ODP650 - CLASSROOM ACOUSTICS and ASSISSTIVE LISTENING DEVIC
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| CLASSROOM ACOUSTICS and ASSISSTIVE LISTENING DEVIC | ODP650 | 2nd Semester | 2 | 2 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Drill and Practice Case Study | |||||
| Instructor (s) | Prof. Esra Yücel | |||||
| Course objective | This course is aimed to provide knowedge about classroom acoustics, basic principals in acoustic, assistive listening devices and practices. | |||||
| Learning outcomes |
| |||||
| Course Content | In this course will provide classroom acoustics and its principals; also assistive listening devices | |||||
| References | 1. Hänsler E., Schmidt G. Topics in Acoustic Echo and Noise Control Selected Methods for the Cancellation of Acoustical Echoes, the Reduction of Background Noise, and Speech Processing. SpringerLink (Online service). 2. Tyler RS, Schum DJ. Assistive devices for persons with hearing impairment. Boston : Allyn and Bacon, 1995. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Hearing technologies |
| Week 2 | Acoustic |
| Week 3 | Classroom acoustic |
| Week 4 | Environmental planning for effective listening |
| Week 5 | Legal obligations and responsibilities of teachers |
| Week 6 | Midterm |
| Week 7 | The importance of classroom acoustics for hearing impaired students |
| Week 8 | Assistive listeining devices |
| Week 9 | FM and infrared devices |
| Week 10 | Additional Technologies |
| Week 11 | Midterm |
| Week 12 | The challenging situations for hearing impaired students |
| Week 13 | Environmental planning for hearing impaired students |
| Week 14 | Case studies |
| Week 15 | |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 14 | 20 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 20 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 60 |
| Percentage of final exam contributing grade succes | 0 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 14 | 2 | 28 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 5 | 70 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 2 | 7 | 14 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 1 | 30 | 30 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 46 | 86 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. They could follow theoretical and clinical scientific developments in basic diagnostic, evaluation and rehabilitation techniques specific to the field of audiology. They also could use systematic information specific to different areas of audiology in the field of vocational and academic work. | X | ||||
| 2. They could use theoretical and applied concepts and principles in the field of audiology in clinical problem solving and decision making. | X | ||||
| 3. They could plans and conduct scientific research independently and / or as teamwork on issues related to the field of audiology, and uses the necessary software and equipment correctly | X | ||||
| 4. They follow the ethical rules for audiology related research and applications | X | ||||
| 5. As a team member, they could work as interdisciplinary and multidisciplinary with practitioners, caregivers and other stakeholders. They gin the individual skills and responsibilities for student supervision and supervision in the field and clinic. As an Audiologist, they understand, recognize and carry out his professional role and responsibilities. | X | ||||
| 6. They develop behaviours in accordance with lifelong learning principles in the development of the professional services of audiology to meet social expectations and needs. It contributes to quality improvement, vocational education and promotion programs | X | ||||
| 7. They contribute to community health and health policies within the framework of national values and country facts; and they raise awareness about individual, family and society about education, preventive and rehabilitative approaches. | X | ||||
| 8. They have embraced personal development, information literacy and lifelong learning; plays an active role in the development of educational and promotion programs related to the field, and also exhibits its professional behaviour at international level. | X | ||||
| 9. They could write report on researches and studies he / she has done in the field of audiology; publish their work in nationally and / or internationally recognized journals; communicate verbally with national and international scientists, and present their work at scientific meetings. | X | ||||
| 10. They take an active role in the development, progress and introduction of the science of audiology. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest