OSB613 - TECHNOLOGY ASSISTED PRACTICES and ADVANCED RESEARC
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| TECHNOLOGY ASSISTED PRACTICES and ADVANCED RESEARC | OSB613 | Any Semester/Year | 3 | 0 | 3 | 8 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | Department | |||||
| Course objective | It is aimed to give knowledge and skills to the students with OSB to recognize technology based practices in teaching skills or concepts and to apply technology based applications in advanced research. | |||||
| Learning outcomes |
| |||||
| Course Content | Characteristics of individuals with OSB The bases of technology-based implementations of individuals with OSB Technology-based applications for individuals with OSB in further research Identification of facial features in individuals with OSB Eye movement scanning systems in the evaluation of OSB Computer based applications Multitouch tablet based applications Applications based on video-DVD usage Virtual reality environment applications Robot applications | |||||
| References | Chawarska, K., & Shic, F. (2009). Looking but not seeing: Atypical visual scanning and recognition of faces in 2 and 4-year-old children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39 (12), 1663?1672. Farroni, T., Csibra, G., Simion, F., & Johnson, M. H. (2002). Eye contact detection in humans from birth. Proceedings of the National Academy of Sciences, 99 (14), 9602-9605. Robins, B., Dautenhahn, K., Te Boekhorst, R., & Billard, A. (2005). Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills?. Universal Access in the Information Society, 4(2), 105-120. Kandalaft, M. R., Didehbani, N., Krawczyk, D. C., Allen, T. T., & Chapman, S. B. (2013). Virtual reality social cognition training for young adults with high-functioning autism. Journal of autism and developmental disorders, 43(1), 34-44. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Characteristics of individuals with OSB |
| Week 2 | The bases of technology-based implementations of individuals with OSB |
| Week 3 | Technology-based applications for individuals with OSB in further research |
| Week 4 | Technology-based applications for individuals with OSB in further research |
| Week 5 | Eye movement scanning systems in the evaluation of OSB |
| Week 6 | Eye movement scanning systems in the evaluation of OSB |
| Week 7 | Midterm |
| Week 8 | Identification of facial features in individuals with OSB |
| Week 9 | Identification of facial features in individuals with OSB |
| Week 10 | Individuals and technology with OSB |
| Week 11 | Computer based applications |
| Week 12 | Multitouch tablet based applications |
| Week 13 | Applications based on video-DVD usage |
| Week 14 | Virtual reality environment applications |
| Week 15 | Robot applications |
| Week 16 | Final |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 10 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 50 |
| Percentage of final exam contributing grade succes | 2 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 4 | 56 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 4 | 56 |
| Presentation / Seminar Preparation | 2 | 24 | 48 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 10 | 20 |
| Midterms (Study duration) | 2 | 10 | 20 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 35 | 92 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Knows the development of autism and comorbid disorders in individuals. | X | ||||
| 2. Knows and implements professional and publication ethics in the area of education of individuals with autism. | X | ||||
| 3. Follows educational and research developments in the area of autism and shares research findings with national/international stakeholders. | X | ||||
| 4. Completes the steps of a research study including conducting literature review, developing study methodology, collecting study data, analyzing and reporting research findings | X | ||||
| 5. Discusses the significance of inter-disciplinary roles and collaboration in the area of education of individuals with autism and uses knowledge and skills in inter-disciplinary works | X | ||||
| 6. Otizm alanındaki gelişimsel, eğitsel ve sosyal sorunlara farklı bilimsel araştırma paradigmaları ile çözümler sunar. | X | ||||
| 7. Knows, compares, and analyzes evidence based practices in the area of education of individuals with autism. | X | ||||
| 8. Conducts assessments, plans and implements educational/developmental interventions using theoretical and practical knowledge in the area of education of individuals with autism. | X | ||||
| 9. Support and maintain professional development and life-long learning following theoretical and practical developments | X | ||||
| 10. Uses effective technology-based practices in the area of education of individuals with autism. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest