Derleme
BibTex RIS Kaynak Göster

Öğretim Tasarım Süreçleri Ve “Etik”

Yıl 2023, Cilt: 5 Sayı: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı, 959 - 975, 29.10.2023

Mukaddes Erdem Seda Özer Şanal

https://doi.org/10.38151/akef.2023.94

Öz

Bu çalışma çok boyutlu, çok katmanlı ve etiği yanına değil temeline alıp yürümesi; sadece yaptıklarını etik açıdan gözden geçiren değil, yapacaklarını etik ilkeler temelinde oluşturması gereken karmaşık bir süreci, öğretim tasarımı sürecini, yine etik bir bakışla tartışma girişimidir. Sorunlara çözüm garantisi taşımak bir yana, üzerinde uzlaşılacak bazı sonuçlara varma konusunda bile kuşkuları olan bir denemedir yalnızca. Zira etik, neyin iyi ve doğru olduğunu tanımlayıp kural koyan ve insan eylemlerini yönlendirmeye çalışan bir değerler sistemi, bir bilgi alanı olarak, antik çağdan bu yana tartışılsa da insanlık tarihinin “ahlaki evre” olarak tanımlayabileceğimiz bir evresi hiç olmamıştır. Ama tersi sıklıkla gözlenmiştir. Tarihin en yakın etik kırılmalarından biri II. dünya savaşında pratiğe, 1990’lı yıllar da ise bilime dair yaşanmıştır ve yaşanmaya devam etmektedir. Bu; etiğin geleceği göremeyen kör bir disiplin olduğunu mu, o iyi ve doğru saydığı şeylerin aslında iyi ve doğru olmadığını ya da gerçekliğe aykırı düştüğünü mü, tam bir uzlaşıyla ve gerçekliği kapsayacak biçimde tanımlanmamış olduğunu mu gösterir tartışılabilir ama etik ve ahlak, iyi ve doğru olanı hep belirlemiş ve bu kuralları aşan insan da hep olmuştur. Amacı, doğuşu, gelişimi ve başarısı açısından baktığımızda eğitimle ve öğretimle yakın akrabalığı -kan bağı- bulunduğunu düşündüğümüz etiğin, açık olarak ortaya koyduğu ya da örttüğü, gizlediği birçok kavram ve boyut vardır. Dahası, özünde bir felsefe disiplini olan etik, yaşama dair değer belirleyen ve bunların üzerine kurallar koyan bir alan olarak zaman üstü gibi görünse de, eylem ilkeleri olarak kurallar yaşam dönüşümleriyle değiştiğinden, yaslandığı değerler dâhil dönüştürülüp düzenlenmesi gereken; dolayısıyla işlev olarak değilse de kavram ve kurallar olarak evrimsel bir yapı gösterir.

Anahtar Kelimeler

Öğretim Öğretim tasarımı Etik Etik öğretim tasarımı

Kaynakça

  • AECT, Association for Educational Communications and Technology (2004). The Definition of Educational Technology. AECT.
  • Akarsu, B. (1994).Çağdaş Felsefe: Kant’tan Günümüze Felsefe Akımları. İnkılap Kitapevi.
  • Akkoyunlu, B., Dağhan, G., & Erdem, M. (2015). Teacher’s professional perception as a predictor of teacher – student friendship in Facebook: A scale development study. International Online Journal of Educational Sciences, 7(1), 242-259.
  • Aközer, M., & Aközer, E. (2015). Bilim ahlakı normlarının etik temellendirilmesi: Bilim insanlarının dışsal sorumlulukları. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 5(2), 109-124.
  • Aristoteles (2019). Nikomakhos’a Etik. (Çev.: Saffet Babür). Bilgesu Yayınları.
  • Atsız, H. (2020). 20. Yüzyılda Felsefe.
  • Aydın, C.H. (2005). Turkish mentors’ perception of roles, competencies and resources for online learning. Turkish Online Journal of Distance Education – TOJDE, 6(3), 58–80.
  • Bardakcı, S. & Keser, H. (2017). Bilişim Teknolojilerinin Eğitime Entegrasyonu. Ankara: Nobel Yayınları.
  • Barrett, L. (2014) Beynin Ötesi. (Çev.: İ. A. Demir). Alfa Yayıncılık.
  • Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: implications for competency‐based teacher education programs. Distance Education, 30(3), 383-397.
  • Berge, Z.L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22–30.
  • Biggiero, L. (2001). Sources Of Complexity In Human Systems. Nonlinear Dynamics, Psychology, And Life Sciences, 5(1).
  • Braden, R.A. (1996). The case for linear instructional design and development: A commentary on models, challenges and myths. Educational Technology, 36(2), 5 – 23.
  • Britzman, D.P. (1991). Practice makes practice: A critical study of learning to teach. SUNY Press.
  • Bulut, S. (2019). Büyük Veri Çağında Araçsallaştırılan Beden ve Genetik Ayrımcılığı David Le Breton’ın Bedene Vedası’ndan Okumak. OPUS Uluslararası Toplum Araştırmaları Dergisi, 14 (20).
  • Campbell, K., Schwier, R. A., & Kenny, R. F. (2005). Agency of the instructional designer: Moral coherence and transformative social practice. Australasian Journal of Educational Technology, 21(2).
  • Canan, S. (2015). Değişen Beynim. Tuti Kitap.
  • Carr, D. (2005). Professionalism and ethics in teaching. Routledge.
  • Christians, C.G. (2000). Ethics and politics in qualitative research.
  • Cobb, P. (1996). Where is the mind? A coordination of sociocultural and cognitive constructivist perspectives. In C.W. Fosnot (Ed.), Constructivism: Theory, perspectives and practice. New York: Teachers College Press.
  • Damarin, S. K. (1994). Equity, caring, and beyond: Can feminist ethics inform educational technology?. Educational Technology, 34(2), 34-39.
  • Dark, M. J., & Winstead, J. (2005). Using educational theory and moral psychology to inform the teaching of ethics in computing. Proceedings of the 2nd annual conference on Information security curriculum development (ss. 27-31).
  • Deigh, J. (1999). Ethics. Robert Audi (Ed.), The Cambridge Dictionary of Philosophy. (ss. 284-289) Cambridge University Press.
  • Dennis, B., Watland, P., Pirotte, S., & Verday, N. (2004). Role and competencies of the e-tutor. Proceedings of the Networked Learning Conference.
  • Dick, W. (1992). An Instructional Designer’s View of Constructivism. In T. M. Duffy &D. H. Jonassen (Eds.), Constructivism and the Technology of Instruc¬tion: A Conversation, New Jersey: Lawrence Erlbaum.
  • Duman, F. (2010). Aydınlanma Eleştirisinden Devrim Karşıtlığına: Edmund Burke. Liberte Yayınları.
  • Eagleman, D. (2013).Incognito-Beynin Gizli Hayatı. (Çev.: Z. A. Tozar). Domingo Yayınevi.
  • Erdem, M. (2020). Yeniden Öğretmeyi Öğrenme. Pegem Akademi Yayınları.
  • Frolov, I. (1997). Felsefe sözlüğü, 2. basım, (Çev.: A. Çalışlar). Cem Yayınevi
  • Gold, S. (2001). A constructivist approach to online training for online teachers. Journal for Asynchronous Learning Networks, 5(1).
  • Goldhill, O. (2017). Batı Felsefesinin ortaya çıkışı halüsinatiflere dayanıyor olabilir. Düşünbil Portal, (Çev.: S. E. Atabay).
  • Goodyear, P., Salmon, G., Spector, J.M., Steeples, C., & Tickner, S. (2001). Competences for online teaching: A special report. Educational Technology Research and Development, 49(1), 65–72.
  • Gray, C. M., & Boling, E. (2016). Inscribing ethics and values in designs for learning: a problematic. Educational technology research and development, 64(5), 969-1001.
