{"id":319,"date":"2017-11-18T07:50:14","date_gmt":"2017-11-18T12:50:14","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=319"},"modified":"2019-02-26T08:23:02","modified_gmt":"2019-02-26T13:23:02","slug":"1-7-cevreden-merkeze-teknoloji-ogretim-seklimizi-nasil-degistiriyor","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/1-7-cevreden-merkeze-teknoloji-ogretim-seklimizi-nasil-degistiriyor\/","title":{"raw":"1.7 \u00c7EVREDEN MERKEZE: TEKNOLOJ\u0130 \u00d6\u011eRET\u0130M \u015eEKL\u0130M\u0130Z\u0130 NASIL DE\u011e\u0130\u015eT\u0130R\u0130YOR?","rendered":"1.7 \u00c7EVREDEN MERKEZE: TEKNOLOJ\u0130 \u00d6\u011eRET\u0130M \u015eEKL\u0130M\u0130Z\u0130 NASIL DE\u011e\u0130\u015eT\u0130R\u0130YOR?"},"content":{"raw":"<a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/6-2-egitim-teknolojisinin-kisa-tarihcesi\/\">B\u00f6l\u00fcm 6.2<\/a>'de, teknolojinin \u00e7ok eski zamanlardan beri \u00f6\u011fretim i\u00e7erisinde \u00f6nemli bir rol\u00fc oldu\u011funu, ancak son d\u00f6nemde e\u011fitimin merkezinden ziyade \u00e7evresinde kald\u0131\u011f\u0131n\u0131 g\u00f6rece\u011fiz. E\u011fitimde teknoloji, \u00e7o\u011funlukla, d\u00fczenli s\u0131n\u0131f i\u00e7i \u00f6\u011fretimi desteklemek amac\u0131yla ya da az\u0131nl\u0131k say\u0131labilecek bir grup \u00f6\u011frenci i\u00e7in veya \u00f6zel birimler b\u00fcnyesinde (genellikle s\u00fcrekli e\u011fitim veya tamamlama e\u011fitimi \u015feklinde) uzaktan e\u011fitim bi\u00e7iminde kullan\u0131lm\u0131\u015ft\u0131r. Ancak son 10 ila 15 y\u0131l i\u00e7erisinde teknoloji, \u00fcniversitelerin temel \u00f6\u011fretim faaliyetlerini giderek daha \u00e7ok etkilemeye ba\u015flam\u0131\u015ft\u0131r. Teknolojinin e\u011fitimin \u00e7evresinden e\u011fitimin merkezine olan yolculu\u011funu a\u015fa\u011f\u0131daki e\u011filimlere bakarak daha iyi anlayabiliriz.\r\n<h2>1.7.1. \u00c7EVRIM\u0130\u00c7\u0130 \u00d6\u011eRENME<\/h2>\r\nKredili derslerin \u00e7evrimi\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilmesi, y\u00fcksek\u00f6\u011fretim kurumlar\u0131ndaki (ve hatta bir noktaya kadar ilk ve orta\u00f6\u011fretim kurumlar\u0131ndaki) bir \u00e7ok b\u00f6l\u00fcm\u00fcn en temel ve merkezi faaliyeti olma yolunda h\u0131zla ilerlemektedir. ABD\u2019nde tamamen \u00e7evrimi\u00e7i derslere (uzaktan e\u011fitim dersleri gibi) kay\u0131t yapt\u0131ranlar, y\u00fcksek\u00f6\u011fretime kay\u0131t olmu\u015f t\u00fcm \u00f6\u011frencilerin y\u00fczde 25\u2019i ila y\u00fczde 33\u2019\u00fcn\u00fc olu\u015fturmaktad\u0131r (Allen and Seaman, 2014). Kuzey Amerika\u2019da \u00e7evrimi\u00e7i \u00f6\u011fretim kay\u0131tlar\u0131 son 15 y\u0131l i\u00e7erisinde y\u0131lda y\u00fczde 10-20 aras\u0131nda art\u0131\u015f g\u00f6stermektedir. Kamp\u00fcs tabanl\u0131 geleneksel \u00f6\u011fretime yap\u0131lan kay\u0131tlar ise, y\u0131lda y\u00fczde 2-3 artmaktad\u0131r. 2014 y\u0131l\u0131 itibariyle, en az\u0131ndan bir \u00e7evrimi\u00e7i derse kay\u0131t yapt\u0131ran yakla\u015f\u0131k yedi milyon \u00f6\u011frenci bulunmaktad\u0131r ve bu \u00f6\u011frencilerin yakla\u015f\u0131k bir milyonu Kaliforniya B\u00f6lge \u00dcniversiteleri Sistemi\u2019ne kay\u0131tl\u0131d\u0131r (Johnson ve Mejia, 2014). Tamamen \u00e7evrimi\u00e7i \u00f6\u011frenme, bug\u00fcn, bir\u00e7ok okul ve y\u00fcksek\u00f6\u011fretim kurumunun anahtar bile\u015feni haline gelmi\u015ftir.