BTÖ621 - LEARNING IN COMPLEX and ILL-STRUCTURED DOMAINS

Course Name Code Semester Theory
(hours/week)		 Application
(hours/week)		 Credit ECTS
LEARNING IN COMPLEX and ILL-STRUCTURED DOMAINS BTÖ621 Any Semester/Year 3 0 3 8
Prequisites-
Course languageTurkish
Course typeElective 
Mode of DeliveryFace-to-Face 
Learning and teaching strategiesLecture
Discussion
Question and Answer
Other: Project-based Learning  
Instructor (s)Assoc. Prof. Dr. Yasemin Demiraslan Çevik 
Course objectiveThis course focuses on the different theoretical perspectives and research to the nature and the problems of learning in complex and ill-structured domains, and examines the possible roles of Information and Communication Technologies (ICT) in handling these problems. 
Learning outcomes
  1. Understands the nature and problems of learning in complex and ill-structured domains.
  2. Articulates the cognitive perspectives to complex learning.
  3. Critically evaluates the strengths and weaknesses of the cognitive perspectives to complex learning.
  4. Articulates the constructivist perspectives to complex learning.
  5. Critically evaluates the strengths and weaknesses of the constructivist perspectives to complex learning.
  6. Carries out and evaluates different technologies to solvingthe problems of learning in complex and ill-structured domains .
Course ContentThe Nature of Complex and Ill-structured Domains, Cognitive and Constructivist Perspectives to Complex Learning, Cognitive Load Theory, Worked Examples, 4C/ID Model, Cognitive Flexibility Theory, Ill-structured Problem Solving, The Problem of Transfer 
ReferencesJonassen, D.H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York: Routledge.

Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1-19.

Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1992). Cognitive flexibility, constructivism and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. Duffy & D. Jonassen (Eds.), Constructivism and the Technology of Instruction. Hillsdale, NJ: Erlbaum.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.

Tobias, S. & Duffy, T. M. (2009). Constructivist Instruction: Success Or Failure? New York: Routledge.

van Merriënboer, J. J. G & Kirshner, P. (2007). Ten Steps to Complex Learning. Erlbaum.

 

Course outline weekly

WeeksTopics
Week 1Discussing the Course Syllabus and the Requirements of the Course
Week 2The Nature of Complex and Ill-structured Domains. Difficulties in Learning due to Complexity
Week 3Cognitive Perspectives to Complex Learning: ACT-R, Cognitive Load Theory
Week 4Cognitive Perspectives to Complex Learning: Example-based Learning, Worked Examples (part 1)
Week 5Cognitive Perspectives to Complex Learning: Worked Examples (part 2), Student Presentations
Week 64C/ID Model: Ten Steps to Complex Learning
Week 7Midterm exam
Week 8Constructivist Perspectives to Complex Learning: Cognitive Flexibility Theory
Week 9Constructivist Perspectives to Complex Learning: Ill-structured Problem Solving (part 1)
Week 10Constructivist Perspectives to Complex Learning: Ill-structured Problem Solving (part 2)
Week 11Constructivist Perspectives to Complex Learning: Learning Complexity from Cases
Week 12The Problem of Transfer
Week 13Student Presentations
Week 14Review and Final Reflections

Assesment methods

Course activitiesNumberPercentage
Attendance145
Laboratory00
Application00
Field activities00
Specific practical training00
Assignments00
Presentation210
Project125
Seminar00
Midterms120
Final exam140
Total100
Percentage of semester activities contributing grade succes1860
Percentage of final exam contributing grade succes140
Total100

WORKLOAD AND ECTS CALCULATION

Activities Number Duration (hour) Total Work Load
Course Duration (x14) 14 3 42
Laboratory 0 0 0
Application000
Specific practical training000
Field activities000
Study Hours Out of Class (Preliminary work, reinforcement, ect)14570
Presentation / Seminar Preparation22040
Project13030
Homework assignment000
Midterms (Study duration)12323
Final Exam (Study duration) 13535
Total Workload33116240

Matrix Of The Course Learning Outcomes Versus Program Outcomes

D.9. Key Learning OutcomesContrubition level*
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest