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 | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| none |
| Course Language | Turkish |
|---|---|
| Course Type | N/A |
| 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 | Having knowledge and awareness of the design and construction decisions influenced by geographical variations in social, economic, cultural, and physical contexts. | |||||
| 2 | Being able to collaborate in a multidisciplinary manner at the national and international levels, independently or jointly planning design projects in interdisciplinary work, and taking on responsibilities to execute/manage them in the field of interior architecture. | |||||
| 3 | Having knowledge about the principles, laws, regulations and standards related to the field of interior architecture; being aware of professional ethics, duties and responsibilities. | |||||
| 4 | Being able to obtain the necessary data using accurate research methods and techniques, interpreting the results, and transforming the theoretical knowledge acquired by generating counter-arguments/syntheses, evaluating them, and applying them to alternative design solutions in the practical domain in the field of interior architecture. | |||||
| 5 | Expressing data, ideas, design solutions and projects accurately and effectively by using oral, written and/or visual communication techniques and technology in the interior architectural design process. | |||||
| 6 | Having knowledge of interior space systems in a way that considers the relationship between the base building construction and the interior construction in the interior architectural design process. | |||||
| 7 | Providing a holistic design approach by developing details through the appropriate selection of furnishing, product and material in the interior architectural design process. | |||||
| 8 | Creating 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 in the field of interior architecture. | |||||
| 9 | Developing user-oriented design solutions with human factors, ergonomics, universal and inclusive design principles in the interior architectural design process. | |||||
| 10 | Having knowledge within the scope of the historical development of architecture and art in the interior architectural design process, having the competence to make decisions by exhibiting a respectful and sensitive attitude towards cultural heritage and historical/natural environment. | |||||
| 11 | Designing to increase spatial comfort and wellbeing with the impact of physical environmental systems such as lighting, color, acoustics, air conditioning, etc. in the interior architectural design process. | |||||
| 12 | Having the ability to develop a sustainable design by using natural and built environment information in the interior architectural design process. | |||||
| 13 | Keeping up with new developments in the field of interior architecture and design, having a consciousness of lifelong learning, and contributing 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 | ||