\r\n\r\n<hr \/>\r\n\r\n[caption id=\"attachment_27\" align=\"aligncenter\" width=\"849\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1-1024x454.png\" alt=\"\" width=\"849\" height=\"377\" class=\"wp-image-27 \" \/> \u015eekil 1.7.1 ABD\u2019de \u00e7evrimi\u00e7i \u00f6\u011frenmenin geli\u015fimi[\/caption]\r\n\r\n<hr \/>\r\n\r\n<h2>1.7.2. HARMANLANMI\u015e \/ KARMA \u00d6\u011eRENME<\/h2>\r\nDaha \u00e7ok e\u011fitmen \u00e7evrimi\u00e7i \u00f6\u011frenme ile ilgilendik\u00e7e, geleneksel olarak s\u0131n\u0131f i\u00e7erisinde yap\u0131lan bir\u00e7ok \u015feyin ayn\u0131 derecede veya daha iyi bir \u015fekilde \u00e7evrimi\u00e7i olarak da yap\u0131labilece\u011fini g\u00f6rmeye ba\u015flam\u0131\u015ft\u0131r. Bu konuyu, B\u00f6l\u00fcm 9\u2019da daha ayr\u0131nt\u0131l\u0131 olarak inceleyece\u011fiz. Sonu\u00e7 olarak, e\u011fitmenler, yava\u015f yava\u015f daha \u00e7ok say\u0131da \u00e7evrimi\u00e7i unsuru s\u0131n\u0131f-i\u00e7i \u00f6\u011fretime dahil etmeye ba\u015flam\u0131\u015f; bu kapsamda ders notlar\u0131n\u0131n slayt veya PDF format\u0131nda depoland\u0131\u011f\u0131 \u00f6\u011frenme y\u00f6netim sistemlerini kullanm\u0131\u015f, ek okuma i\u00e7in dijital metinlere ba\u011flant\u0131lar vermi\u015f veya \u00e7evrimi\u00e7i tart\u0131\u015fma gruplar\u0131ndan yararlanm\u0131\u015flard\u0131r. Burada asl\u0131nda temel s\u0131n\u0131f-i\u00e7i \u00f6\u011fretim modelini de\u011fi\u015ftirmeden, \u00e7evrimi\u00e7i \u00f6\u011frenmenin a\u015famal\u0131 olarak y\u00fcz y\u00fcze \u00f6\u011fretimle harmanland\u0131\u011f\u0131 bir sistemden bahsediyoruz. Burada, \u00e7evrimi\u00e7i \u00f6\u011frenme, geleneksel \u00f6\u011fretimi destekleyici olarak kullan\u0131lmaktad\u0131r. Bu alanda belli bir standart veya ortak kabul g\u00f6rm\u00fc\u015f tan\u0131mlar yoksa da, teknolojinin bu \u015fekilde kullan\u0131m\u0131 i\u00e7in \u2018harmanlanm\u0131\u015f \u00f6\u011frenme\u2019 terimini kullanaca\u011f\u0131m.\r\n\r\nSon d\u00f6nemde, derslerin kaydedilebiliyor olmas\u0131yla e\u011fitmenler yeni bir \u015feyin fark\u0131na vard\u0131lar: Dersler kaydedildi\u011finde, \u00f6\u011frenciler ders kay\u0131tlar\u0131n\u0131 ders haricinde kendilerine uygun bir zamanda izleyebilecekler ve b\u00f6ylece ders saatleri s\u0131n\u0131f i\u00e7erisindeki daha etkile\u015fimli uygulamalar i\u00e7in kullan\u0131labilecektir. Bu model, \u2018d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015f s\u0131n\u0131f\u2019 olarak bilinmektedir.\r\n\r\n\u015eimdi baz\u0131 kurumlar, e\u011fitim-\u00f6\u011fretimin \u00f6nemli bir k\u0131sm\u0131n\u0131 daha harmanlanm\u0131\u015f veya daha esnek y\u00f6ntemlere do\u011fru kayd\u0131rmak i\u00e7in planlar geli\u015ftirmektedir. \u00d6rne\u011fin Ottawa \u00dcniversitesi, be\u015f y\u0131l i\u00e7erisinde derslerinin en az y\u00fczde 25\u2019ini harmanlanm\u0131\u015f olarak vermeyi planlamaktad\u0131r (University of Ottawa, 2013). British Columbia \u00dcniversitesi ise, \u00f6\u011frenci say\u0131s\u0131n\u0131n fazla oldu\u011fu birinci ve ikinci y\u0131l derslerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu harmanlanm\u0131\u015f s\u0131n\u0131flarda vermek \u00fczere yeniden tasarlamay\u0131 planlamaktad\u0131r (Farrar, 2014).\r\n\r\n\u00c7evrimi\u00e7i ve harmanlanm\u0131\u015f \u00f6\u011frenmeyle ilgili \u00e7\u0131kar\u0131mlar, B\u00f6l\u00fcm 9\u2019da ele al\u0131nacakt\u0131r.\r\n<h2>1.7.3. A\u00c7IK \u00d6\u011eRENME<\/h2>\r\n\u00c7evrimi\u00e7i \u00f6\u011frenme ile ba\u011flant\u0131l\u0131 bir di\u011fer \u00f6nemli geli\u015fme de, a\u00e7\u0131k e\u011fitime do\u011fru olan gidi\u015fatt\u0131r. Son 10 y\u0131l i\u00e7erisinde a\u00e7\u0131k \u00f6\u011frenmede meydana gelen geli\u015fmeler, geleneksel kurumlar\u0131 da do\u011frudan etkileyecek niteliktedir. Bunlardan en do\u011frudan etkiye sahip olan, a\u00e7\u0131k ders kitaplar\u0131d\u0131r. \u015eu anda okudu\u011funuz bu kitap gibi\u2026 A\u00e7\u0131k ders kitaplar\u0131, \u00f6\u011frenciler veya e\u011fitmenler taraf\u0131ndan \u00fccretsiz olarak indirilebilen dijital kitaplard\u0131r. Bu y\u00f6n\u00fcyle, \u00f6\u011frencilerin ders kitab\u0131 harcamalar\u0131nda \u00f6nemli bir tasarruf sa\u011flam\u0131\u015f olurlar. \u00d6rne\u011fin Kanada\u2019da British Columbia, Alberta ve Saskatchewan eyaletleri, kendi \u00fcniversite ve y\u00fcksekokul programlar\u0131nda en \u00e7ok kay\u0131t yap\u0131lan 40 konu alan\u0131 i\u00e7in hakemli a\u00e7\u0131k ders kitaplar\u0131n\u0131n \u00fcretimi ve da\u011f\u0131t\u0131m\u0131 konusunda ortak i\u015fbirli\u011fi anla\u015fmas\u0131 yapm\u0131\u015flard\u0131r.