{"id":304,"date":"2017-11-18T07:44:25","date_gmt":"2017-11-18T12:44:25","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=304"},"modified":"2018-08-13T00:39:43","modified_gmt":"2018-08-13T04:39:43","slug":"7-1-medya-turlerinin-pedagojik-farkliliklari","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/7-1-medya-turlerinin-pedagojik-farkliliklari\/","title":{"raw":"7.1 MEDYA T\u00dcRLER\u0130N\u0130N PEDAGOJ\u0130K FARKLILIKLARI","rendered":"7.1 MEDYA T\u00dcRLER\u0130N\u0130N PEDAGOJ\u0130K FARKLILIKLARI"},"content":{"raw":"[caption id=\"attachment_210\" align=\"aligncenter\" width=\"624\"]<a href=\"https:\/\/www.youtube.com\/watch?v=5I4rxfnCtxY&amp;list=PL9eEsN9D48mf4GGDAn1_zr-rmXv_Wmjuz&amp;index=3\"><img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1-1024x578.jpg\" alt=\"\" width=\"624\" height=\"352\" class=\" wp-image-210\" \/><\/a> \u015eekil 7.1.1 A\u011f\u0131r \u00e7ekim, videonun kendine \u00f6zg\u00fc, e\u015fsiz bir \u00f6zelli\u011fi midir?<br \/>Foto\u011fraf: S\u0131v\u0131 nitrojene c\u0131va d\u00f6kerken (Nottingham \u00dcniversitesi)<br \/>Videoyu izlemek i\u00e7in resmin \u00fczerine t\u0131klay\u0131n.[\/caption]\r\n\r\n<hr \/>\r\n\r\nSon b\u00f6l\u00fcmde, medya ve teknolojinin \u00fc\u00e7 temel boyutunu tan\u0131mlam\u0131\u015ft\u0131m. \u00d6n\u00fcm\u00fczdeki iki b\u00f6l\u00fcmde, \u00f6\u011fretim yaparken hangi medyay\u0131 kullanmaya karar vermemize yard\u0131mc\u0131 olacak bir y\u00f6ntemden bahsedece\u011fim. Bu b\u00f6l\u00fcmde, medya t\u00fcrlerinin pedagojik farkl\u0131l\u0131klar\u0131na de\u011finece\u011fim. Sonraki b\u00f6l\u00fcmde ise, \u00f6\u011fretim ama\u00e7l\u0131 medya ve teknoloji kullan\u0131m\u0131 kararlar\u0131n\u0131 verirken kullanabilece\u011fimiz bir model veya \u00f6l\u00e7\u00fctler seti ortaya koyaca\u011f\u0131m.\r\n<h2>7.1.1 \u0130lk ad\u0131mlar<\/h2>\r\nE\u011fitim ve \u00f6\u011fretimde teknoloji kullan\u0131m\u0131na ili\u015fkin kararlar\u0131n i\u00e7erisinde, \u00f6\u011frenme s\u00fcreci ile ilgili varsay\u0131mlar yer al\u0131r. Kitab\u0131n \u00f6nceki b\u00f6l\u00fcmlerinde, farkl\u0131 epistemolojik duru\u015flar\u0131n ve farkl\u0131 \u00f6\u011frenme kuramlar\u0131n\u0131n \u00f6\u011fretimin tasar\u0131m\u0131n\u0131 nas\u0131l etkiledi\u011fini g\u00f6rm\u00fc\u015ft\u00fck. Bu etki, bir \u00f6\u011fretmenin veya bir e\u011fitmenin uygun medya t\u00fcr\u00fcn\u00fc se\u00e7mesinde de belirleyici olacakt\u0131r. Dolay\u0131s\u0131yla, atman\u0131z gereken ilk ad\u0131m neyi, nas\u0131l \u00f6\u011fretmek istedi\u011finize karar vermektir.\r\n\r\nB\u00f6l\u00fcm 2 ve B\u00f6l\u00fcm 5 aras\u0131nda bu konuya detayl\u0131 olarak e\u011filmi\u015ftik; ancak \u00f6zetlemek gerekirse, uygun medya\/teknolojinin se\u00e7imi ve kullan\u0131lmas\u0131nda \u00f6\u011fretme ve \u00f6\u011frenme a\u00e7\u0131s\u0131ndan sorulmas\u0131 gereken be\u015f kritik soru bulunmaktad\u0131r:\r\n<ul>\r\n \t<li>Bilgiye ve \u00f6\u011fretime dair epistemolojik duru\u015fum nedir?<\/li>\r\n \t<li>\u00d6\u011fretimden bekledi\u011fim \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 nelerdir?<\/li>\r\n \t<li>\u00d6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 kolayla\u015ft\u0131rmak i\u00e7in hangi \u00f6\u011fretim y\u00f6ntemleri kullan\u0131lacak?<\/li>\r\n \t<li>Her medya\/teknolojinin kendine \u00f6zg\u00fc e\u011fitsel \u00f6zellikleri nelerdir? Bu \u00f6zellikler, \u00f6\u011frenme ve \u00f6\u011fretme beklentileriyle nas\u0131l e\u015fle\u015fir?<\/li>\r\n \t<li>Elimde hangi kaynaklar var?<\/li>\r\n<\/ul>\r\nMedya t\u00fcrlerinin sa\u011flad\u0131\u011f\u0131 avantajlar alternatif \u00f6\u011fretim y\u00f6ntemlerine veya hatta daha \u00f6nce akla gelmeyen olas\u0131 \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na i\u015faret edebilece\u011finden, bu sorular\u0131n arka arkaya de\u011fil d\u00f6ng\u00fcsel veya tekrarlayan bir \u015fekilde sorulmas\u0131 gerekir. Farkl\u0131 medya t\u00fcrlerinin kendine \u00f6zg\u00fc pedagojik \u00f6zellikleri d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, hangi i\u00e7eri\u011fin i\u015flenece\u011fi ve hangi becerilerin geli\u015ftirilece\u011fine dair de bir tak\u0131m de\u011fi\u015fiklikler s\u00f6z konusu olacakt\u0131r. Bu nedenle, bu a\u015famada i\u00e7erik ve \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na ili\u015fkin kararlar\u0131n deneme niteli\u011finde ele al\u0131nmas\u0131 gerekir.\r\n<h2>7.1.2 Bir medya t\u00fcr\u00fcn\u00fcn kendine \u00f6zg\u00fc e\u011fitsel \u00f6zelliklerinin belirlenmesi<\/h2>\r\nFarkl\u0131 medya t\u00fcrlerinin, farkl\u0131 \u00f6\u011frenme t\u00fcrleri i\u00e7in sa\u011flad\u0131\u011f\u0131 avantaj, esneklik ve potansiyel de farkl\u0131d\u0131r. \u00d6\u011fretim sanat\u0131n\u0131n inceliklerinden biri de, istenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na en uygun medya t\u00fcr\u00fcn\u00fcn bulunmas\u0131 ve birbiriyle e\u015fle\u015ftirilmesidir. Bu ikisi aras\u0131ndaki ili\u015fkiyi \u00f6n\u00fcm\u00fczdeki paragraflarda irdeleyece\u011fiz; ancak \u00f6ncelikle, bu konuyla ilgili ge\u00e7mi\u015fte yap\u0131lan ara\u015ft\u0131rmalar\u0131n bir \u00f6zetine bakal\u0131m (\u00f6rne\u011fin bkz. \u00a0Trenaman, 1967; Olson and Bruner, 1974; Schramm, 1977; Salomon, 1979, 1981; Clark, 1983; Bates, 1985; Koumi, 2006; Berk, 2009; Mayer, 2009).\r\n\r\nYap\u0131lan ara\u015ft\u0131rmalar, hangi medya t\u00fcr\u00fcn\u00fcn kullan\u0131laca\u011f\u0131na karar verme s\u00fcrecinde \u00fc\u00e7 temel \u00f6genin dikkate al\u0131nmas\u0131 gerekti\u011fine i\u015faret etmektedir:\r\n<ul>\r\n \t<li>i\u00e7erik;<\/li>\r\n \t<li>i\u00e7erik yap\u0131s\u0131;<\/li>\r\n \t<li>beceriler.<\/li>\r\n<\/ul>\r\nOlson ve Bruner (1974), \u00f6\u011frenmenin iki belirgin boyutu oldu\u011funu s\u00f6yler: olgulara, ilkelere, fikirlere, kavramlara, olaylara, ili\u015fkilere, kurallara ve yasalara ili\u015fkin bilgi edinmek ve bu bilgiyi kullanarak beceri geli\u015ftirmek. Yukar\u0131da bahsetti\u011fim gibi, bunun da ardarda gelen s\u0131ral\u0131 bir s\u00fcre\u00e7 olmas\u0131 gerekmez. \u00d6nce becerileri belirledikten sonra geri d\u00f6n\u00fcp, o becerileri desteklemek i\u00e7in gereken kavramlar\u0131 ve ilkeleri belirlemek de farkl\u0131 bir \u00e7al\u0131\u015fma \u015fekli olabilir. Asl\u0131na bak\u0131l\u0131rsa, i\u00e7eri\u011fi \u00f6\u011frenme ve beceri geli\u015ftirme a\u015famalar\u0131, t\u00fcm \u00f6\u011frenme s\u00fcre\u00e7lerinde bir \u015fekilde bir araya getirilir.\u00a0Bununla birlikte i\u015f teknoloji kullan\u0131m\u0131na geldi\u011finde, <em>i\u00e7erik<\/em> ve <em>beceriler<\/em> aras\u0131nda bir ayr\u0131ma gitmek faydal\u0131 olacakt\u0131r.\r\n<h3>7.1.2.1. \u0130\u00e7eri\u011fin temsili<\/h3>\r\nMedya t\u00fcrleri, farkl\u0131 i\u00e7erik t\u00fcrlerini <em>temsil<\/em> edebildikleri \u00f6l\u00e7\u00fcde birbirlerinden farkl\u0131la\u015f\u0131rlar; \u00e7\u00fcnk\u00fc enformasyonu kodlarken farkl\u0131 sembol sistemleri (metin, ses, hareketsiz resim, hareketli imgeler, vb.) kullan\u0131rlar (Salomon, 1979). Bir \u00f6nceki b\u00f6l\u00fcmde, farkl\u0131 medya t\u00fcrlerinin farkl\u0131 sembol sistemlerini bir araya getirebildi\u011finden bahsetmi\u015ftik. Medya t\u00fcrlerinin sembol sistemlerini birle\u015ftirmede kulland\u0131\u011f\u0131 farkl\u0131 yollar, farkl\u0131 medya t\u00fcrlerinin i\u00e7eri\u011fi nas\u0131l temsil etti\u011fini de etkiler. Dolay\u0131s\u0131yla, bir bilimsel deneyin do\u011frudan deneyimlenmesi, yaz\u0131l\u0131 olarak tan\u0131mlanmas\u0131, televizyon kayd\u0131 ve bilgisayar sim\u00fclasyonu aras\u0131nda fark vard\u0131r. Yani, ayn\u0131 deneye ili\u015fkin farkl\u0131 t\u00fcrde enformasyonun iletiminde farkl\u0131 sembol sistemleri kullan\u0131lmaktad\u0131r. \u00d6rne\u011fin, s\u0131cakl\u0131k kavram\u0131n\u0131 dokunarak, matematiksel semboller kullanarak (800 santigrat), kelimeler kullanarak (partik\u00fcllerin rastgele hareketi), animasyonla veya deney g\u00f6zlemi yoluyla \u00f6\u011frenebiliriz. Sonu\u00e7 olarak, s\u0131cakl\u0131\u011fa dair \u2018bilgi\u2019miz dura\u011fan de\u011fil, geli\u015fimseldir. \u00d6\u011frenmenin b\u00fcy\u00fck bir k\u0131sm\u0131, farkl\u0131 medya ve sembol sistemleri yoluyla elde edilen i\u00e7eri\u011fin zihinsel olarak b\u00fct\u00fcnle\u015ftirilmesini gerektirir. Bu nedenle, bir kavram\u0131n veya bir fikrin derinlemesine anla\u015f\u0131lmas\u0131, farkl\u0131 medya kaynaklar\u0131ndan derlenen i\u00e7eri\u011fin b\u00fct\u00fcnle\u015ftirilmesinin bir sonucu olarak ortaya \u00e7\u0131kar (Mayer, 2009).\r\n\r\nMedya, somut veya soyut bilgiyi ele alma kabiliyetine g\u00f6re de farkl\u0131l\u0131k g\u00f6sterir. Soyut bilgi, \u00f6ncelikle dil arac\u0131l\u0131\u011f\u0131yla ele al\u0131n\u0131r. Medya t\u00fcrlerinin t\u00fcm\u00fc yaz\u0131l\u0131 veya s\u00f6zl\u00fc olarak dille me\u015fgul olsa da, somut bilgiyi temsil kabiliyetleri a\u00e7\u0131s\u0131ndan de\u011fi\u015firler. \u00d6rne\u011fin, televizyon soyut kavramlar\u0131n somut \u00f6rneklerini g\u00f6sterir, video somut \u2018olay\u2019\u0131 g\u00f6sterir, film m\u00fczi\u011fi ise olay\u0131 soyut a\u00e7\u0131dan \u00e7\u00f6z\u00fcmler. \u0130yi tasarlanm\u0131\u015f bir medya, \u00f6\u011frenenlerin somuttan soyuta ve oradan tekrar somuta ge\u00e7melerine yard\u0131m eder ve onlar\u0131 derin \u00f6\u011frenmeye g\u00f6t\u00fcr\u00fcr.\r\n<h3>7.1.2.2 \u0130\u00e7erik yap\u0131s\u0131<\/h3>\r\nMedya t\u00fcrleri, i\u00e7eri\u011fi yap\u0131land\u0131rma \u015fekliyle de birbirinden farkl\u0131l\u0131k g\u00f6sterir. Kitaplar, telefon, radyo, ses kay\u0131tlar\u0131 ve y\u00fcz y\u00fcze \u00f6\u011fretim t\u00fcrlerinin t\u00fcm\u00fc, i\u00e7eri\u011fi do\u011frusal veya s\u0131ral\u0131 olarak sunar. Bu medya t\u00fcrleri bazen benzer etkinlikleri temsil etse de (\u00f6rne\u011fin bas\u0131l\u0131 medya t\u00fcrlerinde, farkl\u0131 b\u00f6l\u00fcmler ayn\u0131 anda meydana gelen olaylar\u0131 farkl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131ndan g\u00f6sterebilirler), bu etkinliklerin s\u0131ral\u0131 olarak birbiri ard\u0131na sunulmas\u0131 gerekir. Bilgisayarlar ve televizyon, e\u015fzamanl\u0131 olarak meydana gelen \u00e7oklu de\u011fi\u015fkenler aras\u0131ndaki ili\u015fkiyi g\u00f6sterirken veya benzetimle anlat\u0131rken daha iyi i\u015f g\u00f6r\u00fcr. Bilgisayarlar, belirli s\u0131n\u0131rlar i\u00e7erisinde olsa da, enformasyon yoluyla dallanan veya alternatif rotalar\u0131n g\u00f6sterimini de yapabilirler.\r\n\r\nEnformasyonun yap\u0131land\u0131r\u0131lmas\u0131 gerekti\u011fi yerlerde, konu alan\u0131n\u0131n ne oldu\u011fu \u00f6nemlidir. \u00d6rne\u011fin fen bilimleri veya tarih gibi konu alanlar\u0131, i\u00e7eri\u011fi disiplinin i\u00e7 mant\u0131\u011f\u0131n\u0131n gerektirdi\u011fi \u00f6zel \u015fekillerde yap\u0131land\u0131r\u0131rlar. Bu yap\u0131n\u0131n \u00e7ok kat\u0131 veya mant\u0131ksal olmas\u0131 farkl\u0131 kavramlar aras\u0131ndaki belirli ili\u015fkilerin veya sekanslar\u0131n var olmas\u0131n\u0131 gerektirebilir; yap\u0131 \u00e7ok a\u00e7\u0131k veya esnek olursa da, \u00f6\u011frencilerin \u00fcst d\u00fczey karma\u015f\u0131k materyallerle sezgisel olarak ba\u015fa \u00e7\u0131kmas\u0131 gerekebilir.