Seçmeli Dersler Ana Bilim Dalı
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Article Citation Count: Dağhan, Gökhan...et al. (2017). "Bilişim Teknolojileri Öğretmen Adaylarının Bakış Açısından 21.Yüzyıl Öğrenen Ve Öğretmen Özellikleri", Eğitim Teknolojisi Kuram ve Uygulama, Vol. 7, No. 2, pp. 215-235.Bilişim Teknolojileri Öğretmen Adaylarının Bakış Açısından 21.Yüzyıl Öğrenen Ve Öğretmen Özellikleri(2017) Dağhan, Gökhan; Kibar Nuhoğlu, Pınar; Menzi Çetin, Nihal; Telli, Esra; Akkoyunlu, Buket; 8539Bu çalışmanın amacı Bilişim Teknolojileri öğretmen adaylarının bakış açısından 21. yüzyıl öğrenenlerinin ve öğretmenlerinin özelliklerini irdelemek ve farkındalıklarını belirlemektir. Bu amaçla 63 öğretmen adayının öğretmenlik uygulaması dersi kapsamında ağ günlüklerine "21. yüzyıl öğrencisinin ve öğretmeninin özellikleri" başlığı altında yazdıkları yazılar doküman analizi ile çözümlenmiştir. Analiz sonucunda öğretmen adaylarının 21. yüzyıl öğrenen ve öğretmen özellikleri olarak belirttikleri niteliklere ilişkin öğrenen özellikleri bağlamında 8 tema altında 57 farklı koda, öğretmen özellikleri bağlamında ise 7 tema altında 38 farklı koda ulaşılmıştır. Buna göre 21. yüzyıl öğrenen özelliklerine ait temalar bilgi okuryazarlığı, bilişsel beceriler, sosyal özellikler, kişisel özellikler, dijital vatandaş olma, ahlaki özellikler, öğrenme tercihi ve medya okuryazarı olma şeklindedir. Öğretmen özellikleri ise öğretim yaklaşımı, öğretim tasarımı, bilgi ve iletişim teknolojileri okuryazarlığı, bilgi okuryazarlığı ile kişisel, mesleki ve sosyal özellikler temaları altında toplanmıştır. Araştırma bulgularının ilgili alan yazınla benzer olduğu, öğretmen adaylarının 21. yüzyıl öğrenen ve öğretmen yeterlikleri açısından farkındalığa sahip oldukları görülmüştür.Article Citation Count: Nuhoğlu-Kibar, P.; Sullivan, K.; Akkoyunlu, B., "Creating Infographics Based On the Bridge21 Model for Team-Based and Technology-Mediated Learning", Journal of Information Technology Education: Innovations in Practice, Vol. 18, pp. 87-111, (2019).Creating Infographics Based On the Bridge21 Model for Team-Based and Technology-Mediated Learning(Informing Science Institute, 2019) Nuhoğlu Kibar, Pınar; Sullivan, Kevin; Akkoyunlu, Buket; 8539Aim/Purpose The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing prepractices and scaffolding.Article Citation Count: Kibar, Pinar Nuhoglu; Akkoyunlu, Buket, "Modeling of Infographic Generation Process as a Learning Strategy at the Secondary School Level Based on the Educational Design Research Method", Eğitim ve Bilim-Education and Science, Vol. 43, No. 196, pp. 97-123, (2018)Modeling of Infographic Generation Process as a Learning Strategy at the Secondary School Level Based on the Educational Design Research Method(Turkish Education Assoc, 2018) Nuhoğlu Kibar, Pınar; Akkoyunlu, Buket; 8539The study aimed to model an infographic design process for the use of infographics as a learning strategy at the secondary school level. A progressive model was suggested in line with a hypothetical perspective regarding the infographic generation process in order to enable learners to resolve and visualize complex information. Using educational design research methodology, the research took place over three meso cycles each comprised of micro cycles: the first two meso cycles included the micro-cycles of analysis and exploration, design and construction and evaluation and reflection and the third meso cycle the evaluation and reflection micro cycle. The study was conducted in collaboration with Information Technology, Science and Technology and Visual Arts teachers and with the participation of 18 7th grade students in the first meso cycle and 19 7th-grade students in the second meso cycle. The infographic design process and the reached infographic design levels were evaluated using the infographic design rubric, reflection forms and focus group interview. Based on the evaluation results obtained at the end of the first two meso cycles, the infographic design process was redesigned and developed. The infographic design process was designed to include the steps of content acquisition, infographic design information, content preparation, content generation, visual design generation, draft generation and digital design in the first meso cycle. In accordance with evaluations, the second meso cycle preserved these steps and implemented a spiral structure to replace the progressive structure of the first meso cycle. Sub-stages were added to meet the determined needs to the infographic design process, training activities were increased and a greater length of time was given for the digital design step. In accordance with the reflection obtained throughout the process, laboratory computers used in the design process in the first cycle were replaced with the students' own tablets in the second. The infographic design levels and reflections reached in the second meso cycle indicated that the arrangements made in the infographic design process developed the process. At the end of the comprehensive evaluation undertaken in the third meso cycle, a conclusion was reached that the collaboration between different fields, infographic design experience and the use of learners' own instruments was significant. This study can be distinguished from other relevant studies as it presents a comprehensive process model in accordance with the educational design research method which contains applications within itself regarding the implementation of infographic design strategy in the learning process.