\r\n\r\nA\u00e7\u0131k e\u011fitim kaynaklar\u0131 (OER - Open Educational Resources), son d\u00f6nemde a\u00e7\u0131k \u00f6\u011fretim alan\u0131nda ya\u015fanan ba\u015fka bir geli\u015fmedir. \u0130nternet \u00fczerinden \u00fccretsiz olarak eri\u015filebilen bu dijital e\u011fitim materyalleri, \u00f6\u011frenciler veya e\u011fitmenler taraf\u0131ndan hi\u00e7bir \u00fccret \u00f6denmeden indirilebilir ve gerekirse materyalin yarat\u0131c\u0131lar\u0131n\u0131n haklar\u0131n\u0131 koruma alt\u0131na alan bir <a href=\"https:\/\/creativecommons.org\/licenses\/\">Creative Commons lisans\u0131<\/a>na ba\u011fl\u0131 olarak uyarlanabilir veya de\u011fi\u015ftirilebilir. Belki de en iyi bilinen a\u00e7\u0131k e\u011fitim kayna\u011f\u0131, Massachusettes Teknoloji Enstit\u00fcs\u00fc\u2019n\u00fcn (MIT) A\u00e7\u0131k Ders Malzemeleri (<a href=\"http:\/\/ocw.mit.edu\/index.htm\">OpenCourseWare<\/a>) projesidir. MIT, derse giren \u00f6\u011fretim \u00fcyelerinin bireysel izinlerini almak suretiyle, okulda verilen dersleri kaydetmi\u015f ve slayt gibi destekleyici materyaller ile \u0130nternet \u00fczerinde eri\u015fime a\u00e7m\u0131\u015ft\u0131r.\r\n\r\nA\u00e7\u0131k \u00f6\u011frenme alan\u0131ndaki \u00e7\u0131kar\u0131mlar, <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/bolum-10\/\">B\u00f6l\u00fcm 10<\/a>\u2019da detayl\u0131 olarak incelenmektedir.\r\n<h2>1.7.4. K\u0130TLESEL A\u00c7IK \u00c7EVR\u0130M\u0130\u00c7\u0130 DERSLER (KA\u00c7D)<\/h2>\r\n\u00c7evrimi\u00e7i \u00f6\u011frenme alan\u0131ndaki di\u011fer geli\u015fme, Kitlesel A\u00e7\u0131k \u00c7evrimi\u00e7i Dersler\u2019in (KA\u00c7D) (Massive Open Online Courses-MOOC) ortaya \u00e7\u0131k\u0131\u015f\u0131 ve h\u0131zl\u0131 geli\u015fimi olmu\u015ftur. 2008 y\u0131l\u0131nda Kanada\u2019daki Manitoba \u00dcniversitesi, 2.000 ki\u015finin kay\u0131t oldu\u011fu ilk KA\u00c7D\u2019de webinar sunumlar\u0131n\u0131n yan\u0131 s\u0131ra kullan\u0131c\u0131lar\u0131n blog ve tweet\u2019leri ile uzmanlar\u0131n bunlara kar\u015f\u0131l\u0131k yazd\u0131klar\u0131 blog g\u00f6nderilerini kulland\u0131. Bu KA\u00c7D herkesin eri\u015fimine a\u00e7\u0131kt\u0131 ve formal bir de\u011ferlendirme yoktu. Daha sonra 2012 senesinde, Stanford \u00dcniversitesi\u2019nden iki profes\u00f6r sanal ger\u00e7eklik konusunda ders kay\u0131tlar\u0131na dayal\u0131 bir KA\u00c7D ba\u015flatt\u0131lar. Bu program, 100.000\u2019den fazla \u00f6\u011frencinin ilgisini \u00e7ekti. O tarihten bu yana da, KA\u00c7D\u2019lerin say\u0131s\u0131 b\u00fct\u00fcn d\u00fcnyada h\u0131zla artt\u0131.\r\n\r\nKA\u00c7D\u2019lerin bi\u00e7imi farkl\u0131l\u0131k g\u00f6sterse de, b\u00fct\u00fcn KA\u00c7D\u2019lerin sahip oldu\u011fu bir tak\u0131m genel \u00f6zellikler vard\u0131r:\r\n<ul>\r\n \t<li>\u0130steyen herkes programa kay\u0131t olabilir ve kay\u0131t i\u015flemi olduk\u00e7a basittir. Yaln\u0131zca bir e-posta adresi ile kay\u0131t yap\u0131labilir.<\/li>\r\n \t<li>\u00d6\u011frenci say\u0131s\u0131 olduk\u00e7a y\u00fcksektir (1.000 ila 100.000 aras\u0131nda).<\/li>\r\n \t<li>ABD\u2019nin en prestijli \u00fcniversitelerinden (\u00f6zellikle Harvard, MIT ve Stanford) video kayd\u0131na al\u0131nm\u0131\u015f derslere \u00fccretsiz eri\u015fim olana\u011f\u0131 sa\u011flar.