{"id":948,"date":"2018-12-25T07:08:43","date_gmt":"2018-12-25T12:08:43","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&p=948"},"modified":"2019-02-06T01:36:14","modified_gmt":"2019-02-06T06:36:14","slug":"12-1-bir-super-kahraman-misiniz","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/12-1-bir-super-kahraman-misiniz\/","title":{"raw":"12.1 B\u0130R S\u00dcPER KAHRAMAN MISINIZ?","rendered":"12.1 B\u0130R S\u00dcPER KAHRAMAN MISINIZ?"},"content":{"raw":"Kitab\u0131n bu noktas\u0131nda, b\u00fct\u00fcn bunlar\u0131n \u00e7ok fazla oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor olabilirsiniz. \u00d6zellikle de tek tutkusu uzman\u0131 oldu\u011fu disiplin olan ve \u00f6nceli\u011fi de ara\u015ft\u0131rma yoluyla o alandaki bilgi s\u0131n\u0131rlar\u0131n\u0131 geni\u015fletmek olan bir akademisyenseniz, bu \u00e7ok normal... \u00d6\u011fretim alan\u0131nda uzman olup al\u0131\u015fk\u0131n oldu\u011funuz \u00f6\u011fretim modelini k\u00f6k\u00fcnden de\u011fi\u015ftirecek zaman\u0131 zaten nereden bulacaks\u0131n\u0131z?\r\n\r\nB\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, yaln\u0131z de\u011filsiniz. Martha Cleveland-Innes (2012) \u015f\u00f6yle diyor:\r\n
\r\n

\u00dcniversitede g\u00f6rev yapan \u00f6\u011fretim \u00fcyelerinin hem makul ve g\u00fcncel bir konu alan\u0131 uzman\u0131 olmalar\u0131n\u0131, verimli bir ara\u015ft\u0131rma program\u0131na sahip olmalar\u0131n\u0131 ve aktif olarak derse girmelerini HEM DE d\u00f6rt d\u00f6rtl\u00fck bir \u00e7evrimi\u00e7i e\u011fitmen olmalar\u0131n\u0131 beklemek hi\u00e7 ger\u00e7ek\u00e7i bir yakla\u015f\u0131m de\u011fildir. Akademideki en b\u00fcy\u00fck yalan, \u00f6\u011fretim \u00fcyelerinin sahip olduklar\u0131 rol\u00fcn, getirdi\u011fi faydalar\u0131n ve sorumluluklar\u0131n, \u00f6\u011fretim-ara\u015ft\u0131rma-hizmet sacaya\u011f\u0131 etraf\u0131nda \u015fekillenen ve dengeli g\u00f6r\u00fcnen etkinliklerden olu\u015ftu\u011fudur (Atkinson, 2001). \u00dcniversitenin t\u00fcr\u00fcne g\u00f6re k\u00fc\u00e7\u00fck farkl\u0131l\u0131klar g\u00f6sterse de, en \u00e7ok de\u011fer verilen ve \u00f6d\u00fcllendirilen etkinlik ara\u015ft\u0131rmad\u0131r. Bu ger\u00e7ek bir yana, \u201c...s\u0131n\u0131f i\u00e7i \u00f6\u011fretim ve ders materyalleri giderek daha karma\u015f\u0131k ve \u00e7ok y\u00f6nl\u00fc hale gelerek \u00f6\u011fretim \u00fcyelerini yerine getirmeleri gereken yepyeni g\u00f6revlerle ba\u015fba\u015fa b\u0131rakm\u0131\u015ft\u0131r \u2026 dahas\u0131 bu yeni g\u00f6revler eski g\u00f6revlerin yerine ge\u00e7mekten ziyade onlar\u0131n \u00fczerine eklenmi\u015f ve \u00f6\u011fretim \u00fcyelerinin i\u015f y\u00fck\u00fcn\u00fc daha da artt\u0131rm\u0131\u015ft\u0131r.\u201d (Rhoades, 2000, s. 38). Bu ger\u00e7e\u011fi a\u00e7\u0131kl\u0131\u011fa kavu\u015fturman\u0131n ve e\u011fitim-\u00f6\u011fretim alan\u0131nda ya\u015fanan de\u011fi\u015fikliklerin \u00f6\u011fretim \u00fcyelerinin rolleri i\u00e7erisinde nas\u0131l b\u00fct\u00fcnle\u015ftirilece\u011fini (veya b\u00fct\u00fcnle\u015ftirilip b\u00fct\u00fcnle\u015ftirilemeyece\u011fini) d\u00fc\u015f\u00fcnmenin zaman\u0131 gelmi\u015ftir.<\/span><\/p>\r\n<\/blockquote>\r\n