\r\n\r\nO zaman, medya hem enformasyonun sembolik olarak sunulmas\u0131 a\u00e7\u0131s\u0131ndan hem de farkl\u0131 konu alanlar\u0131nda farkl\u0131 yap\u0131lar\u0131 ele almas\u0131 bak\u0131m\u0131ndan \u00e7e\u015fitleniyorsa, istenen sunum bi\u00e7imine ve ilgili konu alan\u0131n\u0131n bask\u0131n yap\u0131s\u0131na en uygun medya t\u00fcr\u00fcn\u00fcn se\u00e7ilmesi gerekir. Sonu\u00e7 olarak, farkl\u0131 konu alanlar\u0131 farkl\u0131 bir medya dengesinin olmas\u0131n\u0131 zorunlu k\u0131lacakt\u0131r. Bu da \u015fu anlama gelmektedir: konu alan\u0131 uzmanlar\u0131 medya se\u00e7imi ve kullan\u0131m\u0131na ili\u015fkin verilecek kararlara dahil olmal\u0131 ve se\u00e7ilen medyan\u0131n ilgili konu alan\u0131n\u0131n sunumuyla ba\u011flant\u0131l\u0131 ve yap\u0131sal \u00f6zelliklerine uygun olmas\u0131n\u0131 sa\u011flamal\u0131d\u0131r.\r\n<h3>7.1.2.3 Beceri geli\u015fimi<\/h3>\r\nMedya t\u00fcrleri, farkl\u0131 becerilerin geli\u015ftirilmesine yard\u0131mc\u0131 olma derecesi a\u00e7\u0131s\u0131ndan da farkl\u0131la\u015fmaktad\u0131r. Beceriler, entelekt\u00fcel, psikomotor veya duyu\u015fsal beceriler (duygular, hisler) olabilir. Bloom'un \u00d6\u011frenme Hedefleri Taksonomisi'nin (1956) Krathwohl (2002) versiyonunu kullanan Koumi (2015), Krathwohl'un \u00f6\u011frenme hedefleri s\u0131n\u0131fland\u0131rmas\u0131n\u0131 temel alarak metin ve video t\u00fcrlerinin \u00f6\u011frenme hedefleri \u00fczerinde sa\u011flad\u0131\u011f\u0131 kolayl\u0131klar\u0131 incelemi\u015ftir.\r\n\r\n\u00c7o\u011fu derste beklenen entelekt\u00fcel \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n en asgari d\u00fczeyi, <em>kavrama<\/em>d\u0131r.\u00a0 Baz\u0131 ara\u015ft\u0131rmac\u0131lar (\u00f6rne\u011fin Marton &amp;\u00a0S\u00e4lj\u00f6, 1976), y\u00fczeysel kavrama ile derin kavrama aras\u0131nda bir ayr\u0131m yaparlar. Becerilerin en \u00fcst d\u00fczeyi, kavranan yeni durumlar\u0131n uygulamaya konulmas\u0131d\u0131r. Bunu yapmak i\u00e7inse analiz, de\u011ferlendirme ve problem \u00e7\u00f6zme becerilerinin geli\u015ftirilmesi gerekir.\r\n\r\nDolay\u0131s\u0131yla, ilk ad\u0131mlardan biri hem i\u00e7erik hem de beceriler a\u00e7\u0131s\u0131ndan \u00f6\u011frenme hedeflerinin veya \u00e7\u0131kt\u0131lar\u0131n\u0131n belirlenmesi olacakt\u0131r. Bunu yaparken, baz\u0131 medya t\u00fcrlerinin kullan\u0131m\u0131n\u0131n \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 anlam\u0131nda yeni olas\u0131l\u0131klar ya da durumlar do\u011furaca\u011f\u0131 fark edilmelidir.\r\n<h2>7.1.3 Pedagojik kolayl\u0131klar m\u0131, medya t\u00fcr\u00fcn\u00fcn kendine \u00f6zg\u00fc \u00f6zellikleri mi?<\/h2>\r\n\u2018Kolayl\u0131k' veya 'sa\u011flarl\u0131k' (<em>affordance<\/em>), bir nesnenin \u00e7evresinde ger\u00e7ekle\u015ftirebilece\u011fi olas\u0131 eylemleri tan\u0131mlamak i\u00e7in\u00a0\u00a0ilk kez psikolog James Gibson (1977) taraf\u0131ndan kullan\u0131lm\u0131\u015f bir terimdir. \u00d6rne\u011fin, kap\u0131n\u0131n \u00fczerinde bir kap\u0131 topuzu g\u00f6rd\u00fc\u011f\u00fcm\u00fczde topuzun \u00e7evrilmesi veya kap\u0131n\u0131n \u00e7ekilmesi gerekti\u011fini, d\u00fcz bir levha varsa kap\u0131n\u0131n itilmesi gerekti\u011fini d\u00fc\u015f\u00fcn\u00fcr\u00fcz. Terim, \u00f6\u011fretim tasar\u0131m\u0131 ve insan-makine etkile\u015fimi de dahil olmak \u00fczere bir\u00e7ok alanda kullan\u0131lmaktad\u0131r.\r\n\r\nO zaman bir medya t\u00fcr\u00fcn\u00fcn pedagojik kolayl\u0131klar\u0131ndan veya sa\u011flarl\u0131\u011f\u0131ndan bahsetti\u011fimizde, o medya t\u00fcr\u00fcn\u00fcn belirli \u00f6\u011fretme ama\u00e7lar\u0131 i\u00e7in kullan\u0131m olas\u0131l\u0131klar\u0131ndan bahsediyoruz demektir. Buradaki kullan\u0131m olas\u0131l\u0131klar\u0131n\u0131n, kullan\u0131c\u0131n\u0131n (yani bizim durumumuzda \u00f6\u011fretmenin veya e\u011fitmenin) \u00f6znel yorumuna ba\u011fl\u0131 oldu\u011funu unutmamam\u0131z gerekir. Bazen de, bir medya t\u00fcr\u00fcn\u00fc o t\u00fcr\u00fcn kendine \u00f6zg\u00fc \u00f6zelliklerinden farkl\u0131 bir \u015fekilde kullan\u0131yor olabiliriz. \u00d6rne\u011fin videoyu, bir ders anlat\u0131m\u0131n\u0131 kaydetmek veya ders anlat\u0131m\u0131 yapmak i\u00e7in kullanabiliriz. Bu anlamda, ders anlat\u0131m\u0131 ve video i\u00e7in en az\u0131ndan bir kolayl\u0131ktan bahsetmek m\u00fcmk\u00fcnd\u00fcr. Benzer \u015fekilde, \u00f6\u011frenciler bir medya t\u00fcr\u00fcn\u00fc e\u011fitmenin d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fc \u015fekilde kullanmayabilirler. \u00d6rne\u011fin\u00a0Bates ve Gallagher (1977), baz\u0131 sosyal bilimler \u00f6\u011frencilerinin kavramlar\u0131n sunumundan ziyade bilginin analizini veya uygulanmas\u0131n\u0131 gerektiren belgesel tarz\u0131 televizyon programlar\u0131n\u0131 tercih etmediklerini tespit etmi\u015flerdir.\r\n\r\nBenim gibi baz\u0131lar\u0131 da, kolayl\u0131k veya sa\u011flarl\u0131k yerine 'kendine \u00f6zg\u00fc \u00f6zellikler' terimini kullanmay\u0131 ye\u011fler; \u00e7\u00fcnk\u00fc 'kendine \u00f6zg\u00fc \u00f6zellikler' terimi bir medya t\u00fcr\u00fcn\u00fcn di\u011fer medya t\u00fcrleri taraf\u0131ndan taklit edilemeyecek belli kullan\u0131m \u015fekilleri oldu\u011funu ifade eder. Dolay\u0131s\u0131yla, medya t\u00fcr\u00fcn\u00fcn se\u00e7imi ve kullan\u0131m\u0131nda daha iyi bir ayr\u0131\u015ft\u0131r\u0131c\u0131d\u0131r. \u00d6rne\u011fin, mekanik bir s\u00fcrecin yava\u015f oynat\u0131mda g\u00f6sterilmesini videodan ba\u015fka bir medya t\u00fcr\u00fcn\u00fcn ba\u015farmas\u0131 imkans\u0131z olmasa bile olduk\u00e7a zordur. Dolay\u0131s\u0131yla, ilerleyen k\u0131s\u0131mlarda her medya t\u00fcr\u00fcn\u00fcn sa\u011flad\u0131\u011f\u0131 kolayl\u0131klar yerine o medya t\u00fcr\u00fcn\u00fcn kendine \u00f6zg\u00fc \u00f6zelliklerine yo\u011funla\u015fmaya gayret edece\u011fim. Bununla birlikte unutmamak gerekir ki, medya t\u00fcrlerinin yorumlanmas\u0131 \u00f6znel ve esnek bir s\u00fcre\u00e7tir ve k\u0131sa s\u00fcre i\u00e7erisinde kesin bir yarg\u0131ya varmak g\u00fc\u00e7t\u00fcr.