COURSE UNIT TITLE

: THEORY AND IMPLEMENTATION IN COGNITION AND MULTIMEDIA

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
EBT 6025 THEORY AND IMPLEMENTATION IN COGNITION AND MULTIMEDIA ELECTIVE 3 0 0 7

Offered By

Educational Technologies

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

Offered to

Educational Technologies

Course Objective

This course examines the theoretical foundation of cognition and multimedia and its applications in the field of education. Instructional design principles will be used in the process of multimedia design. In addition, students are expected to create, implement and evaluate their own multimedia designs for different educational areas using innovative technologies.

Learning Outcomes of the Course Unit

1   explain the theoretical knowledge of cognition
2   comprehend the theoretical knowledge of multimedia field
3   explain the principles of effective instructional message design
4   design multimedia using instructional design
5   apply and evaluate a multimedia environment.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 What is meeting, lesson plan, lesson requirements, ignite presentation
2 Memory
3 Memory models
4 Mental imagery
5 Cognitive load
6 Cognitive development
7 Systematic visual design model
8 Midterm
9 Designing graphics that attract attention, remind previous information, reduce cognitive load
10 Designing graphics that transfer information, Visualizing processes and concepts Visualizing facts, processes and theories
11 Examining the researches carried out in the field of multimedia
12 Project studies
13 Project studies
14 Project studies
15 Project studies
16 Final

Recomended or Required Reading

Solso, R.L., Maclin, M.K., Maclin, O.H.: Cognitive Psychology. Pearson Education, Old Tappan (2007)
Baddeley, A.D., Hitch, G.J.L.: Working memory. Psychol. Learn. Motiv.: Adv. Res. Theor. 8, 47 89 (1974)
Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
Bannert, M. B. (2002). Managing cognitive load: Recent trends in cognitive load theory. Learning and Instruction, 12, 139-146.
Baddeley, A. D. (1986). Working Memory Oxford England: Oxford University Press.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312 320.
Mayer, R. E., Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Learning from Multimedia. Educational Psychologist, 38, 43-52.
Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19, 469 508.

Planned Learning Activities and Teaching Methods

Presentations, discussion, group work,

Assessment Methods

Successful / Unsuccessful

Further Notes About Assessment Methods

None

Assessment Criteria

midterm, presentation and final exam

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

To be announced.

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 10 2 20
Preparations before/after weekly lectures 14 3 42
Preparation for midterm exam 5 4 20
Preparation for final exam 5 4 20
Preparing assignments 1 30 30
Design Project 1 50 50
Midterm 1 2 2
Final 1 2 2
TOTAL WORKLOAD (hours) 186

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8
LO.132423211
LO.232423211
LO.323423122
LO.445425555
LO.545425555

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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