2 Kitlesel, \u00f6zg\u00fcr ve Amerikan mal\u0131!<\/h2>\n
Bana g\u00f6re, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n esas nedeni budur. Stanford profes\u00f6rleri Sebastian Thrun, Andrew Ng ve Daphne Koller\u2019in a\u00e7t\u0131\u011f\u0131 ve d\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndan 200.000\u2019in \u00fczerinde kat\u0131l\u0131mc\u0131n\u0131n kaydoldu\u011fu ilk KA\u00c7D\u2019nin ard\u0131ndan bug\u00fcne kadar, dersler \u00fccretsiz oldu\u011fu i\u00e7in ve ABD\u2019nin en prestijli \u00fcniversitelerinden birinin profes\u00f6rleri taraf\u0131ndan verildi\u011fi i\u00e7in, Amerikan medyas\u0131 KA\u00c7D\u2019leri \u00e7ok sevdi. Nereden bakarsan\u0131z bak\u0131n, KA\u00c7D\u2019ler \u00e7ok b\u00fcy\u00fck bir haberdi.<\/p>\n
5.5.3 Ve Sarma\u015f\u0131k Ligi sahnede!<\/h2>\n
KA\u00c7D\u2019ler hen\u00fcz ortalarda yokken, Standford, MIT, Harvard ve UC Berkeley gibi ABD\u2019nin Sarma\u015f\u0131k Ligi\u2019nde yer alan belli ba\u015fl\u0131 \u00fcniversiteler ile Toronto \u00dcniversitesi ve McGill gibi Kanada\u2019n\u0131n en prestijli \u00fcniversitelerinin bir \u00e7o\u011fu, \u00e7evrimi\u00e7i \u00f6\u011frenmenin t\u00fcm bi\u00e7imlerini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 etmi\u015fti. Ders materyallerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu A\u00e7\u0131k Ders Malzemesi projesiyle herkesin kullan\u0131m\u0131na a\u00e7an MIT, bu anlamda bir istisna olarak kabul edilebilir.<\/p>\n
Ancak 2011 y\u0131l\u0131na gelindi\u011finde, \u00e7evrimi\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilen kredili lisans ve lisans \u00fcst\u00fc dersler Carnegie Mellon, Penn State ve Maryland \u00dcniversitesi gibi ABD\u2019nin bir\u00e7ok sayg\u0131n \u00fcniversitesi ile Kanada ve di\u011fer \u00fclkelerin \u00f6nemli \u00fcniversitelerinde ciddi bir ilerleme kaydetmi\u015f, hatta ABD\u2019nde \u00f6\u011frencilerin kaydoldu\u011fu \u00fc\u00e7 dersten birinin \u00e7evrimi\u00e7i bir ders oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fc. Ayr\u0131ca, en az\u0131ndan Kanada\u2019da, \u00e7evrimi\u00e7i derslerin ba\u015far\u0131yla tamamlanma oranlar\u0131 giderek y\u00fckselmi\u015f ve kalite a\u00e7\u0131s\u0131ndan kamp\u00fcs dersleriyle ayn\u0131 d\u00fczeye gelmi\u015fti.<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenmeyi dikkate almayan Sarma\u015f\u0131k Ligi \u00fcniversiteleri ve di\u011fer prestijli \u00fcniversiteler, d\u00fcnyada olup bitenlerden habersiz gibi g\u00f6r\u00fcnmekteydi. KA\u00c7D\u2019lerle birlikte, bu prestijli \u00fcniversiteler teknolojik yenile\u015fim anlam\u0131nda do\u011frudan s\u0131ran\u0131n en ba\u015f\u0131na s\u0131\u00e7rayacak ve ayn\u0131 zamanda sahip olduklar\u0131 se\u00e7ici, ki\u015fiye \u00f6zel ve y\u00fcksek maliyetli kamp\u00fcs programlar\u0131n\u0131 \u00e7evrimi\u00e7i \u00f6\u011frenmeyle do\u011frudan temastan uzak tutacaklard\u0131. Di\u011fer bir deyi\u015fle, KA\u00c7D\u2019ler bu prestijli \u00fcniversitelere \u00e7evrimi\u00e7i \u00f6\u011frenmeyi g\u00fcvenli bir \u015fekilde ke\u015ffedecekleri bir kum havuzu sa\u011flayacak, Sarma\u015f\u0131k Ligi \u00fcniversiteleri de KA\u00c7D\u2019lere ve dolayl\u0131 olarak da \u00e7evrimi\u00e7i \u00f6\u011frenmeye prestij ve itibar getirecekti.<\/p>\n
5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h2>\n
2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi ‘g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan’ olarak nitelendirmekteydi (\u00f6rne\u011fin bkz. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2010).<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenme kamp\u00fcs derslerinin harmanlanm\u0131\u015f olarak yeniden yap\u0131land\u0131r\u0131lmas\u0131yla y\u00fcksek\u00f6\u011fretimin i\u00e7ine yava\u015f yava\u015f, herhangi bir y\u0131k\u0131ma neden olmadan girmi\u015f olsa da, KA\u00c7D\u2019lerle meydana gelen e\u011fitim sekt\u00f6r\u00fcndeki y\u0131k\u0131c\u0131 yenile\u015fim kuramlar\u0131n\u0131n sonuncusunu destekleyecek kitlesel bir de\u011fi\u015fim olmu\u015ftur.<\/p>\n
5.5.5 Ve Silikon Vadisi sahnede!<\/h2>\n
\u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise, edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.<\/p>\n
\u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrimi\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ancak ba\u015flang\u0131\u00e7taki toz-duman ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.<\/p>\n
Sonu\u00e7 olarak, ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrimi\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrimi\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Sonu\u00e7 olarak, kat\u0131l\u0131mc\u0131lar\u0131n olduk\u00e7a k\u00fc\u00e7\u00fck bir k\u0131sm\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamaml\u0131yor olmas\u0131 da ayn\u0131 \u015fekilde \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bu a\u00e7\u0131\u011f\u0131 kapatmak i\u00e7in hala zaman olsa da, \u015fimdiye kadar hem Coursera hem de (daha az oranda da olsa) edX e\u011fitimcilerin g\u00f6r\u00fc\u015flerini ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili ara\u015ft\u0131rmalar\u0131 g\u00f6rmezden gelmeye devam etmekte ve tekerle\u011fi yeniden ke\u015ffetmek anlam\u0131na geliyor olsa da kendi ara\u015ft\u0131rmalar\u0131n\u0131 yapmay\u0131 tercih etmektedir.<\/p>\n
5.5.6 It\u2019s the economy, stupid![1]<\/sup><\/a><\/h2>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.<\/p>\n
Ekonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi ve dolay\u0131s\u0131yla da eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek yksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD Dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bkz. To, 2014).<\/p>\n
Devlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da, y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7erisinde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi.<\/p>\n
2015 y\u0131l\u0131na gelindi\u011finde, ABD ekonomisi kendine gelmi\u015f ve devlet hazinesi tekrar dolmaya ba\u015flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla, y\u00fcksek\u00f6\u011fretimin maliyetine ili\u015fkin radikal \u00e7\u00f6z\u00fcm aray\u0131\u015flar\u0131 da yat\u0131\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretime daha maliyet-etkin bir yakla\u015f\u0131m aray\u0131\u015f\u0131 devam edecek olsa da, ekonomi geli\u015ftik\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmeyece\u011fini izlemek ilgi \u00e7ekici bir deneyim olacakt\u0131r.<\/p>\n