\r\n\r\n\u0130lerleyen k\u0131s\u0131mlarda, a\u015fa\u011f\u0131daki medya t\u00fcrlerinin kendilerine \u00f6zg\u00fc pedagojik \u00f6zelliklerinden baz\u0131lar\u0131n\u0131 tan\u0131mlamaya \u00e7al\u0131\u015faca\u011f\u0131m:\r\n<ul>\r\n \t<li>metin<\/li>\r\n \t<li>ses<\/li>\r\n \t<li>video<\/li>\r\n \t<li>bilgisayar ve \u0130nternet<\/li>\r\n \t<li>sosyal medya<\/li>\r\n<\/ul>\r\nTeknik olarak, y\u00fcz y\u00fcze \u00f6\u011fretimin de bir medya t\u00fcr\u00fc olarak ele al\u0131nmas\u0131 gerekiyor; ancak y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc \u00f6zelliklerine sunum yollar\u0131n\u0131 tart\u0131\u015ft\u0131\u011f\u0131m B\u00f6l\u00fcm 9'da de\u011finece\u011fim.\r\n<h2>7.1.4 Burada neyi ama\u00e7l\u0131yorum?<\/h2>\r\nFarkl\u0131 medya t\u00fcrlerinin analizine ba\u015flamadan \u00f6nce, bu b\u00f6l\u00fcmde ne ama\u00e7lad\u0131\u011f\u0131m\u0131z anla\u015f\u0131lmas\u0131 son derece \u00f6nemli... Medya t\u00fcrlerinin kullan\u0131ld\u0131\u011f\u0131 ko\u015fullar\u0131n \u00f6nemi ve bilimin her medya t\u00fcr\u00fcn\u00fcn kendine \u00f6zg\u00fc pedagojik \u00f6zelliklerini kesin olarak birbirinden ay\u0131rmaya yeterli olmamas\u0131ndan yola \u00e7\u0131karak, burada bu \u00f6zelliklerin bir listesini vermeye DE\u011e\u0130L farkl\u0131 medya t\u00fcrlerinin pedagojik sa\u011flarl\u0131klar\u0131na ili\u015fkin bir d\u00fc\u015f\u00fcnme \u015fekli ortaya koymaya \u00e7al\u0131\u015f\u0131yorum. Bunu ba\u015farabilmek i\u00e7in, her medya t\u00fcr\u00fcn\u00fcn en \u00f6nemli oldu\u011fu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcm \u00f6zelliklerini tan\u0131mlayaca\u011f\u0131m.\r\n\r\nBununla birlikte, okuyucular \u00e7al\u0131\u015ft\u0131klar\u0131 alana ba\u011fl\u0131 olarak farkl\u0131 sonu\u00e7lara varabilirler. \u00d6nemli olan, her medya t\u00fcr\u00fcn\u00fcn kendi \u00e7al\u0131\u015fma alanlar\u0131na ne t\u00fcr bir katk\u0131 sa\u011flayabilece\u011fi hakk\u0131nda\u00a0\u00f6\u011fretmen ve e\u011fitmenleri d\u00fc\u015f\u00fcnmeye sevk etmektir. Bunu yapabilmek i\u00e7in, kendi \u00e7al\u0131\u015fma alanlar\u0131n\u0131n do\u011fas\u0131n\u0131 ve \u00f6\u011frencilerinin gereksinimlerini \u00e7ok iyi bilmenin yan\u0131 s\u0131ra her medya t\u00fcr\u00fcn\u00fcn kilit pedagojik \u00f6zelliklerini de iyi anlamalar\u0131 gerekir.\r\n<h2>Kaynak\u00e7a<\/h2>\r\nBates, A. (1985) <em>Broadcasting in Education: An Evaluation.<\/em> London: Constables\r\n\r\nBates, A. and Gallagher, M. (1977) <em>Improving the Effectiveness of Open University Television Case-Studies and Documentaries.<\/em> Milton Keynes: The Open University (I.E.T. Papers on Broadcasting, No. 77)\r\n\r\nBerk, R.A. (2009) Multimedia teaching with video clips: TV, movies, YouTube and mtvU in the college classroom. <em>International Journal of Technology in Teaching and Learning<\/em>, Vol. 91, No. 5\r\n\r\nBloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R<a href=\"http:\/\/en.wikipedia.org\/wiki\/David_Krathwohl\">.<\/a> (1956). <em>Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain<\/em>. New York: David McKay Company.\r\n\r\nClark, R. (1983) Reconsidering research on learning from media. <em>Review of Educational Research<\/em>, Vol. 53. No. 4\r\n\r\nGibson, J.J. \u00a0(1979) <em>The Ecological Approach to Visual Perception.<\/em> Boston: Houghton Mifflin\r\n\r\nKoumi, J. (2006) <em>Designing video and multimedia for open and flexible learning<\/em>. London: Routledge.\r\n\r\nKoumi, J. (2015) Learning outcomes afforded by self-assessed, segmented video-print combinations <a href=\"http:\/\/www.academia.edu\/8092450\/Potent_Pedagogic_Roles_for_Video\">Academia.edu<\/a> (unpublished to date)\r\n\r\nKrathwohl, D.R. (2002) A Revision of Bloom\u2019s Taxonomy: An Overview. In Theory into Practice, Vol. 41, No. 4.\u00a0 College of Education, The Ohio State University. Retrieved from <a href=\"http:\/\/www.unco.edu\/cetl\/sir\/stating_outcome\/documents\/Krathwohl.pdf\">http:\/\/www.unco.edu\/cetl\/sir\/stating_outcome\/documents\/Krathwohl.pdf<\/a>\r\n\r\nMarton, F. and S\u00e4lj\u00f6, R. (1997) Approaches to learning, in <a href=\"http:\/\/www.ed.ac.uk\/schools-departments\/institute-academic-development\/learning-teaching\/staff\/advice\/researching\/publications\/experience-of-learning\">Marton, F., Hounsell, D. and Entwistle, N. (eds.) The experience of learning: Edinburgh: Scottish Academic Press (<\/a>out of press, but available online)\r\n\r\nMayer, R. E. (2009) <em>Multimedia learning<\/em> (2nd ed). New York: Cambridge University Press\r\n\r\nOlson, D. and Bruner, J. (1974) \u2018Learning through experience and learning through media\u2019, in Olson, D. (ed.) Media and Symbols: the Forms of Expression Chicago: University of Chicago Press\r\n\r\nSalomon, G. (1979) Interaction of Media, Cognition and Learning San Francisco: Jossey-Bass\r\n\r\nSalomon, G. (1981) Communication and Education Beverley Hills CA\/London: Sage\r\n\r\nSchramm, W. (1977) Big Media, Little Media Beverley Hills CA\/London: Sage\r\n\r\nTrenaman, J. (1967) Communication and Comprehension London: Longmans\r\n\r\n&nbsp;","rendered":"<figure id=\"attachment_210\" aria-describedby=\"caption-attachment-210\" style=\"width: 624px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/www.youtube.com\/watch?v=5I4rxfnCtxY&amp;list=PL9eEsN9D48mf4GGDAn1_zr-rmXv_Wmjuz&amp;index=3\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1-1024x578.jpg\" alt=\"\" width=\"624\" height=\"352\" class=\"wp-image-210\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1-1024x578.jpg 1024w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1-300x169.jpg 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1-768x433.jpg 768w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1-65x37.jpg 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1-225x127.jpg 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1-350x198.jpg 350w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/11\/7.1.1.jpg 1081w\" sizes=\"auto, (max-width: 624px) 100vw, 624px\" \/><\/a><figcaption id=\"caption-attachment-210\" class=\"wp-caption-text\">\u015eekil 7.1.1 A\u011f\u0131r \u00e7ekim, videonun kendine \u00f6zg\u00fc, e\u015fsiz bir \u00f6zelli\u011fi midir?