<\/li>\r\n \t<li>Genellikle \u00e7oktan se\u00e7meli sorular ve an\u0131nda geri bildirimin kullan\u0131ld\u0131\u011f\u0131 bilgisayar destekli de\u011ferlendirme ile bazen akran de\u011ferlendirmesi kullan\u0131l\u0131r.<\/li>\r\n \t<li>\u00d6\u011frencilerin derse kat\u0131l\u0131m oranlar\u0131 \u00e7ok geni\u015f bir yelpazede kendini g\u00f6sterir: yakla\u015f\u0131k y\u00fczde 50\u2019si derse kay\u0131t olmaktan ba\u015fka bir faaliyette bulunmazken, y\u00fczde 25\u2019i ilk \u00f6devden sonra dersi takip etmeyi b\u0131rak\u0131r, ancak y\u00fczde 10\u2019dan az\u0131 son de\u011ferlendirmeyi tamamlar.<\/li>\r\n<\/ul>\r\nTeknolojinin h\u0131zl\u0131 evriminin ve teknolojiyi erken benimseyenlerin a\u015f\u0131r\u0131 co\u015fkusunun en son \u00f6rne\u011fi olan KA\u00c7D\u2019ler, yeni teknolojilerin e\u011fitimde kullan\u0131m\u0131yla ilgili g\u00fc\u00e7l\u00fc ve zay\u0131f yanlar\u0131n dikkatli bir \u015fekilde analiz edilmesi gerekti\u011fini bize hat\u0131rlatmaktad\u0131r. Bu kitab\u0131n yaz\u0131ld\u0131\u011f\u0131 d\u00f6nemde KA\u00c7D\u2019lerin gelece\u011fini kestirmek olduk\u00e7a g\u00fc\u00e7 olsa da, zaman i\u00e7erisinde evrilmeye devam edecekleri ve y\u00fcksek\u00f6\u011fretim pazar\u0131nda kendisine ait bir yer bulacaklar\u0131 neredeyse kesindir.\r\n\r\nKA\u00c7D\u2019ler, ayr\u0131nt\u0131l\u0131 olarak <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/part\/bolum-5-kitlesel-cevrimici-acik-dersler-kacd\/\">B\u00f6l\u00fcm 5<\/a>\u2019te tart\u0131\u015f\u0131lacakt\u0131r.\r\n<h2>1.7.5 E\u011e\u0130T\u0130M\u0130N DE\u011e\u0130\u015eEN CO\u011eRAFYASINDA VAR OLMAK<\/h2>\r\nE\u011fitim teknolojilerindeki bu h\u0131zl\u0131 de\u011fi\u015fim, hem \u00f6\u011fretim \u00fcyelerinin hem de \u00f6\u011fretmen ve e\u011fitmenlerin farkl\u0131 teknolojilere de\u011fer bi\u00e7meleri ve bu teknolojilerin hem kendileri hem de \u00f6\u011frencileri i\u00e7in anlaml\u0131 bir bi\u00e7imde nas\u0131l ve ne zaman kullan\u0131laca\u011f\u0131na karar verebilmeleri i\u00e7in g\u00fc\u00e7l\u00fc bir \u00e7er\u00e7eveye ihtiya\u00e7 duyduklar\u0131na i\u015faret etmektedir. \u00c7evrimi\u00e7i ve harmanlanm\u0131\u015f \u00f6\u011frenme, sosyal medya ve a\u00e7\u0131k \u00f6\u011frenme, dijital \u00e7a\u011fda etkili bir \u00f6\u011fretim i\u00e7in kritik \u00f6neme sahip geli\u015fmelerdir.\r\n<h2>KAYNAK\u00c7A<\/h2>\r\nAllen, I. and Seaman, J. (2014) <a href=\"http:\/\/sloanconsortium.org\/publications\/survey\/grade-change-2013?org=477&amp;lvl=100&amp;ite=3050&amp;lea=543854&amp;ctr=0&amp;par=1\">Grade Change: Tracking Online Learning in the United States<\/a> Wellesley MA: Babson College\/Sloan Foundation.\r\n\r\nFarrar, D. (2014) Flexible Learning: September 2014 Update <a href=\"http:\/\/flexible.learning.ubc.ca\/showcase\/provost-update-2014\/\">Flexible Learning<\/a>, University of British Columbia.\r\n\r\nJohnson, H. and Mejia, M. (2014) <a href=\"http:\/\/www.ppic.org\/content\/pubs\/report\/R_514HJR.pdf\">Online learning and student outcomes in California\u2019s community colleges<\/a> San Francisco CA: Public Policy Institute of California.\r\n\r\nUniversity of Ottawa (2013) \u00a0<a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/section-1-7-from-the-periphery-to-the-center-how-technology-is-changing-the-way-we-teach-2\/Report%20of%20the%20e-Learning%20Working%20Group\">Report of the e-Learning Working Group<\/a> Ottawa ON: University of Ottawa.","rendered":"<p><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/6-2-egitim-teknolojisinin-kisa-tarihcesi\/\">B\u00f6l\u00fcm 6.2<\/a>&#8216;de, teknolojinin \u00e7ok eski zamanlardan beri \u00f6\u011fretim i\u00e7erisinde \u00f6nemli bir rol\u00fc oldu\u011funu, ancak son d\u00f6nemde e\u011fitimin merkezinden ziyade \u00e7evresinde