5.5.7 Panik yok!<\/h2>\n
Yukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun yan\u0131t\u0131, hem evet hem de hay\u0131rd\u0131r.<\/p>\n
\u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak, KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak, kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, bir s\u00fcrekli e\u011fitim bi\u00e7imidir.<\/p>\n
Bununla birlikte, KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir. En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin\u2026<\/p>\n
Eninde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrimi\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?<\/p>\n
Kaynak\u00e7a<\/h2>\n
Bates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.<\/p>\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.<\/p>\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.<\/p>\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.<\/p>\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.<\/p>\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.<\/p>\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.<\/p>\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.<\/p>\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.<\/p>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:<\/p>\n
North Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)<\/p>\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)<\/p>\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.<\/p>\n
- \u00c7.N. Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir. ↵<\/a><\/li><\/ol><\/div>","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-284","chapter","type-chapter","status-publish","hentry"],"part":275,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284","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=284"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions"}],"predecessor-version":[{"id":400,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions\/400"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/275"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=284"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=284"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=284"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=284"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
5.5.6 It\u2019s the economy, stupid![footnote]\u00c7.N. Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir.[\/footnote]<\/h2>\r\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.\r\n\r\nEkonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi ve dolay\u0131s\u0131yla da eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek yksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD Dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bkz. To, 2014).\r\n\r\nDevlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da, y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7erisinde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi.\r\n\r\n2015 y\u0131l\u0131na gelindi\u011finde, ABD ekonomisi kendine gelmi\u015f ve devlet hazinesi tekrar dolmaya ba\u015flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla, y\u00fcksek\u00f6\u011fretimin maliyetine ili\u015fkin radikal \u00e7\u00f6z\u00fcm aray\u0131\u015flar\u0131 da yat\u0131\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretime daha maliyet-etkin bir yakla\u015f\u0131m aray\u0131\u015f\u0131 devam edecek olsa da, ekonomi geli\u015ftik\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmeyece\u011fini izlemek ilgi \u00e7ekici bir deneyim olacakt\u0131r.\r\n5.5.7 Panik yok!<\/h2>\r\nYukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun yan\u0131t\u0131, hem evet hem de hay\u0131rd\u0131r.\r\n\r\n\u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak, KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak, kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, bir s\u00fcrekli e\u011fitim bi\u00e7imidir.\r\n\r\nBununla birlikte, KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir. En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin\u2026\r\n\r\nEninde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrimi\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?\r\nKaynak\u00e7a<\/h2>\r\nBates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.\r\n\r\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.\r\n\r\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.\r\n\r\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.\r\n\r\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.\r\n\r\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.\r\n\r\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.\r\n\r\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.\r\n\r\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.\r\n\r\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:\r\n\r\nNorth Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)\r\n\r\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)\r\n\r\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.","rendered":"\u015eekil 5.5 KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131 \u00a9 Park Ridge Underground, 2010<\/figcaption><\/figure>\n
\n5.5.1 KA\u00c7D\u2019lerle ilgili bu \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n nedeni ne?<\/h2>\n
Bir \u00f6nceki konuda bahsedildi\u011fi gibi, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerinin birbirine e\u015fit ve dengeli oldu\u011fu s\u00f6ylenebilir. KA\u00c7D\u2019lerin de\u011ferine ili\u015fkin soru i\u015faretleri ile KA\u00c7D\u2019ler hayat\u0131m\u0131za girmeden \u00f6nce de lisans ve lisans \u00fcst\u00fc programlarda \u00e7evrimi\u00e7i \u00f6\u011frenmenin 10 y\u0131l\u0131 a\u015fan bir s\u00fcredir a\u011f\u0131r ama ilerleyerek kullan\u0131lageldi\u011fini d\u00fc\u015f\u00fcn\u00fcnce, KA\u00c7D\u2019lerin neden bu kadar ilgi oda\u011f\u0131 oldu\u011funu, \u00e7ok say\u0131da politika yap\u0131c\u0131n\u0131n, ekonomistin ve bilgisayar bilimcisinin KA\u00c7D\u2019leri ate\u015fli bir bi\u00e7imde savunduklar\u0131n\u0131 ve neden sadece KA\u00c7D\u2019lerin getirdiklerinden tehdit edilmi\u015f hisseden bir\u00e7ok \u00fcniversite ve akademisyenin de\u011fil KA\u00c7D\u2019leri desteklemesi beklenen \u00e7evrimi\u00e7i \u00f6\u011frenme alan\u0131nda \u00e7al\u0131\u015fan bir\u00e7ok profesyonelin de KA\u00c7D\u2019lere kar\u015f\u0131 kuvvetli bir olumsuz duru\u015f sergiledi\u011fini merak ediyor olabilirsiniz (\u00f6rne\u011fin bkz. Hill, 2012; Bates, 2012; Daniel, 2012; Watters, 2012).<\/p>\n