<br \/>Foto\u011fraf: S\u0131v\u0131 nitrojene c\u0131va d\u00f6kerken (Nottingham \u00dcniversitesi)<br \/>Videoyu izlemek i\u00e7in resmin \u00fczerine t\u0131klay\u0131n.<\/figcaption><\/figure>\n<hr \/>\n<p>Son b\u00f6l\u00fcmde, medya ve teknolojinin \u00fc\u00e7 temel boyutunu tan\u0131mlam\u0131\u015ft\u0131m. \u00d6n\u00fcm\u00fczdeki iki b\u00f6l\u00fcmde, \u00f6\u011fretim yaparken hangi medyay\u0131 kullanmaya karar vermemize yard\u0131mc\u0131 olacak bir y\u00f6ntemden bahsedece\u011fim. Bu b\u00f6l\u00fcmde, medya t\u00fcrlerinin pedagojik farkl\u0131l\u0131klar\u0131na de\u011finece\u011fim. Sonraki b\u00f6l\u00fcmde ise, \u00f6\u011fretim ama\u00e7l\u0131 medya ve teknoloji kullan\u0131m\u0131 kararlar\u0131n\u0131 verirken kullanabilece\u011fimiz bir model veya \u00f6l\u00e7\u00fctler seti ortaya koyaca\u011f\u0131m.<\/p>\n<h2>7.1.1 \u0130lk ad\u0131mlar<\/h2>\n<p>E\u011fitim ve \u00f6\u011fretimde teknoloji kullan\u0131m\u0131na ili\u015fkin kararlar\u0131n i\u00e7erisinde, \u00f6\u011frenme s\u00fcreci ile ilgili varsay\u0131mlar yer al\u0131r. Kitab\u0131n \u00f6nceki b\u00f6l\u00fcmlerinde, farkl\u0131 epistemolojik duru\u015flar\u0131n ve farkl\u0131 \u00f6\u011frenme kuramlar\u0131n\u0131n \u00f6\u011fretimin tasar\u0131m\u0131n\u0131 nas\u0131l etkiledi\u011fini g\u00f6rm\u00fc\u015ft\u00fck. Bu etki, bir \u00f6\u011fretmenin veya bir e\u011fitmenin uygun medya t\u00fcr\u00fcn\u00fc se\u00e7mesinde de belirleyici olacakt\u0131r. Dolay\u0131s\u0131yla, atman\u0131z gereken ilk ad\u0131m neyi, nas\u0131l \u00f6\u011fretmek istedi\u011finize karar vermektir.<\/p>\n<p>B\u00f6l\u00fcm 2 ve B\u00f6l\u00fcm 5 aras\u0131nda bu konuya detayl\u0131 olarak e\u011filmi\u015ftik; ancak \u00f6zetlemek gerekirse, uygun medya\/teknolojinin se\u00e7imi ve kullan\u0131lmas\u0131nda \u00f6\u011fretme ve \u00f6\u011frenme a\u00e7\u0131s\u0131ndan sorulmas\u0131 gereken be\u015f kritik soru bulunmaktad\u0131r:<\/p>\n<ul>\n<li>Bilgiye ve \u00f6\u011fretime dair epistemolojik duru\u015fum nedir?<\/li>\n<li>\u00d6\u011fretimden bekledi\u011fim \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 nelerdir?<\/li>\n<li>\u00d6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 kolayla\u015ft\u0131rmak i\u00e7in hangi \u00f6\u011fretim y\u00f6ntemleri kullan\u0131lacak?<\/li>\n<li>Her medya\/teknolojinin kendine \u00f6zg\u00fc e\u011fitsel \u00f6zellikleri nelerdir? Bu \u00f6zellikler, \u00f6\u011frenme ve \u00f6\u011fretme beklentileriyle nas\u0131l e\u015fle\u015fir?<\/li>\n<li>Elimde hangi kaynaklar var?<\/li>\n<\/ul>\n<p>Medya t\u00fcrlerinin sa\u011flad\u0131\u011f\u0131 avantajlar alternatif \u00f6\u011fretim y\u00f6ntemlerine veya hatta daha \u00f6nce akla gelmeyen olas\u0131 \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na i\u015faret edebilece\u011finden, bu sorular\u0131n arka arkaya de\u011fil d\u00f6ng\u00fcsel veya tekrarlayan bir \u015fekilde sorulmas\u0131 gerekir. Farkl\u0131 medya t\u00fcrlerinin kendine \u00f6zg\u00fc pedagojik \u00f6zellikleri d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, hangi i\u00e7eri\u011fin i\u015flenece\u011fi ve hangi becerilerin geli\u015ftirilece\u011fine dair de bir tak\u0131m de\u011fi\u015fiklikler s\u00f6z konusu olacakt\u0131r. Bu nedenle, bu a\u015famada i\u00e7erik ve \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na ili\u015fkin kararlar\u0131n deneme niteli\u011finde ele al\u0131nmas\u0131 gerekir.<\/p>\n<h2>7.1.2 Bir medya t\u00fcr\u00fcn\u00fcn kendine \u00f6zg\u00fc e\u011fitsel \u00f6zelliklerinin belirlenmesi<\/h2>\n<p>Farkl\u0131 medya t\u00fcrlerinin, farkl\u0131 \u00f6\u011frenme t\u00fcrleri i\u00e7in sa\u011flad\u0131\u011f\u0131 avantaj, esneklik ve potansiyel de farkl\u0131d\u0131r. \u00d6\u011fretim sanat\u0131n\u0131n inceliklerinden biri de, istenen \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na en uygun medya t\u00fcr\u00fcn\u00fcn bulunmas\u0131 ve birbiriyle e\u015fle\u015ftirilmesidir. Bu ikisi aras\u0131ndaki ili\u015fkiyi \u00f6n\u00fcm\u00fczdeki paragraflarda irdeleyece\u011fiz; ancak \u00f6ncelikle, bu konuyla ilgili ge\u00e7mi\u015fte yap\u0131lan ara\u015ft\u0131rmalar\u0131n bir \u00f6zetine bakal\u0131m (\u00f6rne\u011fin bkz. \u00a0Trenaman, 1967; Olson and Bruner, 1974; Schramm, 1977; Salomon, 1979, 1981; Clark, 1983; Bates, 1985; Koumi, 2006; Berk, 2009; Mayer, 2009).<\/p>\n<p>Yap\u0131lan ara\u015ft\u0131rmalar, hangi medya t\u00fcr\u00fcn\u00fcn kullan\u0131laca\u011f\u0131na karar verme s\u00fcrecinde \u00fc\u00e7 temel \u00f6genin dikkate al\u0131nmas\u0131 gerekti\u011fine i\u015faret etmektedir:<\/p>\n<ul>\n<li>i\u00e7erik;<\/li>\n<li>i\u00e7erik yap\u0131s\u0131;<\/li>\n<li>beceriler.<\/li>\n<\/ul>\n<p>Olson ve Bruner (1974), \u00f6\u011frenmenin iki belirgin boyutu oldu\u011funu s\u00f6yler: olgulara, ilkelere, fikirlere, kavramlara, olaylara, ili\u015fkilere, kurallara ve yasalara ili\u015fkin bilgi edinmek ve bu bilgiyi kullanarak beceri geli\u015ftirmek. Yukar\u0131da bahsetti\u011fim gibi, bunun da ardarda gelen s\u0131ral\u0131 bir s\u00fcre\u00e7 olmas\u0131 gerekmez. \u00d6nce becerileri belirledikten sonra geri d\u00f6n\u00fcp, o becerileri desteklemek i\u00e7in gereken kavramlar\u0131 ve ilkeleri belirlemek de farkl\u0131 bir \u00e7al\u0131\u015fma \u015fekli olabilir. Asl\u0131na bak\u0131l\u0131rsa, i\u00e7eri\u011fi \u00f6\u011frenme ve beceri geli\u015ftirme a\u015famalar\u0131, t\u00fcm \u00f6\u011frenme s\u00fcre\u00e7lerinde bir \u015fekilde bir araya getirilir.