kald\u0131\u011f\u0131n\u0131 g\u00f6rece\u011fiz. E\u011fitimde teknoloji, \u00e7o\u011funlukla, d\u00fczenli s\u0131n\u0131f i\u00e7i \u00f6\u011fretimi desteklemek amac\u0131yla ya da az\u0131nl\u0131k say\u0131labilecek bir grup \u00f6\u011frenci i\u00e7in veya \u00f6zel birimler b\u00fcnyesinde (genellikle s\u00fcrekli e\u011fitim veya tamamlama e\u011fitimi \u015feklinde) uzaktan e\u011fitim bi\u00e7iminde kullan\u0131lm\u0131\u015ft\u0131r. Ancak son 10 ila 15 y\u0131l i\u00e7erisinde teknoloji, \u00fcniversitelerin temel \u00f6\u011fretim faaliyetlerini giderek daha \u00e7ok etkilemeye ba\u015flam\u0131\u015ft\u0131r. Teknolojinin e\u011fitimin \u00e7evresinden e\u011fitimin merkezine olan yolculu\u011funu a\u015fa\u011f\u0131daki e\u011filimlere bakarak daha iyi anlayabiliriz.<\/p>\n<h2>1.7.1. \u00c7EVRIM\u0130\u00c7\u0130 \u00d6\u011eRENME<\/h2>\n<p>Kredili derslerin \u00e7evrimi\u00e7i \u00f6\u011frenme y\u00f6ntemiyle verilmesi, y\u00fcksek\u00f6\u011fretim kurumlar\u0131ndaki (ve hatta bir noktaya kadar ilk ve orta\u00f6\u011fretim kurumlar\u0131ndaki) bir \u00e7ok b\u00f6l\u00fcm\u00fcn en temel ve merkezi faaliyeti olma yolunda h\u0131zla ilerlemektedir. ABD\u2019nde tamamen \u00e7evrimi\u00e7i derslere (uzaktan e\u011fitim dersleri gibi) kay\u0131t yapt\u0131ranlar, y\u00fcksek\u00f6\u011fretime kay\u0131t olmu\u015f t\u00fcm \u00f6\u011frencilerin y\u00fczde 25\u2019i ila y\u00fczde 33\u2019\u00fcn\u00fc olu\u015fturmaktad\u0131r (Allen and Seaman, 2014). Kuzey Amerika\u2019da \u00e7evrimi\u00e7i \u00f6\u011fretim kay\u0131tlar\u0131 son 15 y\u0131l i\u00e7erisinde y\u0131lda y\u00fczde 10-20 aras\u0131nda art\u0131\u015f g\u00f6stermektedir. Kamp\u00fcs tabanl\u0131 geleneksel \u00f6\u011fretime yap\u0131lan kay\u0131tlar ise, y\u0131lda y\u00fczde 2-3 artmaktad\u0131r. 2014 y\u0131l\u0131 itibariyle, en az\u0131ndan bir \u00e7evrimi\u00e7i derse kay\u0131t yapt\u0131ran yakla\u015f\u0131k yedi milyon \u00f6\u011frenci bulunmaktad\u0131r ve bu \u00f6\u011frencilerin yakla\u015f\u0131k bir milyonu Kaliforniya B\u00f6lge \u00dcniversiteleri Sistemi\u2019ne kay\u0131tl\u0131d\u0131r (Johnson ve Mejia, 2014). Tamamen \u00e7evrimi\u00e7i \u00f6\u011frenme, bug\u00fcn, bir\u00e7ok okul ve y\u00fcksek\u00f6\u011fretim kurumunun anahtar bile\u015feni haline gelmi\u015ftir.<\/p>\n<hr \/>\n<figure id=\"attachment_27\" aria-describedby=\"caption-attachment-27\" style=\"width: 849px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1-1024x454.png\" alt=\"\" width=\"849\" height=\"377\" class=\"wp-image-27\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1-1024x454.png 1024w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1-300x133.png 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1-768x341.png 768w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1-65x29.png 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1-225x100.png 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1-350x155.png 350w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2016\/07\/Ch-1.7.1.png 1258w\" sizes=\"auto, (max-width: 849px) 100vw, 849px\" \/><figcaption id=\"caption-attachment-27\" class=\"wp-caption-text\">\u015eekil 1.7.1 ABD\u2019de \u00e7evrimi\u00e7i \u00f6\u011frenmenin geli\u015fimi<\/figcaption><\/figure>\n<hr \/>\n<h2>1.7.2. HARMANLANMI\u015e \/ KARMA \u00d6\u011eRENME<\/h2>\n<p>Daha \u00e7ok e\u011fitmen \u00e7evrimi\u00e7i \u00f6\u011frenme ile ilgilendik\u00e7e, geleneksel olarak s\u0131n\u0131f i\u00e7erisinde yap\u0131lan bir\u00e7ok \u015feyin ayn\u0131 derecede veya daha iyi bir \u015fekilde \u00e7evrimi\u00e7i olarak da yap\u0131labilece\u011fini g\u00f6rmeye ba\u015flam\u0131\u015ft\u0131r. Bu konuyu, B\u00f6l\u00fcm 9\u2019da daha ayr\u0131nt\u0131l\u0131 olarak inceleyece\u011fiz. Sonu\u00e7 