KA\u00c7D\u2019lere ili\u015fkin tart\u0131\u015fmalar\u0131n, KA\u00c7D\u2019lerin avantaj ve dezavantajlar\u0131n\u0131n ak\u0131lc\u0131 ve kan\u0131ta dayal\u0131 bir \u015fekilde \u00e7\u00f6z\u00fcmlenmesi sonucunda ortaya \u00e7\u0131kan bir s\u00f6ylem olmad\u0131\u011f\u0131n\u0131, daha \u00e7ok hislere, ki\u015fisel \u00e7\u0131karlara, korkuya veya e\u011fitimin ne oldu\u011funa dair cehaletten kaynakland\u0131\u011f\u0131n\u0131 s\u00f6ylemek gerekir. Dolay\u0131s\u0131yla, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na neden olan politik, sosyal ve ekonomik fakt\u00f6rlerin incelenmesi son derece \u00f6nemlidir.<\/p>\n
5.5.2 Kitlesel, \u00f6zg\u00fcr ve Amerikan mal\u0131!<\/h2>\n
Bana g\u00f6re, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n esas nedeni budur. Stanford profes\u00f6rleri Sebastian Thrun, Andrew Ng ve Daphne Koller\u2019in a\u00e7t\u0131\u011f\u0131 ve d\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndan 200.000\u2019in \u00fczerinde kat\u0131l\u0131mc\u0131n\u0131n kaydoldu\u011fu ilk KA\u00c7D\u2019nin ard\u0131ndan bug\u00fcne kadar, dersler \u00fccretsiz oldu\u011fu i\u00e7in ve ABD\u2019nin en prestijli \u00fcniversitelerinden birinin profes\u00f6rleri taraf\u0131ndan verildi\u011fi i\u00e7in, Amerikan medyas\u0131 KA\u00c7D\u2019leri \u00e7ok sevdi. Nereden bakarsan\u0131z bak\u0131n, KA\u00c7D\u2019ler \u00e7ok b\u00fcy\u00fck bir haberdi.<\/p>\n
5.5.3 Ve Sarma\u015f\u0131k Ligi sahnede!<\/h2>\n
KA\u00c7D\u2019ler hen\u00fcz ortalarda yokken, Standford, MIT, Harvard ve UC Berkeley gibi ABD\u2019nin Sarma\u015f\u0131k Ligi\u2019nde yer alan belli ba\u015fl\u0131 \u00fcniversiteler ile Toronto \u00dcniversitesi ve McGill gibi Kanada\u2019n\u0131n en prestijli \u00fcniversitelerinin bir \u00e7o\u011fu, \u00e7evrimi\u00e7i \u00f6\u011frenmenin t\u00fcm bi\u00e7imlerini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 etmi\u015fti. Ders materyallerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu A\u00e7\u0131k Ders Malzemesi projesiyle herkesin kullan\u0131m\u0131na a\u00e7an MIT, bu anlamda bir istisna olarak kabul edilebilir.<\/p>\n
Ancak 2011 y\u0131l\u0131na gelindi\u011finde, \u00e7evrimi\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilen kredili lisans ve lisans \u00fcst\u00fc dersler Carnegie Mellon, Penn State ve Maryland \u00dcniversitesi gibi ABD\u2019nin bir\u00e7ok sayg\u0131n \u00fcniversitesi ile Kanada ve di\u011fer \u00fclkelerin \u00f6nemli \u00fcniversitelerinde ciddi bir ilerleme kaydetmi\u015f, hatta ABD\u2019nde \u00f6\u011frencilerin kaydoldu\u011fu \u00fc\u00e7 dersten birinin \u00e7evrimi\u00e7i bir ders oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fc. Ayr\u0131ca, en az\u0131ndan Kanada\u2019da, \u00e7evrimi\u00e7i derslerin ba\u015far\u0131yla tamamlanma oranlar\u0131 giderek y\u00fckselmi\u015f ve kalite a\u00e7\u0131s\u0131ndan kamp\u00fcs dersleriyle ayn\u0131 d\u00fczeye gelmi\u015fti.<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenmeyi dikkate almayan Sarma\u015f\u0131k Ligi \u00fcniversiteleri ve di\u011fer prestijli \u00fcniversiteler, d\u00fcnyada olup bitenlerden habersiz gibi g\u00f6r\u00fcnmekteydi. KA\u00c7D\u2019lerle birlikte, bu prestijli \u00fcniversiteler teknolojik yenile\u015fim anlam\u0131nda do\u011frudan s\u0131ran\u0131n en ba\u015f\u0131na s\u0131\u00e7rayacak ve ayn\u0131 zamanda sahip olduklar\u0131 se\u00e7ici, ki\u015fiye \u00f6zel ve y\u00fcksek maliyetli kamp\u00fcs programlar\u0131n\u0131 \u00e7evrimi\u00e7i \u00f6\u011frenmeyle do\u011frudan temastan uzak tutacaklard\u0131. Di\u011fer bir deyi\u015fle, KA\u00c7D\u2019ler bu prestijli \u00fcniversitelere \u00e7evrimi\u00e7i \u00f6\u011frenmeyi g\u00fcvenli bir \u015fekilde ke\u015ffedecekleri bir kum havuzu sa\u011flayacak, Sarma\u015f\u0131k Ligi \u00fcniversiteleri de KA\u00c7D\u2019lere ve dolayl\u0131 olarak da \u00e7evrimi\u00e7i \u00f6\u011frenmeye prestij ve itibar getirecekti.<\/p>\n
5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h2>\n
2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi ‘g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan’ olarak nitelendirmekteydi (\u00f6rne\u011fin bkz. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2010).<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenme kamp\u00fcs derslerinin harmanlanm\u0131\u015f olarak yeniden yap\u0131land\u0131r\u0131lmas\u0131yla y\u00fcksek\u00f6\u011fretimin i\u00e7ine yava\u015f yava\u015f, herhangi bir y\u0131k\u0131ma neden olmadan girmi\u015f olsa da, KA\u00c7D\u2019lerle meydana gelen e\u011fitim sekt\u00f6r\u00fcndeki y\u0131k\u0131c\u0131 yenile\u015fim kuramlar\u0131n\u0131n sonuncusunu destekleyecek kitlesel bir de\u011fi\u015fim olmu\u015ftur.<\/p>\n
5.5.5 Ve Silikon Vadisi sahnede!<\/h2>\n
\u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise, edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.<\/p>\n
\u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrimi\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ancak ba\u015flang\u0131\u00e7taki toz-duman ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.<\/p>\n
Sonu\u00e7 olarak, ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrimi\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrimi\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Sonu\u00e7 olarak, kat\u0131l\u0131mc\u0131lar\u0131n olduk\u00e7a k\u00fc\u00e7\u00fck bir k\u0131sm\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamaml\u0131yor olmas\u0131 da ayn\u0131 \u015fekilde \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bu a\u00e7\u0131\u011f\u0131 kapatmak i\u00e7in hala zaman olsa da, \u015fimdiye kadar hem Coursera hem de (daha az oranda da olsa) edX e\u011fitimcilerin g\u00f6r\u00fc\u015flerini ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili ara\u015ft\u0131rmalar\u0131 g\u00f6rmezden gelmeye devam etmekte ve tekerle\u011fi yeniden ke\u015ffetmek anlam\u0131na geliyor olsa da kendi ara\u015ft\u0131rmalar\u0131n\u0131 yapmay\u0131 tercih etmektedir.<\/p>\n
5.5.6 It\u2019s the economy, stupid![1]<\/sup><\/a><\/h2>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.<\/p>\n
Ekonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi ve dolay\u0131s\u0131yla da eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek yksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD Dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bkz. To, 2014).<\/p>\n
Devlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da, y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7erisinde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi.<\/p>\n