\u00a0Bununla birlikte i\u015f teknoloji kullan\u0131m\u0131na geldi\u011finde, <em>i\u00e7erik<\/em> ve <em>beceriler<\/em> aras\u0131nda bir ayr\u0131ma gitmek faydal\u0131 olacakt\u0131r.<\/p>\n<h3>7.1.2.1. \u0130\u00e7eri\u011fin temsili<\/h3>\n<p>Medya t\u00fcrleri, farkl\u0131 i\u00e7erik t\u00fcrlerini <em>temsil<\/em> edebildikleri \u00f6l\u00e7\u00fcde birbirlerinden farkl\u0131la\u015f\u0131rlar; \u00e7\u00fcnk\u00fc enformasyonu kodlarken farkl\u0131 sembol sistemleri (metin, ses, hareketsiz resim, hareketli imgeler, vb.) kullan\u0131rlar (Salomon, 1979). Bir \u00f6nceki b\u00f6l\u00fcmde, farkl\u0131 medya t\u00fcrlerinin farkl\u0131 sembol sistemlerini bir araya getirebildi\u011finden bahsetmi\u015ftik. Medya t\u00fcrlerinin sembol sistemlerini birle\u015ftirmede kulland\u0131\u011f\u0131 farkl\u0131 yollar, farkl\u0131 medya t\u00fcrlerinin i\u00e7eri\u011fi nas\u0131l temsil etti\u011fini de etkiler. Dolay\u0131s\u0131yla, bir bilimsel deneyin do\u011frudan deneyimlenmesi, yaz\u0131l\u0131 olarak tan\u0131mlanmas\u0131, televizyon kayd\u0131 ve bilgisayar sim\u00fclasyonu aras\u0131nda fark vard\u0131r. Yani, ayn\u0131 deneye ili\u015fkin farkl\u0131 t\u00fcrde enformasyonun iletiminde farkl\u0131 sembol sistemleri kullan\u0131lmaktad\u0131r. \u00d6rne\u011fin, s\u0131cakl\u0131k kavram\u0131n\u0131 dokunarak, matematiksel semboller kullanarak (800 santigrat), kelimeler kullanarak (partik\u00fcllerin rastgele hareketi), animasyonla veya deney g\u00f6zlemi yoluyla \u00f6\u011frenebiliriz. Sonu\u00e7 olarak, s\u0131cakl\u0131\u011fa dair \u2018bilgi\u2019miz dura\u011fan de\u011fil, geli\u015fimseldir. \u00d6\u011frenmenin b\u00fcy\u00fck bir k\u0131sm\u0131, farkl\u0131 medya ve sembol sistemleri yoluyla elde edilen i\u00e7eri\u011fin zihinsel olarak b\u00fct\u00fcnle\u015ftirilmesini gerektirir. Bu nedenle, bir kavram\u0131n veya bir fikrin derinlemesine anla\u015f\u0131lmas\u0131, farkl\u0131 medya kaynaklar\u0131ndan derlenen i\u00e7eri\u011fin b\u00fct\u00fcnle\u015ftirilmesinin bir sonucu olarak ortaya \u00e7\u0131kar (Mayer, 2009).<\/p>\n<p>Medya, somut veya soyut bilgiyi ele alma kabiliyetine g\u00f6re de farkl\u0131l\u0131k g\u00f6sterir. Soyut bilgi, \u00f6ncelikle dil arac\u0131l\u0131\u011f\u0131yla ele al\u0131n\u0131r. Medya t\u00fcrlerinin t\u00fcm\u00fc yaz\u0131l\u0131 veya s\u00f6zl\u00fc olarak dille me\u015fgul olsa da, somut bilgiyi temsil kabiliyetleri a\u00e7\u0131s\u0131ndan de\u011fi\u015firler. \u00d6rne\u011fin, televizyon soyut kavramlar\u0131n somut \u00f6rneklerini g\u00f6sterir, video somut \u2018olay\u2019\u0131 g\u00f6sterir, film m\u00fczi\u011fi ise olay\u0131 soyut a\u00e7\u0131dan \u00e7\u00f6z\u00fcmler. \u0130yi tasarlanm\u0131\u015f bir medya, \u00f6\u011frenenlerin somuttan soyuta ve oradan tekrar somuta ge\u00e7melerine yard\u0131m eder ve onlar\u0131 derin \u00f6\u011frenmeye g\u00f6t\u00fcr\u00fcr.<\/p>\n<h3>7.1.2.2 \u0130\u00e7erik yap\u0131s\u0131<\/h3>\n<p>Medya t\u00fcrleri, i\u00e7eri\u011fi yap\u0131land\u0131rma \u015fekliyle de birbirinden farkl\u0131l\u0131k g\u00f6sterir. Kitaplar, telefon, radyo, ses kay\u0131tlar\u0131 ve y\u00fcz y\u00fcze \u00f6\u011fretim t\u00fcrlerinin t\u00fcm\u00fc, i\u00e7eri\u011fi do\u011frusal veya s\u0131ral\u0131 olarak sunar. Bu medya t\u00fcrleri bazen benzer etkinlikleri temsil etse de (\u00f6rne\u011fin bas\u0131l\u0131 medya t\u00fcrlerinde, farkl\u0131 b\u00f6l\u00fcmler ayn\u0131 anda meydana gelen olaylar\u0131 farkl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131ndan g\u00f6sterebilirler), bu etkinliklerin s\u0131ral\u0131 olarak birbiri ard\u0131na sunulmas\u0131 gerekir. Bilgisayarlar ve televizyon, e\u015fzamanl\u0131 olarak meydana gelen \u00e7oklu de\u011fi\u015fkenler aras\u0131ndaki ili\u015fkiyi g\u00f6sterirken veya benzetimle anlat\u0131rken daha iyi i\u015f g\u00f6r\u00fcr. Bilgisayarlar, belirli s\u0131n\u0131rlar i\u00e7erisinde olsa da, enformasyon yoluyla dallanan veya alternatif rotalar\u0131n g\u00f6sterimini de yapabilirler.<\/p>\n<p>Enformasyonun yap\u0131land\u0131r\u0131lmas\u0131 gerekti\u011fi yerlerde, konu alan\u0131n\u0131n ne oldu\u011fu \u00f6nemlidir. \u00d6rne\u011fin fen bilimleri veya tarih gibi konu alanlar\u0131, i\u00e7eri\u011fi disiplinin i\u00e7 mant\u0131\u011f\u0131n\u0131n gerektirdi\u011fi \u00f6zel \u015fekillerde yap\u0131land\u0131r\u0131rlar. Bu yap\u0131n\u0131n \u00e7ok kat\u0131 veya mant\u0131ksal olmas\u0131 farkl\u0131 kavramlar aras\u0131ndaki belirli ili\u015fkilerin veya sekanslar\u0131n var olmas\u0131n\u0131 gerektirebilir; yap\u0131 \u00e7ok a\u00e7\u0131k veya esnek olursa da, \u00f6\u011frencilerin \u00fcst d\u00fczey karma\u015f\u0131k materyallerle sezgisel olarak ba\u015fa \u00e7\u0131kmas\u0131 gerekebilir.<\/p>\n<p>O zaman, medya hem enformasyonun sembolik olarak sunulmas\u0131 a\u00e7\u0131s\u0131ndan hem de farkl\u0131 konu alanlar\u0131nda farkl\u0131 yap\u0131lar\u0131 ele almas\u0131 bak\u0131m\u0131ndan \u00e7e\u015fitleniyorsa, istenen sunum bi\u00e7imine ve ilgili konu alan\u0131n\u0131n bask\u0131n yap\u0131s\u0131na en uygun medya t\u00fcr\u00fcn\u00fcn se\u00e7ilmesi gerekir. Sonu\u00e7 olarak, farkl\u0131 konu alanlar\u0131 farkl\u0131 bir medya dengesinin olmas\u0131n\u0131 zorunlu k\u0131lacakt\u0131r. Bu da \u015fu anlama gelmektedir: konu alan\u0131 uzmanlar\u0131 medya se\u00e7imi ve kullan\u0131m\u0131na ili\u015fkin verilecek kararlara dahil olmal\u0131 ve se\u00e7ilen medyan\u0131n ilgili konu alan\u0131n\u0131n sunumuyla ba\u011flant\u0131l\u0131 ve yap\u0131sal \u00f6zelliklerine uygun olmas\u0131n\u0131 sa\u011flamal\u0131d\u0131r.