olarak, e\u011fitmenler, yava\u015f yava\u015f daha \u00e7ok say\u0131da \u00e7evrimi\u00e7i unsuru s\u0131n\u0131f-i\u00e7i \u00f6\u011fretime dahil etmeye ba\u015flam\u0131\u015f; bu kapsamda ders notlar\u0131n\u0131n slayt veya PDF format\u0131nda depoland\u0131\u011f\u0131 \u00f6\u011frenme y\u00f6netim sistemlerini kullanm\u0131\u015f, ek okuma i\u00e7in dijital metinlere ba\u011flant\u0131lar vermi\u015f veya \u00e7evrimi\u00e7i tart\u0131\u015fma gruplar\u0131ndan yararlanm\u0131\u015flard\u0131r. Burada asl\u0131nda temel s\u0131n\u0131f-i\u00e7i \u00f6\u011fretim modelini de\u011fi\u015ftirmeden, \u00e7evrimi\u00e7i \u00f6\u011frenmenin a\u015famal\u0131 olarak y\u00fcz y\u00fcze \u00f6\u011fretimle harmanland\u0131\u011f\u0131 bir sistemden bahsediyoruz. Burada, \u00e7evrimi\u00e7i \u00f6\u011frenme, geleneksel \u00f6\u011fretimi destekleyici olarak kullan\u0131lmaktad\u0131r. Bu alanda belli bir standart veya ortak kabul g\u00f6rm\u00fc\u015f tan\u0131mlar yoksa da, teknolojinin bu \u015fekilde kullan\u0131m\u0131 i\u00e7in \u2018harmanlanm\u0131\u015f \u00f6\u011frenme\u2019 terimini kullanaca\u011f\u0131m.<\/p>\n<p>Son d\u00f6nemde, derslerin kaydedilebiliyor olmas\u0131yla e\u011fitmenler yeni bir \u015feyin fark\u0131na vard\u0131lar: Dersler kaydedildi\u011finde, \u00f6\u011frenciler ders kay\u0131tlar\u0131n\u0131 ders haricinde kendilerine uygun bir zamanda izleyebilecekler ve b\u00f6ylece ders saatleri s\u0131n\u0131f i\u00e7erisindeki daha etkile\u015fimli uygulamalar i\u00e7in kullan\u0131labilecektir. Bu model, \u2018d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015f s\u0131n\u0131f\u2019 olarak bilinmektedir.<\/p>\n<p>\u015eimdi baz\u0131 kurumlar, e\u011fitim-\u00f6\u011fretimin \u00f6nemli bir k\u0131sm\u0131n\u0131 daha harmanlanm\u0131\u015f veya daha esnek y\u00f6ntemlere do\u011fru kayd\u0131rmak i\u00e7in planlar geli\u015ftirmektedir. \u00d6rne\u011fin Ottawa \u00dcniversitesi, be\u015f y\u0131l i\u00e7erisinde derslerinin en az y\u00fczde 25\u2019ini harmanlanm\u0131\u015f olarak vermeyi planlamaktad\u0131r (University of Ottawa, 2013). British Columbia \u00dcniversitesi ise, \u00f6\u011frenci say\u0131s\u0131n\u0131n fazla oldu\u011fu birinci ve ikinci y\u0131l derslerinin b\u00fcy\u00fck \u00e7o\u011funlu\u011funu harmanlanm\u0131\u015f s\u0131n\u0131flarda vermek \u00fczere yeniden tasarlamay\u0131 planlamaktad\u0131r (Farrar, 2014).<\/p>\n<p>\u00c7evrimi\u00e7i ve harmanlanm\u0131\u015f \u00f6\u011frenmeyle ilgili \u00e7\u0131kar\u0131mlar, B\u00f6l\u00fcm 9\u2019da ele al\u0131nacakt\u0131r.<\/p>\n<h2>1.7.3. A\u00c7IK \u00d6\u011eRENME<\/h2>\n<p>\u00c7evrimi\u00e7i \u00f6\u011frenme ile ba\u011flant\u0131l\u0131 bir di\u011fer \u00f6nemli geli\u015fme de, a\u00e7\u0131k e\u011fitime do\u011fru olan gidi\u015fatt\u0131r. Son 10 y\u0131l i\u00e7erisinde a\u00e7\u0131k \u00f6\u011frenmede meydana gelen geli\u015fmeler, geleneksel kurumlar\u0131 da do\u011frudan etkileyecek niteliktedir. Bunlardan en do\u011frudan etkiye sahip olan, a\u00e7\u0131k ders kitaplar\u0131d\u0131r. \u015eu anda okudu\u011funuz bu kitap gibi\u2026 A\u00e7\u0131k ders kitaplar\u0131, \u00f6\u011frenciler veya e\u011fitmenler taraf\u0131ndan \u00fccretsiz olarak indirilebilen dijital kitaplard\u0131r. Bu y\u00f6n\u00fcyle, \u00f6\u011frencilerin ders kitab\u0131 harcamalar\u0131nda \u00f6nemli bir tasarruf sa\u011flam\u0131\u015f olurlar. \u00d6rne\u011fin Kanada\u2019da British Columbia, Alberta ve Saskatchewan eyaletleri, kendi \u00fcniversite ve y\u00fcksekokul programlar\u0131nda en \u00e7ok kay\u0131t yap\u0131lan 40 konu alan\u0131 i\u00e7in hakemli a\u00e7\u0131k ders kitaplar\u0131n\u0131n \u00fcretimi ve da\u011f\u0131t\u0131m\u0131 konusunda ortak i\u015fbirli\u011fi anla\u015fmas\u0131 yapm\u0131\u015flard\u0131r.