Bu b\u00f6l\u00fcm\u00fcn konusu, dijital \u00e7a\u011f i\u00e7erisinde e\u011fitim ve \u00f6\u011fretimde ya\u015fanan de\u011fi\u015fikliklerin \u00f6\u011fretim \u00fcyelerinin, \u00f6\u011fretim elemanlar\u0131n\u0131n veya \u00f6\u011fretmenlerin rollerine nas\u0131l yans\u0131t\u0131laca\u011f\u0131 ile ilgilidir. Siz bir istisna olsan\u0131z bile b\u00fct\u00fcn \u00f6\u011fretmenlerin s\u00fcper kahramanlar olmalar\u0131n\u0131 beklemek ger\u00e7ek\u00e7i de\u011fil, ancak i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z dijital \u00e7a\u011fda t\u00fcm \u00f6\u011fretmenlerin yeterli ve donan\u0131ml\u0131 profesyoneller olmalar\u0131n\u0131 beklemek ger\u00e7ek\u00e7i olacakt\u0131r. <\/span><\/p>\r\n

\u0130yi haber \u015fu: E\u011fer bu kitaptaki b\u00fct\u00fcn b\u00f6l\u00fcmleri okuduysan\u0131z, dijital \u00e7a\u011fda yeterli ve donan\u0131ml\u0131 bir profesyonel olmak i\u00e7in ihtiyac\u0131n\u0131z olan \u015feyi yapm\u0131\u015fs\u0131n\u0131z ve bu konuda meslekta\u015flar\u0131n\u0131z\u0131n y\u00fczde 99\u2019unun \u00f6n\u00fcne ge\u00e7mi\u015fsiniz demektir. En az\u0131ndan onlar da kitab\u0131 okuyana kadar\u2026 Ayn\u0131 zamanda, g\u00f6rev yapt\u0131\u011f\u0131n\u0131z kurumun ve \u00fcst d\u00fczey y\u00f6neticilerin de bu yolculu\u011funuzda size yard\u0131mc\u0131 olabilece\u011fi \u00e7ok fazla \u015fey var. \u0130\u015fte bu b\u00f6l\u00fcm\u00fcn odak noktas\u0131 da bu.. <\/span><\/p>\r\n\r\n

Kaynak\u00e7a<\/span><\/h2>\r\n

Atkinson, M.P. (2001) \u2018The scholarship of teaching and learning: reconceptualizing scholarship and transforming the academy\u2019 <\/span>Social Forces<\/span>, Vol. 79, No. 4 (pp. 1217-1229).<\/span><\/p>\r\n

Cleveland-Innes, M. (2012) \u2018Teaching in an online community of inquiry: student, faculty, and institutional adjustment in the new higher education\u2019, in Akyol, Z. & Garrison, R.D. (Eds.) <\/span>Educational communities of inquiry: theoretical framework, research and practice, <\/span>(pp. 389-400)<\/span>. \u00a0<\/span>Hershey, PA: IGI Global.<\/span> <\/span><\/p>\r\n

Rhoades, G. (2000) \u2018The changing role of faculty\u2019 in Losco, J. and Fife, B. (eds.) <\/span>Higher Education in Transition: the challenges of the new millennium <\/span>Westport CT: Bergin and Garvey.<\/span><\/p>\r\n

<\/p>","rendered":"

Kitab\u0131n bu noktas\u0131nda, b\u00fct\u00fcn bunlar\u0131n \u00e7ok fazla oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor olabilirsiniz. \u00d6zellikle de tek tutkusu uzman\u0131 oldu\u011fu disiplin olan ve \u00f6nceli\u011fi de ara\u015ft\u0131rma yoluyla o alandaki bilgi s\u0131n\u0131rlar\u0131n\u0131 geni\u015fletmek olan bir akademisyenseniz, bu \u00e7ok normal… \u00d6\u011fretim alan\u0131nda uzman olup al\u0131\u015fk\u0131n oldu\u011funuz \u00f6\u011fretim modelini k\u00f6k\u00fcnden de\u011fi\u015ftirecek zaman\u0131 zaten nereden bulacaks\u0131n\u0131z?<\/p>\n

B\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, yaln\u0131z de\u011filsiniz. Martha Cleveland-Innes (2012) \u015f\u00f6yle diyor:<\/p>\n