2015 y\u0131l\u0131na gelindi\u011finde, ABD ekonomisi kendine gelmi\u015f ve devlet hazinesi tekrar dolmaya ba\u015flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla, y\u00fcksek\u00f6\u011fretimin maliyetine ili\u015fkin radikal \u00e7\u00f6z\u00fcm aray\u0131\u015flar\u0131 da yat\u0131\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretime daha maliyet-etkin bir yakla\u015f\u0131m aray\u0131\u015f\u0131 devam edecek olsa da, ekonomi geli\u015ftik\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmeyece\u011fini izlemek ilgi \u00e7ekici bir deneyim olacakt\u0131r.<\/p>\n
5.5.7 Panik yok!<\/h2>\n
Yukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun yan\u0131t\u0131, hem evet hem de hay\u0131rd\u0131r.<\/p>\n
\u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak, KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak, kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, bir s\u00fcrekli e\u011fitim bi\u00e7imidir.<\/p>\n
Bununla birlikte, KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir. En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin\u2026<\/p>\n
Eninde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrimi\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?<\/p>\n
Kaynak\u00e7a<\/h2>\n
Bates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.<\/p>\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.<\/p>\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.<\/p>\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.<\/p>\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.<\/p>\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.<\/p>\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.<\/p>\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.<\/p>\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.<\/p>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:<\/p>\n
North Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)<\/p>\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)<\/p>\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.<\/p>\n
- \u00c7.N. Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir. ↵<\/a><\/li><\/ol><\/div>","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-284","chapter","type-chapter","status-publish","hentry"],"part":275,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284","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=284"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions"}],"predecessor-version":[{"id":400,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions\/400"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/275"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=284"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=284"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=284"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=284"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Kaynak\u00e7a<\/h2>\r\nBates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.\r\n\r\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.\r\n\r\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.\r\n\r\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.\r\n\r\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.\r\n\r\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.\r\n\r\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.\r\n\r\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.\r\n\r\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.\r\n\r\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:\r\n\r\nNorth Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)\r\n\r\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)\r\n\r\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.","rendered":"\u015eekil 5.5 KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131 \u00a9 Park Ridge Underground, 2010<\/figcaption><\/figure>\n
\n5.5.1 KA\u00c7D\u2019lerle ilgili bu \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n nedeni ne?<\/h2>\n
Bir \u00f6nceki konuda bahsedildi\u011fi gibi, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerinin birbirine e\u015fit ve dengeli oldu\u011fu s\u00f6ylenebilir. KA\u00c7D\u2019lerin de\u011ferine ili\u015fkin soru i\u015faretleri ile KA\u00c7D\u2019ler hayat\u0131m\u0131za girmeden \u00f6nce de lisans ve lisans \u00fcst\u00fc programlarda \u00e7evrimi\u00e7i \u00f6\u011frenmenin 10 y\u0131l\u0131 a\u015fan bir s\u00fcredir a\u011f\u0131r ama ilerleyerek kullan\u0131lageldi\u011fini d\u00fc\u015f\u00fcn\u00fcnce, KA\u00c7D\u2019lerin neden bu kadar ilgi oda\u011f\u0131 oldu\u011funu, \u00e7ok say\u0131da politika yap\u0131c\u0131n\u0131n, ekonomistin ve bilgisayar bilimcisinin KA\u00c7D\u2019leri ate\u015fli bir bi\u00e7imde savunduklar\u0131n\u0131 ve neden sadece KA\u00c7D\u2019lerin getirdiklerinden tehdit edilmi\u015f hisseden bir\u00e7ok \u00fcniversite ve akademisyenin de\u011fil KA\u00c7D\u2019leri desteklemesi beklenen \u00e7evrimi\u00e7i \u00f6\u011frenme alan\u0131nda \u00e7al\u0131\u015fan bir\u00e7ok profesyonelin de KA\u00c7D\u2019lere kar\u015f\u0131 kuvvetli bir olumsuz duru\u015f sergiledi\u011fini merak ediyor olabilirsiniz (\u00f6rne\u011fin bkz. Hill, 2012; Bates, 2012; Daniel, 2012; Watters, 2012).<\/p>\n
KA\u00c7D\u2019lere ili\u015fkin tart\u0131\u015fmalar\u0131n, KA\u00c7D\u2019lerin avantaj ve dezavantajlar\u0131n\u0131n ak\u0131lc\u0131 ve kan\u0131ta dayal\u0131 bir \u015fekilde \u00e7\u00f6z\u00fcmlenmesi sonucunda ortaya \u00e7\u0131kan bir s\u00f6ylem olmad\u0131\u011f\u0131n\u0131, daha \u00e7ok hislere, ki\u015fisel \u00e7\u0131karlara, korkuya veya e\u011fitimin ne oldu\u011funa dair cehaletten kaynakland\u0131\u011f\u0131n\u0131 s\u00f6ylemek gerekir. Dolay\u0131s\u0131yla, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na neden olan politik, sosyal ve ekonomik fakt\u00f6rlerin incelenmesi son derece \u00f6nemlidir.<\/p>\n
5.5.2 Kitlesel, \u00f6zg\u00fcr ve Amerikan mal\u0131!<\/h2>\n
Bana g\u00f6re, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n esas nedeni budur. Stanford profes\u00f6rleri Sebastian Thrun, Andrew Ng ve Daphne Koller\u2019in a\u00e7t\u0131\u011f\u0131 ve d\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndan 200.000\u2019in \u00fczerinde kat\u0131l\u0131mc\u0131n\u0131n kaydoldu\u011fu ilk KA\u00c7D\u2019nin ard\u0131ndan bug\u00fcne kadar, dersler \u00fccretsiz oldu\u011fu i\u00e7in ve ABD\u2019nin en prestijli \u00fcniversitelerinden birinin profes\u00f6rleri taraf\u0131ndan verildi\u011fi i\u00e7in, Amerikan medyas\u0131 KA\u00c7D\u2019leri \u00e7ok sevdi. Nereden bakarsan\u0131z bak\u0131n, KA\u00c7D\u2019ler \u00e7ok b\u00fcy\u00fck bir haberdi.<\/p>\n