<\/p>\n<h3>7.1.2.3 Beceri geli\u015fimi<\/h3>\n<p>Medya t\u00fcrleri, farkl\u0131 becerilerin geli\u015ftirilmesine yard\u0131mc\u0131 olma derecesi a\u00e7\u0131s\u0131ndan da farkl\u0131la\u015fmaktad\u0131r. Beceriler, entelekt\u00fcel, psikomotor veya duyu\u015fsal beceriler (duygular, hisler) olabilir. Bloom&#8217;un \u00d6\u011frenme Hedefleri Taksonomisi&#8217;nin (1956) Krathwohl (2002) versiyonunu kullanan Koumi (2015), Krathwohl&#8217;un \u00f6\u011frenme hedefleri s\u0131n\u0131fland\u0131rmas\u0131n\u0131 temel alarak metin ve video t\u00fcrlerinin \u00f6\u011frenme hedefleri \u00fczerinde sa\u011flad\u0131\u011f\u0131 kolayl\u0131klar\u0131 incelemi\u015ftir.<\/p>\n<p>\u00c7o\u011fu derste beklenen entelekt\u00fcel \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131n en asgari d\u00fczeyi, <em>kavrama<\/em>d\u0131r.\u00a0 Baz\u0131 ara\u015ft\u0131rmac\u0131lar (\u00f6rne\u011fin Marton &amp;\u00a0S\u00e4lj\u00f6, 1976), y\u00fczeysel kavrama ile derin kavrama aras\u0131nda bir ayr\u0131m yaparlar. Becerilerin en \u00fcst d\u00fczeyi, kavranan yeni durumlar\u0131n uygulamaya konulmas\u0131d\u0131r. Bunu yapmak i\u00e7inse analiz, de\u011ferlendirme ve problem \u00e7\u00f6zme becerilerinin geli\u015ftirilmesi gerekir.<\/p>\n<p>Dolay\u0131s\u0131yla, ilk ad\u0131mlardan biri hem i\u00e7erik hem de beceriler a\u00e7\u0131s\u0131ndan \u00f6\u011frenme hedeflerinin veya \u00e7\u0131kt\u0131lar\u0131n\u0131n belirlenmesi olacakt\u0131r. Bunu yaparken, baz\u0131 medya t\u00fcrlerinin kullan\u0131m\u0131n\u0131n \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 anlam\u0131nda yeni olas\u0131l\u0131klar ya da durumlar do\u011furaca\u011f\u0131 fark edilmelidir.<\/p>\n<h2>7.1.3 Pedagojik kolayl\u0131klar m\u0131, medya t\u00fcr\u00fcn\u00fcn kendine \u00f6zg\u00fc \u00f6zellikleri mi?<\/h2>\n<p>\u2018Kolayl\u0131k&#8217; veya &#8216;sa\u011flarl\u0131k&#8217; (<em>affordance<\/em>), bir nesnenin \u00e7evresinde ger\u00e7ekle\u015ftirebilece\u011fi olas\u0131 eylemleri tan\u0131mlamak i\u00e7in\u00a0\u00a0ilk kez psikolog James Gibson (1977) taraf\u0131ndan kullan\u0131lm\u0131\u015f bir terimdir. \u00d6rne\u011fin, kap\u0131n\u0131n \u00fczerinde bir kap\u0131 topuzu g\u00f6rd\u00fc\u011f\u00fcm\u00fczde topuzun \u00e7evrilmesi veya kap\u0131n\u0131n \u00e7ekilmesi gerekti\u011fini, d\u00fcz bir levha varsa kap\u0131n\u0131n itilmesi gerekti\u011fini d\u00fc\u015f\u00fcn\u00fcr\u00fcz. Terim, \u00f6\u011fretim tasar\u0131m\u0131 ve insan-makine etkile\u015fimi de dahil olmak \u00fczere bir\u00e7ok alanda kullan\u0131lmaktad\u0131r.<\/p>\n<p>O zaman bir medya t\u00fcr\u00fcn\u00fcn pedagojik kolayl\u0131klar\u0131ndan veya sa\u011flarl\u0131\u011f\u0131ndan bahsetti\u011fimizde, o medya t\u00fcr\u00fcn\u00fcn belirli \u00f6\u011fretme ama\u00e7lar\u0131 i\u00e7in kullan\u0131m olas\u0131l\u0131klar\u0131ndan bahsediyoruz demektir. Buradaki kullan\u0131m olas\u0131l\u0131klar\u0131n\u0131n, kullan\u0131c\u0131n\u0131n (yani bizim durumumuzda \u00f6\u011fretmenin veya e\u011fitmenin) \u00f6znel yorumuna ba\u011fl\u0131 oldu\u011funu unutmamam\u0131z gerekir. Bazen de, bir medya t\u00fcr\u00fcn\u00fc o t\u00fcr\u00fcn kendine \u00f6zg\u00fc \u00f6zelliklerinden farkl\u0131 bir \u015fekilde kullan\u0131yor olabiliriz. \u00d6rne\u011fin videoyu, bir ders anlat\u0131m\u0131n\u0131 kaydetmek veya ders anlat\u0131m\u0131 yapmak i\u00e7in kullanabiliriz. Bu anlamda, ders anlat\u0131m\u0131 ve video i\u00e7in en az\u0131ndan bir kolayl\u0131ktan bahsetmek m\u00fcmk\u00fcnd\u00fcr. Benzer \u015fekilde, \u00f6\u011frenciler bir medya t\u00fcr\u00fcn\u00fc e\u011fitmenin d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fc \u015fekilde kullanmayabilirler. \u00d6rne\u011fin\u00a0Bates ve Gallagher (1977), baz\u0131 sosyal bilimler \u00f6\u011frencilerinin kavramlar\u0131n sunumundan ziyade bilginin analizini veya uygulanmas\u0131n\u0131 gerektiren belgesel tarz\u0131 televizyon programlar\u0131n\u0131 tercih etmediklerini tespit etmi\u015flerdir.<\/p>\n<p>Benim gibi baz\u0131lar\u0131 da, kolayl\u0131k veya sa\u011flarl\u0131k yerine &#8216;kendine \u00f6zg\u00fc \u00f6zellikler&#8217; terimini kullanmay\u0131 ye\u011fler; \u00e7\u00fcnk\u00fc &#8216;kendine \u00f6zg\u00fc \u00f6zellikler&#8217; terimi bir medya t\u00fcr\u00fcn\u00fcn di\u011fer medya t\u00fcrleri taraf\u0131ndan taklit edilemeyecek belli kullan\u0131m \u015fekilleri oldu\u011funu ifade eder. Dolay\u0131s\u0131yla, medya t\u00fcr\u00fcn\u00fcn se\u00e7imi ve kullan\u0131m\u0131nda daha iyi bir ayr\u0131\u015ft\u0131r\u0131c\u0131d\u0131r. \u00d6rne\u011fin, mekanik bir s\u00fcrecin yava\u015f oynat\u0131mda g\u00f6sterilmesini videodan ba\u015fka bir medya t\u00fcr\u00fcn\u00fcn ba\u015farmas\u0131 imkans\u0131z olmasa bile olduk\u00e7a zordur. Dolay\u0131s\u0131yla, ilerleyen k\u0131s\u0131mlarda her medya t\u00fcr\u00fcn\u00fcn sa\u011flad\u0131\u011f\u0131 kolayl\u0131klar yerine o medya t\u00fcr\u00fcn\u00fcn kendine \u00f6zg\u00fc \u00f6zelliklerine yo\u011funla\u015fmaya gayret edece\u011fim. Bununla birlikte unutmamak gerekir ki, medya t\u00fcrlerinin yorumlanmas\u0131 \u00f6znel ve esnek bir s\u00fcre\u00e7tir ve k\u0131sa s\u00fcre i\u00e7erisinde kesin bir yarg\u0131ya varmak g\u00fc\u00e7t\u00fcr.