<\/p>\n<p>A\u00e7\u0131k e\u011fitim kaynaklar\u0131 (OER &#8211; Open Educational Resources), son d\u00f6nemde a\u00e7\u0131k \u00f6\u011fretim alan\u0131nda ya\u015fanan ba\u015fka bir geli\u015fmedir. \u0130nternet \u00fczerinden \u00fccretsiz olarak eri\u015filebilen bu dijital e\u011fitim materyalleri, \u00f6\u011frenciler veya e\u011fitmenler taraf\u0131ndan hi\u00e7bir \u00fccret \u00f6denmeden indirilebilir ve gerekirse materyalin yarat\u0131c\u0131lar\u0131n\u0131n haklar\u0131n\u0131 koruma alt\u0131na alan bir <a href=\"https:\/\/creativecommons.org\/licenses\/\">Creative Commons lisans\u0131<\/a>na ba\u011fl\u0131 olarak uyarlanabilir veya de\u011fi\u015ftirilebilir. Belki de en iyi bilinen a\u00e7\u0131k e\u011fitim kayna\u011f\u0131, Massachusettes Teknoloji Enstit\u00fcs\u00fc\u2019n\u00fcn (MIT) A\u00e7\u0131k Ders Malzemeleri (<a href=\"http:\/\/ocw.mit.edu\/index.htm\">OpenCourseWare<\/a>) projesidir. MIT, derse giren \u00f6\u011fretim \u00fcyelerinin bireysel izinlerini almak suretiyle, okulda verilen dersleri kaydetmi\u015f ve slayt gibi destekleyici materyaller ile \u0130nternet \u00fczerinde eri\u015fime a\u00e7m\u0131\u015ft\u0131r.<\/p>\n<p>A\u00e7\u0131k \u00f6\u011frenme alan\u0131ndaki \u00e7\u0131kar\u0131mlar, <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/bolum-10\/\">B\u00f6l\u00fcm 10<\/a>\u2019da detayl\u0131 olarak incelenmektedir.<\/p>\n<h2>1.7.4. K\u0130TLESEL A\u00c7IK \u00c7EVR\u0130M\u0130\u00c7\u0130 DERSLER (KA\u00c7D)<\/h2>\n<p>\u00c7evrimi\u00e7i \u00f6\u011frenme alan\u0131ndaki di\u011fer geli\u015fme, Kitlesel A\u00e7\u0131k \u00c7evrimi\u00e7i Dersler\u2019in (KA\u00c7D) (Massive Open Online Courses-MOOC) ortaya \u00e7\u0131k\u0131\u015f\u0131 ve h\u0131zl\u0131 geli\u015fimi olmu\u015ftur. 2008 y\u0131l\u0131nda Kanada\u2019daki Manitoba \u00dcniversitesi, 2.000 ki\u015finin kay\u0131t oldu\u011fu ilk KA\u00c7D\u2019de webinar sunumlar\u0131n\u0131n yan\u0131 s\u0131ra kullan\u0131c\u0131lar\u0131n blog ve tweet\u2019leri ile uzmanlar\u0131n bunlara kar\u015f\u0131l\u0131k yazd\u0131klar\u0131 blog g\u00f6nderilerini kulland\u0131. Bu KA\u00c7D herkesin eri\u015fimine a\u00e7\u0131kt\u0131 ve formal bir de\u011ferlendirme yoktu. Daha sonra 2012 senesinde, Stanford \u00dcniversitesi\u2019nden iki profes\u00f6r sanal ger\u00e7eklik konusunda ders kay\u0131tlar\u0131na dayal\u0131 bir KA\u00c7D ba\u015flatt\u0131lar. Bu program, 100.000\u2019den fazla \u00f6\u011frencinin ilgisini \u00e7ekti. O tarihten bu yana da, KA\u00c7D\u2019lerin say\u0131s\u0131 b\u00fct\u00fcn d\u00fcnyada h\u0131zla artt\u0131.<\/p>\n<p>KA\u00c7D\u2019lerin bi\u00e7imi farkl\u0131l\u0131k g\u00f6sterse de, b\u00fct\u00fcn KA\u00c7D\u2019lerin sahip oldu\u011fu bir tak\u0131m genel \u00f6zellikler vard\u0131r:<\/p>\n<ul>\n<li>\u0130steyen herkes programa kay\u0131t olabilir ve kay\u0131t i\u015flemi olduk\u00e7a basittir. Yaln\u0131zca bir e-posta adresi ile kay\u0131t yap\u0131labilir.<\/li>\n<li>\u00d6\u011frenci say\u0131s\u0131 olduk\u00e7a y\u00fcksektir (1.000 ila 100.000 aras\u0131nda).<\/li>\n<li>ABD\u2019nin en prestijli \u00fcniversitelerinden (\u00f6zellikle Harvard, MIT ve Stanford) video kayd\u0131na al\u0131nm\u0131\u015f derslere \u00fccretsiz eri\u015fim olana\u011f\u0131 sa\u011flar.<\/li>\n<li>Genellikle \u00e7oktan se\u00e7meli sorular ve an\u0131nda geri bildirimin kullan\u0131ld\u0131\u011f\u0131 bilgisayar destekli de\u011ferlendirme ile bazen akran de\u011ferlendirmesi kullan\u0131l\u0131r.<\/li>\n<li>\u00d6\u011frencilerin derse kat\u0131l\u0131m oranlar\u0131 \u00e7ok geni\u015f bir yelpazede kendini g\u00f6sterir: yakla\u015f\u0131k y\u00fczde 50\u2019si derse kay\u0131t olmaktan ba\u015fka bir faaliyette bulunmazken, y\u00fczde 25\u2019i ilk \u00f6devden sonra dersi takip etmeyi b\u0131rak\u0131r, ancak y\u00fczde 10\u2019dan az\u0131 son de\u011ferlendirmeyi tamamlar.