ECTS - Effective Strategies for Learning
Effective Strategies for Learning (HUM205) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Effective Strategies for Learning | HUM205 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | -To teach students effective methods of learning, -To give information about the factors affecting learning, -To convey the basic strategies of learning, -To give information about types of learning, -To determine what one’s learning styles are, find out one’s own learning style through psychometric tools and rearrange one’s system of study accordingly, -To teach motivation techniques, intrinsic and extrinsic motivation, and how to motivate oneself, -To teach how to study effectively, -To understand anxiety, which is one of the factors affecting learning, -To inform them about the effective techniques for coping with exam anxiety, -To teach how to be more successful in the exams |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Effective methods of learning, learning strategies and styles, factors affecting learning and ways of coping, increasing motivation, repetition scheduling, time management. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | The Concept of Learning Overview of Learning Theories a. Cognitive Approach b. Behavioral Approach c. Neuro-Physiological Theory | Educational Psychology p. 229-232 Psychology p. 173 Educational Psychology p. 249-252 Psychology p. 173-208 |
| 2 | Factors Affecting Learning I a. Intelligence b. Age c. Maturation d. Motivation e. Biological-Physiological State | Educational Psychology p. 234-244 |
| 3 | Factors Affecting Learning II a. General State of Emotional Arousal and Anxiety b. Transferring Prior Learning c. Learning-teaching methods d. Readiness e. Timing f. Attention | Educational Psychology p. 238-245 |
| 4 | Learning Strategies a. Intermittent or Batch Learning b. Information About Results c. Reading or Telling d. Learning as a Whole or Dividing e. Programmed Learning | Introduction to Psychology p. 119-126 |
| 5 | Types of Learning a. Memorizing b. Trial and error c. Habit d. Conditioning e. Problem solving | Outstanding Achievement in Learning, p.67-91 |
| 6 | Learning Styles a. Kinesthetic b. Image c. Auditory Learning Styles Test | Outstanding Achievement in Learning, p.121-143 |
| 7 | Midterm | The questions prepared by the course instructor. |
| 8 | Remember and Forget a. Short-term Memory b. Long-term Memory c. Amount Memorized d. Why Do We Forget? | Understanding Psychology, p. 246-274 Introduction to Psychology, p. 133-142 Educational Psychology, p. 381-387 |
| 9 | Motivational Techniques a. Intrinsic and Extrinsic Motivation b. How Can We Motivate Ourselves? | Psychology p. 451-465 Educational Psychology p. 500-522 |
| 10 | a. Planning Process as the Path to Success b. The Importance of Listening and Note Taking c. Starting and Continuing to Study | Educational Psychology p. 459-471 Outstanding Achievement in Learning, p.153-161 |
| 11 | Effective Studying II a. Time Management b. Study and Repetition Program | Outstanding Achievement in Learning, p.163-169 |
| 12 | Effective Studying III a. Active Listening b. Faster and Effective Reading c. Preparation for Exams | Outstanding Achievement in Learning, p. 170-178 |
| 13 | Anxiety due to Factors Affecting Learning a. What Level of Anxiety Am I Experiencing? b. Exam Anxiety Test | Outstanding Achievement in Learning, p. 179-182 |
| 14 | Techniques for Coping with Anxiety due to Factors Affecting Learning a. What are the Techniques for Coping with Exam Anxiety? b. Practical studies of the techniques | Outstanding Achievement in Learning, p. 183-191 |
| 15 | Tips for Success in Exams | Outstanding Achievement in Learning, p.192-194 |
| 16 | Final Exam | The questions prepared by the course instructor. |
Sources
| Course Book | 1. Eğitim Psikolojisi, Alim Kaya, Pegem Akademi, Ankara, 2017 |
|---|---|
| 2. Eğitim Psikolojisi-Gelişim-Öğrenme-Öğretim, Binnur Yeşilyaprak, Pegem Yayıncılık, Ankara, 2006 | |
| 3. Psychology, J. S. Halonen, J.W.Santrock, Mc Graw Hill, USA, 1996 | |
| 4. Psikolojiyi Anlamak, C. G. Morris, Türk Psikologlar Derneği Yayınları, Ankara, 2002 | |
| Other Sources | 5. Öğrenmede Üstün Başarı, Acar Baltaş, Remzi Kitabevi, 2016 |
| 6. Psikolojiye Giriş, C. Morgan, Meteksan Yayınları, Ankara, 1986 |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| Final Exam/Final Jury | 1 | 60 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Have the knowledge and awareness of the design and construction decisions influenced by geographical variations in social, economic, cultural, and physical contexts. | |||||
| 2 | To be able to collaborate in a multidisciplinary manner at the national and international levels, to plan design projects in interdisciplinary work independently or jointly, and taking on responsibilities to execute/manage them. | |||||
| 3 | Have the knowledge about the principles, laws, regulations and standards; be aware of professional ethics, duties and responsibilities. | |||||
| 4 | To be able to obtain the necessary data using accurate research methods and techniques, to interpret the results, and to transform the theoretical knowledge acquired by generating counter-arguments/syntheses, evaluating them, and applying them to alternative design solutions in the practical domain. | |||||
| 5 | Expresses data, ideas, design solutions and projects accurately and effectively by using oral, written and/or visual communication techniques and technology. | |||||
| 6 | Have the knowledge of interior space systems in a way that considers the relationship between the base building construction and the interior construction. | |||||
| 7 | Provides a holistic design approach by developing details through the appropriate selection of furnishing, product and material. | |||||
| 8 | Develops design ideas/creates a space with the influence of psychology, sociology, philosophy, architecture and art by using scientific and technical knowledge that will respond to aesthetic and functional needs. | |||||
| 9 | Develops user-oriented design solutions with human factors, ergonomics, universal and inclusive design principles. | |||||
| 10 | Have the knowledge within the scope of the historical development of interior architecture, architecture and art, having the competence to make decisions by exhibiting a respectful and sensitive attitude towards cultural heritage and historical/natural environment. | |||||
| 11 | Designs to increase spatial comfort and wellbeing with the impact of physical environmental systems such as lighting, color, acoustics, air conditioning, etc. | |||||
| 12 | Have the ability to develop a sustainable design by using natural and built environment information. | |||||
| 13 | Keeps up with new developments in the field of interior architecture and design, have a consciousness of lifelong learning, and contributes to the field. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 6 | 6 |
| Total Workload | 100 | ||