\n

\u00dcniversitede g\u00f6rev yapan \u00f6\u011fretim \u00fcyelerinin hem makul ve g\u00fcncel bir konu alan\u0131 uzman\u0131 olmalar\u0131n\u0131, verimli bir ara\u015ft\u0131rma program\u0131na sahip olmalar\u0131n\u0131 ve aktif olarak derse girmelerini HEM DE d\u00f6rt d\u00f6rtl\u00fck bir \u00e7evrimi\u00e7i e\u011fitmen olmalar\u0131n\u0131 beklemek hi\u00e7 ger\u00e7ek\u00e7i bir yakla\u015f\u0131m de\u011fildir. Akademideki en b\u00fcy\u00fck yalan, \u00f6\u011fretim \u00fcyelerinin sahip olduklar\u0131 rol\u00fcn, getirdi\u011fi faydalar\u0131n ve sorumluluklar\u0131n, \u00f6\u011fretim-ara\u015ft\u0131rma-hizmet sacaya\u011f\u0131 etraf\u0131nda \u015fekillenen ve dengeli g\u00f6r\u00fcnen etkinliklerden olu\u015ftu\u011fudur (Atkinson, 2001). \u00dcniversitenin t\u00fcr\u00fcne g\u00f6re k\u00fc\u00e7\u00fck farkl\u0131l\u0131klar g\u00f6sterse de, en \u00e7ok de\u011fer verilen ve \u00f6d\u00fcllendirilen etkinlik ara\u015ft\u0131rmad\u0131r. Bu ger\u00e7ek bir yana, \u201c…s\u0131n\u0131f i\u00e7i \u00f6\u011fretim ve ders materyalleri giderek daha karma\u015f\u0131k ve \u00e7ok y\u00f6nl\u00fc hale gelerek \u00f6\u011fretim \u00fcyelerini yerine getirmeleri gereken yepyeni g\u00f6revlerle ba\u015fba\u015fa b\u0131rakm\u0131\u015ft\u0131r \u2026 dahas\u0131 bu yeni g\u00f6revler eski g\u00f6revlerin yerine ge\u00e7mekten ziyade onlar\u0131n \u00fczerine eklenmi\u015f ve \u00f6\u011fretim \u00fcyelerinin i\u015f y\u00fck\u00fcn\u00fc daha da artt\u0131rm\u0131\u015ft\u0131r.\u201d (Rhoades, 2000, s. 38). Bu ger\u00e7e\u011fi a\u00e7\u0131kl\u0131\u011fa kavu\u015fturman\u0131n ve e\u011fitim-\u00f6\u011fretim alan\u0131nda ya\u015fanan de\u011fi\u015fikliklerin \u00f6\u011fretim \u00fcyelerinin rolleri i\u00e7erisinde nas\u0131l b\u00fct\u00fcnle\u015ftirilece\u011fini (veya b\u00fct\u00fcnle\u015ftirilip b\u00fct\u00fcnle\u015ftirilemeyece\u011fini) d\u00fc\u015f\u00fcnmenin zaman\u0131 gelmi\u015ftir.<\/span><\/p>\n<\/blockquote>\n

Bu b\u00f6l\u00fcm\u00fcn konusu, dijital \u00e7a\u011f i\u00e7erisinde e\u011fitim ve \u00f6\u011fretimde ya\u015fanan de\u011fi\u015fikliklerin \u00f6\u011fretim \u00fcyelerinin, \u00f6\u011fretim elemanlar\u0131n\u0131n veya \u00f6\u011fretmenlerin rollerine nas\u0131l yans\u0131t\u0131laca\u011f\u0131 ile ilgilidir. Siz bir istisna olsan\u0131z bile b\u00fct\u00fcn \u00f6\u011fretmenlerin s\u00fcper kahramanlar olmalar\u0131n\u0131 beklemek ger\u00e7ek\u00e7i de\u011fil, ancak i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z dijital \u00e7a\u011fda t\u00fcm \u00f6\u011fretmenlerin yeterli ve donan\u0131ml\u0131 profesyoneller olmalar\u0131n\u0131 beklemek ger\u00e7ek\u00e7i olacakt\u0131r. <\/span><\/p>\n

\u0130yi haber \u015fu: E\u011fer bu kitaptaki b\u00fct\u00fcn b\u00f6l\u00fcmleri okuduysan\u0131z, dijital \u00e7a\u011fda yeterli ve donan\u0131ml\u0131 bir profesyonel olmak i\u00e7in ihtiyac\u0131n\u0131z olan \u015feyi yapm\u0131\u015fs\u0131n\u0131z ve bu konuda meslekta\u015flar\u0131n\u0131z\u0131n y\u00fczde 99\u2019unun \u00f6n\u00fcne ge\u00e7mi\u015fsiniz demektir. En az\u0131ndan onlar da kitab\u0131 okuyana kadar\u2026 Ayn\u0131 zamanda, g\u00f6rev yapt\u0131\u011f\u0131n\u0131z kurumun ve \u00fcst d\u00fczey y\u00f6neticilerin de bu yolculu\u011funuzda size yard\u0131mc\u0131 olabilece\u011fi \u00e7ok fazla \u015fey var. \u0130\u015fte bu b\u00f6l\u00fcm\u00fcn odak noktas\u0131 da bu.. <\/span><\/p>\n

Kaynak\u00e7a<\/span><\/h2>\n

Atkinson, M.P. (2001) \u2018The scholarship of teaching and learning: reconceptualizing scholarship and transforming the academy\u2019 <\/span>Social Forces<\/span>, Vol. 79, No. 4 (pp. 1217-1229).<\/span><\/p>\n

Cleveland-Innes, M. (2012) \u2018Teaching in an online community of inquiry: student, faculty, and institutional adjustment in the new higher education\u2019, in Akyol, Z. & Garrison, R.D. (Eds.) <\/span>Educational communities of inquiry: theoretical framework, research and practice, <\/span>(pp. 389-400)<\/span>. \u00a0<\/span>Hershey, PA: IGI Global.<\/span> <\/span><\/p>\n

Rhoades, G. (2000) \u2018The changing role of faculty\u2019 in Losco, J. and Fife, B. (eds.) <\/span>Higher Education in Transition: the challenges of the new millennium <\/span>Westport CT: Bergin and Garvey.<\/span><\/p>\n

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