<\/li>\n<\/ul>\n<p>Teknolojinin h\u0131zl\u0131 evriminin ve teknolojiyi erken benimseyenlerin a\u015f\u0131r\u0131 co\u015fkusunun en son \u00f6rne\u011fi olan KA\u00c7D\u2019ler, yeni teknolojilerin e\u011fitimde kullan\u0131m\u0131yla ilgili g\u00fc\u00e7l\u00fc ve zay\u0131f yanlar\u0131n dikkatli bir \u015fekilde analiz edilmesi gerekti\u011fini bize hat\u0131rlatmaktad\u0131r. Bu kitab\u0131n yaz\u0131ld\u0131\u011f\u0131 d\u00f6nemde KA\u00c7D\u2019lerin gelece\u011fini kestirmek olduk\u00e7a g\u00fc\u00e7 olsa da, zaman i\u00e7erisinde evrilmeye devam edecekleri ve y\u00fcksek\u00f6\u011fretim pazar\u0131nda kendisine ait bir yer bulacaklar\u0131 neredeyse kesindir.<\/p>\n<p>KA\u00c7D\u2019ler, ayr\u0131nt\u0131l\u0131 olarak <a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/part\/bolum-5-kitlesel-cevrimici-acik-dersler-kacd\/\">B\u00f6l\u00fcm 5<\/a>\u2019te tart\u0131\u015f\u0131lacakt\u0131r.<\/p>\n<h2>1.7.5 E\u011e\u0130T\u0130M\u0130N DE\u011e\u0130\u015eEN CO\u011eRAFYASINDA VAR OLMAK<\/h2>\n<p>E\u011fitim teknolojilerindeki bu h\u0131zl\u0131 de\u011fi\u015fim, hem \u00f6\u011fretim \u00fcyelerinin hem de \u00f6\u011fretmen ve e\u011fitmenlerin farkl\u0131 teknolojilere de\u011fer bi\u00e7meleri ve bu teknolojilerin hem kendileri hem de \u00f6\u011frencileri i\u00e7in anlaml\u0131 bir bi\u00e7imde nas\u0131l ve ne zaman kullan\u0131laca\u011f\u0131na karar verebilmeleri i\u00e7in g\u00fc\u00e7l\u00fc bir \u00e7er\u00e7eveye ihtiya\u00e7 duyduklar\u0131na i\u015faret etmektedir. \u00c7evrimi\u00e7i ve harmanlanm\u0131\u015f \u00f6\u011frenme, sosyal medya ve a\u00e7\u0131k \u00f6\u011frenme, dijital \u00e7a\u011fda etkili bir \u00f6\u011fretim i\u00e7in kritik \u00f6neme sahip geli\u015fmelerdir.<\/p>\n<h2>KAYNAK\u00c7A<\/h2>\n<p>Allen, I. and Seaman, J. (2014) <a href=\"http:\/\/sloanconsortium.org\/publications\/survey\/grade-change-2013?org=477&amp;lvl=100&amp;ite=3050&amp;lea=543854&amp;ctr=0&amp;par=1\">Grade Change: Tracking Online Learning in the United States<\/a> Wellesley MA: Babson College\/Sloan Foundation.<\/p>\n<p>Farrar, D. (2014) Flexible Learning: September 2014 Update <a href=\"http:\/\/flexible.learning.ubc.ca\/showcase\/provost-update-2014\/\">Flexible Learning<\/a>, University of British Columbia.<\/p>\n<p>Johnson, H. and Mejia, M. (2014) <a href=\"http:\/\/www.ppic.org\/content\/pubs\/report\/R_514HJR.pdf\">Online learning and student outcomes in California\u2019s community colleges<\/a> San Francisco CA: Public Policy Institute of California.<\/p>\n<p>University of Ottawa (2013) \u00a0<a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/chapter\/section-1-7-from-the-periphery-to-the-center-how-technology-is-changing-the-way-we-teach-2\/Report%20of%20the%20e-Learning%20Working%20Group\">Report of the e-Learning Working Group<\/a> Ottawa ON: University of Ottawa.<\/p>\n","protected":false},"author":43,"menu_order":7,"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-319","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/319","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=319"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/319\/revisions"}],"predecessor-version":[{"id":1194,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/319\/revisions\/1194"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/319\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=319"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=319"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=319"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=319"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}