5.5.3 Ve Sarma\u015f\u0131k Ligi sahnede!<\/h2>\n
KA\u00c7D\u2019ler hen\u00fcz ortalarda yokken, Standford, MIT, Harvard ve UC Berkeley gibi ABD\u2019nin Sarma\u015f\u0131k Ligi\u2019nde yer alan belli ba\u015fl\u0131 \u00fcniversiteler ile Toronto \u00dcniversitesi ve McGill gibi Kanada\u2019n\u0131n en prestijli \u00fcniversitelerinin bir \u00e7o\u011fu, \u00e7evrimi\u00e7i \u00f6\u011frenmenin t\u00fcm bi\u00e7imlerini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 etmi\u015fti. Ders materyallerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu A\u00e7\u0131k Ders Malzemesi projesiyle herkesin kullan\u0131m\u0131na a\u00e7an MIT, bu anlamda bir istisna olarak kabul edilebilir.<\/p>\n
Ancak 2011 y\u0131l\u0131na gelindi\u011finde, \u00e7evrimi\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilen kredili lisans ve lisans \u00fcst\u00fc dersler Carnegie Mellon, Penn State ve Maryland \u00dcniversitesi gibi ABD\u2019nin bir\u00e7ok sayg\u0131n \u00fcniversitesi ile Kanada ve di\u011fer \u00fclkelerin \u00f6nemli \u00fcniversitelerinde ciddi bir ilerleme kaydetmi\u015f, hatta ABD\u2019nde \u00f6\u011frencilerin kaydoldu\u011fu \u00fc\u00e7 dersten birinin \u00e7evrimi\u00e7i bir ders oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fc. Ayr\u0131ca, en az\u0131ndan Kanada\u2019da, \u00e7evrimi\u00e7i derslerin ba\u015far\u0131yla tamamlanma oranlar\u0131 giderek y\u00fckselmi\u015f ve kalite a\u00e7\u0131s\u0131ndan kamp\u00fcs dersleriyle ayn\u0131 d\u00fczeye gelmi\u015fti.<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenmeyi dikkate almayan Sarma\u015f\u0131k Ligi \u00fcniversiteleri ve di\u011fer prestijli \u00fcniversiteler, d\u00fcnyada olup bitenlerden habersiz gibi g\u00f6r\u00fcnmekteydi. KA\u00c7D\u2019lerle birlikte, bu prestijli \u00fcniversiteler teknolojik yenile\u015fim anlam\u0131nda do\u011frudan s\u0131ran\u0131n en ba\u015f\u0131na s\u0131\u00e7rayacak ve ayn\u0131 zamanda sahip olduklar\u0131 se\u00e7ici, ki\u015fiye \u00f6zel ve y\u00fcksek maliyetli kamp\u00fcs programlar\u0131n\u0131 \u00e7evrimi\u00e7i \u00f6\u011frenmeyle do\u011frudan temastan uzak tutacaklard\u0131. Di\u011fer bir deyi\u015fle, KA\u00c7D\u2019ler bu prestijli \u00fcniversitelere \u00e7evrimi\u00e7i \u00f6\u011frenmeyi g\u00fcvenli bir \u015fekilde ke\u015ffedecekleri bir kum havuzu sa\u011flayacak, Sarma\u015f\u0131k Ligi \u00fcniversiteleri de KA\u00c7D\u2019lere ve dolayl\u0131 olarak da \u00e7evrimi\u00e7i \u00f6\u011frenmeye prestij ve itibar getirecekti.<\/p>\n
5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h2>\n
2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi ‘g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan’ olarak nitelendirmekteydi (\u00f6rne\u011fin bkz. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2010).<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenme kamp\u00fcs derslerinin harmanlanm\u0131\u015f olarak yeniden yap\u0131land\u0131r\u0131lmas\u0131yla y\u00fcksek\u00f6\u011fretimin i\u00e7ine yava\u015f yava\u015f, herhangi bir y\u0131k\u0131ma neden olmadan girmi\u015f olsa da, KA\u00c7D\u2019lerle meydana gelen e\u011fitim sekt\u00f6r\u00fcndeki y\u0131k\u0131c\u0131 yenile\u015fim kuramlar\u0131n\u0131n sonuncusunu destekleyecek kitlesel bir de\u011fi\u015fim olmu\u015ftur.<\/p>\n
5.5.5 Ve Silikon Vadisi sahnede!<\/h2>\n
\u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise, edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.<\/p>\n
\u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrimi\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ancak ba\u015flang\u0131\u00e7taki toz-duman ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.<\/p>\n
Sonu\u00e7 olarak, ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrimi\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrimi\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Sonu\u00e7 olarak, kat\u0131l\u0131mc\u0131lar\u0131n olduk\u00e7a k\u00fc\u00e7\u00fck bir k\u0131sm\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamaml\u0131yor olmas\u0131 da ayn\u0131 \u015fekilde \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bu a\u00e7\u0131\u011f\u0131 kapatmak i\u00e7in hala zaman olsa da, \u015fimdiye kadar hem Coursera hem de (daha az oranda da olsa) edX e\u011fitimcilerin g\u00f6r\u00fc\u015flerini ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili ara\u015ft\u0131rmalar\u0131 g\u00f6rmezden gelmeye devam etmekte ve tekerle\u011fi yeniden ke\u015ffetmek anlam\u0131na geliyor olsa da kendi ara\u015ft\u0131rmalar\u0131n\u0131 yapmay\u0131 tercih etmektedir.<\/p>\n
5.5.6 It\u2019s the economy, stupid![1]<\/sup><\/a><\/h2>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.<\/p>\n
Ekonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi ve dolay\u0131s\u0131yla da eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek yksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD Dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bkz. To, 2014).<\/p>\n
Devlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da, y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7erisinde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi.<\/p>\n
2015 y\u0131l\u0131na gelindi\u011finde, ABD ekonomisi kendine gelmi\u015f ve devlet hazinesi tekrar dolmaya ba\u015flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla, y\u00fcksek\u00f6\u011fretimin maliyetine ili\u015fkin radikal \u00e7\u00f6z\u00fcm aray\u0131\u015flar\u0131 da yat\u0131\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretime daha maliyet-etkin bir yakla\u015f\u0131m aray\u0131\u015f\u0131 devam edecek olsa da, ekonomi geli\u015ftik\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmeyece\u011fini izlemek ilgi \u00e7ekici bir deneyim olacakt\u0131r.<\/p>\n
5.5.7 Panik yok!<\/h2>\n
Yukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun yan\u0131t\u0131, hem evet hem de hay\u0131rd\u0131r.<\/p>\n
\u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak, KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak, kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, bir s\u00fcrekli e\u011fitim bi\u00e7imidir.<\/p>\n
Bununla birlikte, KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir. En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin\u2026<\/p>\n
Eninde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrimi\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?<\/p>\n
Kaynak\u00e7a<\/h2>\n