<\/p>\n<p>\u0130lerleyen k\u0131s\u0131mlarda, a\u015fa\u011f\u0131daki medya t\u00fcrlerinin kendilerine \u00f6zg\u00fc pedagojik \u00f6zelliklerinden baz\u0131lar\u0131n\u0131 tan\u0131mlamaya \u00e7al\u0131\u015faca\u011f\u0131m:<\/p>\n<ul>\n<li>metin<\/li>\n<li>ses<\/li>\n<li>video<\/li>\n<li>bilgisayar ve \u0130nternet<\/li>\n<li>sosyal medya<\/li>\n<\/ul>\n<p>Teknik olarak, y\u00fcz y\u00fcze \u00f6\u011fretimin de bir medya t\u00fcr\u00fc olarak ele al\u0131nmas\u0131 gerekiyor; ancak y\u00fcz y\u00fcze \u00f6\u011fretimin kendine \u00f6zg\u00fc \u00f6zelliklerine sunum yollar\u0131n\u0131 tart\u0131\u015ft\u0131\u011f\u0131m B\u00f6l\u00fcm 9&#8217;da de\u011finece\u011fim.<\/p>\n<h2>7.1.4 Burada neyi ama\u00e7l\u0131yorum?<\/h2>\n<p>Farkl\u0131 medya t\u00fcrlerinin analizine ba\u015flamadan \u00f6nce, bu b\u00f6l\u00fcmde ne ama\u00e7lad\u0131\u011f\u0131m\u0131z anla\u015f\u0131lmas\u0131 son derece \u00f6nemli&#8230; Medya t\u00fcrlerinin kullan\u0131ld\u0131\u011f\u0131 ko\u015fullar\u0131n \u00f6nemi ve bilimin her medya t\u00fcr\u00fcn\u00fcn kendine \u00f6zg\u00fc pedagojik \u00f6zelliklerini kesin olarak birbirinden ay\u0131rmaya yeterli olmamas\u0131ndan yola \u00e7\u0131karak, burada bu \u00f6zelliklerin bir listesini vermeye DE\u011e\u0130L farkl\u0131 medya t\u00fcrlerinin pedagojik sa\u011flarl\u0131klar\u0131na ili\u015fkin bir d\u00fc\u015f\u00fcnme \u015fekli ortaya koymaya \u00e7al\u0131\u015f\u0131yorum. Bunu ba\u015farabilmek i\u00e7in, her medya t\u00fcr\u00fcn\u00fcn en \u00f6nemli oldu\u011fu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcm \u00f6zelliklerini tan\u0131mlayaca\u011f\u0131m.<\/p>\n<p>Bununla birlikte, okuyucular \u00e7al\u0131\u015ft\u0131klar\u0131 alana ba\u011fl\u0131 olarak farkl\u0131 sonu\u00e7lara varabilirler. \u00d6nemli olan, her medya t\u00fcr\u00fcn\u00fcn kendi \u00e7al\u0131\u015fma alanlar\u0131na ne t\u00fcr bir katk\u0131 sa\u011flayabilece\u011fi hakk\u0131nda\u00a0\u00f6\u011fretmen ve e\u011fitmenleri d\u00fc\u015f\u00fcnmeye sevk etmektir. Bunu yapabilmek i\u00e7in, kendi \u00e7al\u0131\u015fma alanlar\u0131n\u0131n do\u011fas\u0131n\u0131 ve \u00f6\u011frencilerinin gereksinimlerini \u00e7ok iyi bilmenin yan\u0131 s\u0131ra her medya t\u00fcr\u00fcn\u00fcn kilit pedagojik \u00f6zelliklerini de iyi anlamalar\u0131 gerekir.<\/p>\n<h2>Kaynak\u00e7a<\/h2>\n<p>Bates, A. (1985) <em>Broadcasting in Education: An Evaluation.<\/em> London: Constables<\/p>\n<p>Bates, A. and Gallagher, M. (1977) <em>Improving the Effectiveness of Open University Television Case-Studies and Documentaries.<\/em> Milton Keynes: The Open University (I.E.T. Papers on Broadcasting, No. 77)<\/p>\n<p>Berk, R.A. (2009) Multimedia teaching with video clips: TV, movies, YouTube and mtvU in the college classroom. <em>International Journal of Technology in Teaching and Learning<\/em>, Vol. 91, No. 5<\/p>\n<p>Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R<a href=\"http:\/\/en.wikipedia.org\/wiki\/David_Krathwohl\">.<\/a> (1956). <em>Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain<\/em>. New York: David McKay Company.<\/p>\n<p>Clark, R. (1983) Reconsidering research on learning from media. <em>Review of Educational Research<\/em>, Vol. 53. No. 4<\/p>\n<p>Gibson, J.J. \u00a0(1979) <em>The Ecological Approach to Visual Perception.<\/em> Boston: Houghton Mifflin<\/p>\n<p>Koumi, J. (2006) <em>Designing video and multimedia for open and flexible learning<\/em>. London: Routledge.<\/p>\n<p>Koumi, J. (2015) Learning outcomes afforded by self-assessed, segmented video-print combinations <a href=\"http:\/\/www.academia.edu\/8092450\/Potent_Pedagogic_Roles_for_Video\">Academia.edu<\/a> (unpublished to date)<\/p>\n<p>Krathwohl, D.R. (2002) A Revision of Bloom\u2019s Taxonomy: An Overview. In Theory into Practice, Vol. 41, No. 4.\u00a0 College of Education, The Ohio State University. Retrieved from <a href=\"http:\/\/www.unco.edu\/cetl\/sir\/stating_outcome\/documents\/Krathwohl.pdf\">http:\/\/www.unco.edu\/cetl\/sir\/stating_outcome\/documents\/Krathwohl.pdf<\/a><\/p>\n<p>Marton, F. and S\u00e4lj\u00f6, R. (1997) Approaches to learning, in <a href=\"http:\/\/www.ed.ac.uk\/schools-departments\/institute-academic-development\/learning-teaching\/staff\/advice\/researching\/publications\/experience-of-learning\">Marton, F., Hounsell, D. and Entwistle, N. (eds.) The experience of learning: Edinburgh: Scottish Academic Press (<\/a>out of press, but available online)<\/p>\n<p>Mayer, R. E. (2009) <em>Multimedia learning<\/em> (2nd ed). New York: Cambridge University Press<\/p>\n<p>Olson, D. and Bruner, J. (1974) \u2018Learning through experience and learning through media\u2019, in Olson, D. (ed.) Media and Symbols: the Forms of Expression Chicago: University of Chicago Press<\/p>\n<p>Salomon, G. (1979) Interaction of Media, Cognition and Learning San Francisco: Jossey-Bass<\/p>\n<p>Salomon, G. (1981) Communication and Education Beverley Hills CA\/London: Sage<\/p>\n<p>Schramm, W. (1977) Big Media, Little Media Beverley Hills CA\/London: Sage<\/p>\n<p>Trenaman, J. (1967) Communication and Comprehension London: Longmans<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":43,"menu_order":1,"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-304","chapter","type-chapter","status-publish","hentry"],"part":303,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/304","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=304"}],"version-history":[{"count":9,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/304\/revisions"}],"predecessor-version":[{"id":488,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/304\/revisions\/488"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/303"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/304\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=304"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=304"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=304"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=304"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}