Bates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.<\/p>\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.<\/p>\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.<\/p>\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.<\/p>\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.<\/p>\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.<\/p>\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.<\/p>\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.<\/p>\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.<\/p>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:<\/p>\n
North Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)<\/p>\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)<\/p>\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.<\/p>\n
- \u00c7.N. Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir. ↵<\/a><\/li><\/ol><\/div>","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-284","chapter","type-chapter","status-publish","hentry"],"part":275,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284","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=284"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions"}],"predecessor-version":[{"id":400,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions\/400"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/275"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=284"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=284"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=284"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=284"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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5.5.1 KA\u00c7D\u2019lerle ilgili bu \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n nedeni ne?<\/h2>\n
Bir \u00f6nceki konuda bahsedildi\u011fi gibi, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nlerinin birbirine e\u015fit ve dengeli oldu\u011fu s\u00f6ylenebilir. KA\u00c7D\u2019lerin de\u011ferine ili\u015fkin soru i\u015faretleri ile KA\u00c7D\u2019ler hayat\u0131m\u0131za girmeden \u00f6nce de lisans ve lisans \u00fcst\u00fc programlarda \u00e7evrimi\u00e7i \u00f6\u011frenmenin 10 y\u0131l\u0131 a\u015fan bir s\u00fcredir a\u011f\u0131r ama ilerleyerek kullan\u0131lageldi\u011fini d\u00fc\u015f\u00fcn\u00fcnce, KA\u00c7D\u2019lerin neden bu kadar ilgi oda\u011f\u0131 oldu\u011funu, \u00e7ok say\u0131da politika yap\u0131c\u0131n\u0131n, ekonomistin ve bilgisayar bilimcisinin KA\u00c7D\u2019leri ate\u015fli bir bi\u00e7imde savunduklar\u0131n\u0131 ve neden sadece KA\u00c7D\u2019lerin getirdiklerinden tehdit edilmi\u015f hisseden bir\u00e7ok \u00fcniversite ve akademisyenin de\u011fil KA\u00c7D\u2019leri desteklemesi beklenen \u00e7evrimi\u00e7i \u00f6\u011frenme alan\u0131nda \u00e7al\u0131\u015fan bir\u00e7ok profesyonelin de KA\u00c7D\u2019lere kar\u015f\u0131 kuvvetli bir olumsuz duru\u015f sergiledi\u011fini merak ediyor olabilirsiniz (\u00f6rne\u011fin bkz. Hill, 2012; Bates, 2012; Daniel, 2012; Watters, 2012).<\/p>\n
KA\u00c7D\u2019lere ili\u015fkin tart\u0131\u015fmalar\u0131n, KA\u00c7D\u2019lerin avantaj ve dezavantajlar\u0131n\u0131n ak\u0131lc\u0131 ve kan\u0131ta dayal\u0131 bir \u015fekilde \u00e7\u00f6z\u00fcmlenmesi sonucunda ortaya \u00e7\u0131kan bir s\u00f6ylem olmad\u0131\u011f\u0131n\u0131, daha \u00e7ok hislere, ki\u015fisel \u00e7\u0131karlara, korkuya veya e\u011fitimin ne oldu\u011funa dair cehaletten kaynakland\u0131\u011f\u0131n\u0131 s\u00f6ylemek gerekir. Dolay\u0131s\u0131yla, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na neden olan politik, sosyal ve ekonomik fakt\u00f6rlerin incelenmesi son derece \u00f6nemlidir.<\/p>\n
5.5.2 Kitlesel, \u00f6zg\u00fcr ve Amerikan mal\u0131!<\/h2>\n
Bana g\u00f6re, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n esas nedeni budur. Stanford profes\u00f6rleri Sebastian Thrun, Andrew Ng ve Daphne Koller\u2019in a\u00e7t\u0131\u011f\u0131 ve d\u00fcnyan\u0131n d\u00f6rt bir yan\u0131ndan 200.000\u2019in \u00fczerinde kat\u0131l\u0131mc\u0131n\u0131n kaydoldu\u011fu ilk KA\u00c7D\u2019nin ard\u0131ndan bug\u00fcne kadar, dersler \u00fccretsiz oldu\u011fu i\u00e7in ve ABD\u2019nin en prestijli \u00fcniversitelerinden birinin profes\u00f6rleri taraf\u0131ndan verildi\u011fi i\u00e7in, Amerikan medyas\u0131 KA\u00c7D\u2019leri \u00e7ok sevdi. Nereden bakarsan\u0131z bak\u0131n, KA\u00c7D\u2019ler \u00e7ok b\u00fcy\u00fck bir haberdi.<\/p>\n
5.5.3 Ve Sarma\u015f\u0131k Ligi sahnede!<\/h2>\n
KA\u00c7D\u2019ler hen\u00fcz ortalarda yokken, Standford, MIT, Harvard ve UC Berkeley gibi ABD\u2019nin Sarma\u015f\u0131k Ligi\u2019nde yer alan belli ba\u015fl\u0131 \u00fcniversiteler ile Toronto \u00dcniversitesi ve McGill gibi Kanada\u2019n\u0131n en prestijli \u00fcniversitelerinin bir \u00e7o\u011fu, \u00e7evrimi\u00e7i \u00f6\u011frenmenin t\u00fcm bi\u00e7imlerini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde g\u00f6z ard\u0131 etmi\u015fti. Ders materyallerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu A\u00e7\u0131k Ders Malzemesi projesiyle herkesin kullan\u0131m\u0131na a\u00e7an MIT, bu anlamda bir istisna olarak kabul edilebilir.<\/p>\n
Ancak 2011 y\u0131l\u0131na gelindi\u011finde, \u00e7evrimi\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilen kredili lisans ve lisans \u00fcst\u00fc dersler Carnegie Mellon, Penn State ve Maryland \u00dcniversitesi gibi ABD\u2019nin bir\u00e7ok sayg\u0131n \u00fcniversitesi ile Kanada ve di\u011fer \u00fclkelerin \u00f6nemli \u00fcniversitelerinde ciddi bir ilerleme kaydetmi\u015f, hatta ABD\u2019nde \u00f6\u011frencilerin kaydoldu\u011fu \u00fc\u00e7 dersten birinin \u00e7evrimi\u00e7i bir ders oldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fc. Ayr\u0131ca, en az\u0131ndan Kanada\u2019da, \u00e7evrimi\u00e7i derslerin ba\u015far\u0131yla tamamlanma oranlar\u0131 giderek y\u00fckselmi\u015f ve kalite a\u00e7\u0131s\u0131ndan kamp\u00fcs dersleriyle ayn\u0131 d\u00fczeye gelmi\u015fti.<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenmeyi dikkate almayan Sarma\u015f\u0131k Ligi \u00fcniversiteleri ve di\u011fer prestijli \u00fcniversiteler, d\u00fcnyada olup bitenlerden habersiz gibi g\u00f6r\u00fcnmekteydi. KA\u00c7D\u2019lerle birlikte, bu prestijli \u00fcniversiteler teknolojik yenile\u015fim anlam\u0131nda do\u011frudan s\u0131ran\u0131n en ba\u015f\u0131na s\u0131\u00e7rayacak ve ayn\u0131 zamanda sahip olduklar\u0131 se\u00e7ici, ki\u015fiye \u00f6zel ve y\u00fcksek maliyetli kamp\u00fcs programlar\u0131n\u0131 \u00e7evrimi\u00e7i \u00f6\u011frenmeyle do\u011frudan temastan uzak tutacaklard\u0131. Di\u011fer bir deyi\u015fle, KA\u00c7D\u2019ler bu prestijli \u00fcniversitelere \u00e7evrimi\u00e7i \u00f6\u011frenmeyi g\u00fcvenli bir \u015fekilde ke\u015ffedecekleri bir kum havuzu sa\u011flayacak, Sarma\u015f\u0131k Ligi \u00fcniversiteleri de KA\u00c7D\u2019lere ve dolayl\u0131 olarak da \u00e7evrimi\u00e7i \u00f6\u011frenmeye prestij ve itibar getirecekti.<\/p>\n
5.5.4 G\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131!<\/h2>\n
2011\u2019den \u00f6nceki y\u0131llarda, bir\u00e7ok ekonomist, felsefeci ve end\u00fcstri gurusu, yeni teknolojilerin e\u011fitimi ‘g\u00fc\u00e7l\u00fc ve y\u0131k\u0131c\u0131 bir de\u011fi\u015fimin ya\u015fanaca\u011f\u0131 bir alan’ olarak nitelendirmekteydi (\u00f6rne\u011fin bkz. Lyotard, 1979; Tapscott (tarihsiz); Christensen, 2010).<\/p>\n
\u00c7evrimi\u00e7i \u00f6\u011frenme kamp\u00fcs derslerinin harmanlanm\u0131\u015f olarak yeniden yap\u0131land\u0131r\u0131lmas\u0131yla y\u00fcksek\u00f6\u011fretimin i\u00e7ine yava\u015f yava\u015f, herhangi bir y\u0131k\u0131ma neden olmadan girmi\u015f olsa da, KA\u00c7D\u2019lerle meydana gelen e\u011fitim sekt\u00f6r\u00fcndeki y\u0131k\u0131c\u0131 yenile\u015fim kuramlar\u0131n\u0131n sonuncusunu destekleyecek kitlesel bir de\u011fi\u015fim olmu\u015ftur.<\/p>\n
5.5.5 Ve Silikon Vadisi sahnede!<\/h2>\n
\u0130lk KA\u00c7D\u2019lerin, giri\u015fimci bilgisayar bilimciler taraf\u0131ndan geli\u015ftirilmi\u015f olmas\u0131 bir tesad\u00fcf de\u011fildir. Ng ve Koller\u2019in ticari bir kurulu\u015f olarak Coursera\u2019y\u0131 kurmas\u0131n\u0131n hemen ard\u0131ndan, Thrun da Udacity\u2019yi kurmu\u015ftur. MIT\u2019de \u00e7al\u0131\u015fan bilgisayar bilimcisi Anant Agarwal ise, edX\u2019i kurarak onlar\u0131 takip etmi\u015ftir.<\/p>\n
\u0130lk KA\u00c7D\u2019ler, Silikon Vadisi\u2019nin tipik gen\u00e7 ve yenilik\u00e7i giri\u015fimlerindendi: i\u015fleyip i\u015flemeyece\u011fini g\u00f6rmek i\u00e7in piyasaya s\u00fcr\u00fclen ve ortaya \u00e7\u0131kabilecek sorunlarla ba\u015fa \u00e7\u0131kmak i\u00e7in daha fazla teknolojinin ve yeni fikrin (\u00f6\u011frenme analiti\u011fi, otomatikle\u015ftirilmi\u015f \u00f6l\u00e7me ve de\u011ferlendirme, akran de\u011ferlendirmesi) kullan\u0131ld\u0131\u011f\u0131 parlak bir fikir: bulut tabanl\u0131 ve basit bir yaz\u0131l\u0131mla \u00e7ok say\u0131da kat\u0131l\u0131mc\u0131n\u0131n y\u00f6netilebildi\u011fi kitlesel, a\u00e7\u0131k \u00e7evrimi\u00e7i dersler. Bunun s\u00fcrd\u00fcr\u00fclebilir bir i\u015f modeline d\u00f6n\u00fc\u015fmesi, ancak ba\u015flang\u0131\u00e7taki toz-duman ortadan kalkt\u0131ktan sonra d\u00fc\u015f\u00fcn\u00fclecekti.<\/p>\n
Sonu\u00e7 olarak, ilk KA\u00c7D\u2019lerin hemen hepsinin \u00e7evrimi\u00e7i \u00f6\u011frenmeye dair pedagojik kuramlar\u0131 veya \u00e7evrimi\u00e7i \u00f6\u011frenmenin ba\u015far\u0131s\u0131n\u0131 etkileyen fakt\u00f6rlere ili\u015fkin t\u00fcm ara\u015ft\u0131rma sonu\u00e7lar\u0131n\u0131 tamamen g\u00f6rmezden gelmesi \u00e7ok \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Sonu\u00e7 olarak, kat\u0131l\u0131mc\u0131lar\u0131n olduk\u00e7a k\u00fc\u00e7\u00fck bir k\u0131sm\u0131n\u0131n KA\u00c7D\u2019leri ba\u015far\u0131yla tamaml\u0131yor olmas\u0131 da ayn\u0131 \u015fekilde \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bu a\u00e7\u0131\u011f\u0131 kapatmak i\u00e7in hala zaman olsa da, \u015fimdiye kadar hem Coursera hem de (daha az oranda da olsa) edX e\u011fitimcilerin g\u00f6r\u00fc\u015flerini ve \u00e7evrimi\u00e7i \u00f6\u011frenmeyle ilgili ara\u015ft\u0131rmalar\u0131 g\u00f6rmezden gelmeye devam etmekte ve tekerle\u011fi yeniden ke\u015ffetmek anlam\u0131na geliyor olsa da kendi ara\u015ft\u0131rmalar\u0131n\u0131 yapmay\u0131 tercih etmektedir.<\/p>\n
5.5.6 It\u2019s the economy, stupid![1]<\/sup><\/a><\/h2>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na yol a\u00e7an nedenlere bak\u0131ld\u0131\u011f\u0131nda, arka planda Bill Clinton\u2019\u0131n me\u015fhur se\u00e7im slogan\u0131n\u0131n yank\u0131land\u0131\u011f\u0131n\u0131 duyar gibiyiz. ABD\u2019de 2008 y\u0131l\u0131nda ya\u015fanan korkun\u00e7 mali \u00e7\u00f6k\u00fc\u015f\u00fcn ekonomi \u00fczerindeki etkilerinin (\u00f6zellikle de eyaletler d\u00fczeyinde) 2011 y\u0131l\u0131na kadar hissedildi\u011fini unutmamam\u0131z gerekir.<\/p>\n
Ekonomik durgunluk, eyaletlerin bir anda vergi gelirlerini tahsil edememesi ve dolay\u0131s\u0131yla da eyalet d\u00fczeyindeki y\u00fcksek\u00f6\u011fretim sistemlerinin mali taleplerini kar\u015f\u0131layamamas\u0131 anlam\u0131na gelmekteydi. \u00d6rne\u011fin Kaliforniya eyaletindeki ikili \u00f6\u011fretim yapan meslek yksekokullar\u0131 sistemi, ki ABD\u2019nin en b\u00fcy\u00fck sistemidir, 2008-2012 y\u0131llar\u0131 aras\u0131nda devletten ald\u0131\u011f\u0131 finansman deste\u011finde yakla\u015f\u0131k 809 milyon ABD Dolar\u0131 tutar\u0131nda bir kesinti ya\u015fam\u0131\u015f, finansman deste\u011findeki bu d\u00fc\u015f\u00fc\u015f okullarda 500.000 ki\u015filik a\u00e7\u0131\u011fa neden olmu\u015ftu (Rivera, 2012). Bu d\u00f6nemde, \u00fccretsiz KA\u00c7D\u2019ler Vali Jerry Brown taraf\u0131ndan \u201cBa\u015f\u0131m\u0131za devlet ku\u015fu kondu\u201d olarak nitelendirilmi\u015fti (\u00f6rne\u011fin bkz. To, 2014).<\/p>\n
Devlet finansman deste\u011finde ya\u015fanan ani kesintinin bir sonucu da, y\u00fcksek\u00f6\u011fretimin ger\u00e7ek maliyetini bir anda g\u00f6z \u00f6n\u00fcne \u00e7\u0131karan \u00f6\u011frenim \u00fccretlerindeki ani art\u0131\u015f olmu\u015ftu. Y\u0131ll\u0131k %4\u2019l\u00fck enflasyon oran\u0131yla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ABD\u2019deki \u00f6\u011frenim \u00fccretleri son 10 y\u0131l i\u00e7erisinde y\u0131lda %7 oran\u0131nda artm\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretimin y\u00fcksek maliyetini dizginlemek i\u00e7in sonunda alternatif bir yol g\u00f6r\u00fcnmekteydi.<\/p>\n
2015 y\u0131l\u0131na gelindi\u011finde, ABD ekonomisi kendine gelmi\u015f ve devlet hazinesi tekrar dolmaya ba\u015flam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla, y\u00fcksek\u00f6\u011fretimin maliyetine ili\u015fkin radikal \u00e7\u00f6z\u00fcm aray\u0131\u015flar\u0131 da yat\u0131\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Y\u00fcksek\u00f6\u011fretime daha maliyet-etkin bir yakla\u015f\u0131m aray\u0131\u015f\u0131 devam edecek olsa da, ekonomi geli\u015ftik\u00e7e KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131n devam edip etmeyece\u011fini izlemek ilgi \u00e7ekici bir deneyim olacakt\u0131r.<\/p>\n
5.5.7 Panik yok!<\/h2>\n
Yukar\u0131da sayd\u0131klar\u0131m\u0131z\u0131n t\u00fcm\u00fc, KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131n\u0131 g\u00fc\u00e7lendiren fakt\u00f6rler aras\u0131nda yer almaktad\u0131r. Bu nedenle, KA\u00c7D\u2019lerin g\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nleri konusunda mutlaka a\u00e7\u0131k, net ve serinkanl\u0131 olunmas\u0131 gerekir. Esas nokta, KA\u00c7D\u2019lerin bilgi tabanl\u0131 bir toplumda \u00f6\u011frencilerin gereksinim duyduklar\u0131 bilgi ve becerilerin geli\u015ftirilmesine destek olup olmad\u0131\u011f\u0131d\u0131r. Bu sorunun yan\u0131t\u0131, hem evet hem de hay\u0131rd\u0131r.<\/p>\n
\u00d6rg\u00fcn e\u011fitimin d\u00fc\u015f\u00fck maliyetli bir tamamlay\u0131c\u0131s\u0131 olarak, KA\u00c7D\u2019ler olduk\u00e7a de\u011ferli birer ara\u00e7 olabilir; ancak, kesinlikle \u00f6rg\u00fcn e\u011fitimin yerini almas\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bug\u00fcn itibariyle bak\u0131ld\u0131\u011f\u0131nda KA\u00c7D\u2019ler, temel kavramlar olan \u00f6\u011frenmeyi, kavramay\u0131 ve bilginin ger\u00e7ek hayata uygulanmas\u0131na ili\u015fkin dar kapsaml\u0131 bir dizi etkinli\u011fi destekleyebilir. Halihaz\u0131rda iyi e\u011fitim alm\u0131\u015f veya bir konuya derin bir ilgi duyan bireylerin bir araya gelip birbirlerinden \u00f6\u011frenebildikleri uygulama topluluklar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in de olduk\u00e7a faydal\u0131 olabilir; ki bu, bir s\u00fcrekli e\u011fitim bi\u00e7imidir.<\/p>\n
Bununla birlikte, KA\u00c7D\u2019ler d\u00f6n\u00fc\u015f\u00fcm sa\u011flay\u0131c\u0131 bir \u00f6\u011frenmeye, derin entelekt\u00fcel anlamaya, karma\u015f\u0131k alternatiflerin de\u011ferlendirilmesi ve kan\u0131t tabanl\u0131 karar verme becerilerinin geli\u015ftirilmesine katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 hen\u00fcz g\u00f6sterememi\u015ftir. Uzmanlar taraf\u0131ndan verilen \u00f6\u011frenci deste\u011fi ve daha nitel de\u011ferlendirme bi\u00e7imlerini kullanmad\u0131\u011f\u0131 s\u00fcrece, bu katk\u0131y\u0131 sa\u011flayabilecekleri de \u015f\u00fcphelidir. En az\u0131ndan maliyette ciddi bir art\u0131\u015f \u00f6ng\u00f6rmeksizin\u2026<\/p>\n
Eninde sonunda, bir se\u00e7im yap\u0131lmas\u0131 gerekecek gibi g\u00f6r\u00fcnmekte: KA\u00c7D\u2019lere daha fazla kaynak ay\u0131r\u0131p sahip olduklar\u0131 baz\u0131 temel eksiklerin maliyetleri \u00e7ok art\u0131rmadan \u00e7\u00f6z\u00fclmesini mi umut edece\u011fiz, yoksa \u00f6\u011frencilerin dijital \u00e7a\u011fdaki gereksinimleri a\u00e7\u0131s\u0131ndan daha maliyet-etkin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na bizi g\u00f6t\u00fcrebilecek di\u011fer e\u011fitim teknolojisi ve \u00e7evrimi\u00e7i \u00f6\u011frenme bi\u00e7imlerine mi yat\u0131r\u0131m yapaca\u011f\u0131z?<\/p>\n
Kaynak\u00e7a<\/h2>\n
Bates, T. (2012) What\u2019s right and what\u2019s wrong with Coursera-style MOOCs Online Learning and Distance Education Resources<\/a>, August 5.<\/p>\nChristensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.<\/p>\nDaniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.<\/p>\nHill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.<\/p>\nLyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.<\/p>\nRivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.<\/p>\nTapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.<\/p>\nTo, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.<\/p>\nWatters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.<\/p>\nKA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:<\/p>\n
North Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)<\/p>\n\u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)<\/p>\nNOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.<\/p>\n
- \u00c7.N. Bill Clinton\u2019a 1992 se\u00e7imlerini kazand\u0131ran slogan oldu\u011fu s\u00f6ylenir. K\u00f6t\u00fc giden ekonomiye dikkat \u00e7ekmek i\u00e7in kullan\u0131lm\u0131\u015ft\u0131r. Kabaca \u201cBurada ekonomiden bahsediyoruz, seni aptal!\u201d olarak \u00e7evrilebilir. ↵<\/a><\/li><\/ol><\/div>","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-284","chapter","type-chapter","status-publish","hentry"],"part":275,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284","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=284"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions"}],"predecessor-version":[{"id":400,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions\/400"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/275"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/284\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=284"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=284"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=284"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=284"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Christensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns<\/em> New York: McGraw-Hill.<\/p>\n Daniel, J. (2012) Making sense of KA\u00c7Ds: Musings in a maze of myth, paradox and possibility<\/em><\/a> Seoul: Korean National Open University.<\/p>\n Hill, P. (2012) Four Barriers that KA\u00c7Ds Must Overcome to Build a Sustainable Model e-Literate<\/em><\/a>, July 24.<\/p>\n Lyotard, J-J. (1979) La Condition postmoderne: rapport sur le savoir<\/em>\u00a0Paris: Minuit.<\/p>\n Rivera, C. (2012) Survey offers dire picture of California\u2019s two-year colleges Los Angeles Times<\/em><\/a>, August 28.<\/p>\n Tapscott, D. (undated) The transformation of education dontapscott.com<\/em><\/a>.<\/p>\n To, K. (2014) UC Regents announce online course expansion<\/em><\/a>, The Guardian, UC San Diego, undated, but probably February 5.<\/p>\n Watters, A. (2012) Top 10 Ed-Tech Trends of 2012: MOOCs Hack Education<\/em><\/a>, December 3.<\/p>\n KA\u00c7D \u00e7\u0131lg\u0131nl\u0131\u011f\u0131na daha hafif ve e\u011flenceli bir bak\u0131\u015f i\u00e7in a\u015fa\u011f\u0131daki ba\u011flant\u0131larda bulunan bloglar\u0131 inceleyebilirsiniz:<\/p>\n North Korea Launches Two KA\u00c7Ds<\/a> (Kuzey Kore \u0130ki KA\u00c7D Ba\u015flat\u0131yor)<\/p>\n \u201cWhat should we do about KA\u00c7Ds?\u201d \u2013 the Board of Governors discusses<\/a> (KA\u00c7D\u2019lerle \u0130lgili Ne Yapmal\u0131y\u0131z? Y\u00f6neticiler Kurulu Tart\u0131\u015f\u0131yor)<\/p>\n NOT: Yukar\u0131daki iki blog da hiciv niteli\u011findedir ve kurgudur.<\/p>\n