  • Harari, Y. (2015). Hayvanlardan Tanrılara: Sapiens-İnsan Türünün Kısa Bir Tarihi. (Çev.: E. Genç). Kollektif Kitap.
  • Harari, Y. (2017). Homo Deus: Yarının Kısa Bir Tarihi. (Çev. P. N.). Taneli, İstanbul: Kollektif Kitap.
  • Haughey, D.J. (2007).Ethical relationships between instructor, learner and institution. Open Learning: The journal of Open and Distance Learning.
  • Herda, E.A. (1999). Research conversations and narrative: A critical hermeneutic orientation in participatory inquiry. Praeger.
  • Huxley, A. (2013) Cesur Yeni Dünya. (Çev.: Ü. Tosun). İthaki Yayınları.
  • Inouye, D. K., Merrill, P. F. & Swan, R. H. (2005). Help: toward a new ethics-centered paradigm for instructional design and technology. IDT Record.
  • Jocoy, C. & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open and Distance Learning, 7(1), 1-15.
  • Ketenci, T. & Topuz, M. (2013). Aristotales ve Augustinus’un İnsan Anlayışları Üzerine, Kaygı, 20, 1-18.
  • Koper, R. (2000). From change to renewal: Educational technology foundations to electronic learning environments. Inaugural address of the Educational Technology Expertise Center, Open University of the Netherlands.
  • Kuçuradi, İ. (2003). İnsan ve Değerleri. Türkiye Felsefe Kurumu.
  • Kuçuradi, İ. (2018). Etik. 7. Baskı. Türkiye Felsefe Kurumu.
  • Laudon, K. C., & Laudon, J. P. (2006). Management information systems: Managing the digital firm (9th ed.) Pearson Education.
  • Lebacqz, K. (1985). Professional ethics: Power and paradox.
  • MacIntyre, A. (2001). Etik’in Kısa Tarihi/ Homerik Çağdan Yirminci Yüzyıla. (Çev.: H. Ünler). Paradigma Yayınları.
  • Meder, M. & Çeğin, G. (2011). Bourdieu’yü okumak: Post pozitivist bir sosyolojinin imkânı üzerine. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(1), 233 - 256.
  • Mengüşoğlu, T. (1965). Değişmez Değerler ve Değişen Davranışlar: Felsefi Ethik İçin Kritik Bir Hazırlık. İstanbul Üniversitesi Yayınları
  • Merrill, M.D., Drake, L., Lacy, M.J., Pratt, J.A. & The Id2 Research Group (1996). Reclaiming İnstructional Design. Educational Technology, 36.
  • Navaro, D. (2017). İnsan Dünyasında Yabancılaştırıcı Akıl ve Etik Akıl. Sosyal Yayınlar.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. University of California Press.
  • Nuttall, J. (1997). Ahlak Üzerine Tartışmalar: Etiğe Giriş. (Çev.: A. Yılmaz). Ayrıntı Yayınları.
  • Osguthorpe, R. T., Osguthorpe, R. D., Jacob, W. J., & Davies, R. (2003). The moral dimensions of instructional design. Educational Technology, 43(2),19­23.
  • Öktem, Ü. (2020). Kant Ahlakı.
  • Practices for Education of Teaching Profession.
  • Pring, R. (2001) Education as a Moral Practice, Journal of Moral Education, 30(2), 101-112.
  • Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M.Reigeluth (Ed.). Instructional design theories and models, Volume II: A new paradigm of instructional theory (5-29). Lawrence Erlbaum Associates.
  • Reigeluth, C.M. (1996). A new paradigm of ISD? Educational Technology, 36(3), 13-20.
  • Reiser, R.A. (2002a). What Field Did You Say You Were In? Defining And Na¬ming Our Field. In R.A. Reiser & J.V. Dempsey (Eds.), Trends And Issues In Instructional Design And Technology. Merrill/ Prentice Hall.
  • Reiser, R.A. (2002b). History of Instructional Design And Technology. In R.A. Reiser & J.V. Dempsey (Eds.), Trends And Issues In Instructional Design And Technology. Merrill/Prentice Hall.
  • Rogers, D., & Webb, J. (1991). The ethic of caring in teacher education. Journal of Teacher Education, 42(3), 173­181.
  • Rose, E., & Tingley, K. (2008). Science and Math Teachers as Instructional Designers: Linking ID to the Ethic of Caring. Canadian Journal of Learning and Technology, 34(1).
  • Schultz, D.P. & Schultz, S. E. (2011) The History of Modern Psychology. Wadsworth Cengage Learning, Belmont, USA.
  • Schunk, D. H. (2012). Learning Theories An Educational Perspective (6th Edition). Pearson Education, Inc.
  • Shapiro, J.P. & Stefkovich, J.A. (2005). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas.
  • Smith, C. (2012). Ethical behaviour in the e-classroom: What the online student needs to know. Elsevier.
  • Storey, V. A., & Tebes, M. L. (2008). Instructor’s privacy in distance (online) teaching: Where do you draw the line. Online Journal of Distance Learning Administration, 11(2), 1-10.
  • Thach, L., & Murphy, K. (1995). Competencies for distance education professionals. Educational Technology Research and Development, 43(1), 57–79.
  • Timur, T. (2014). Felsefe, Toplum Bilimleri ve Tarihçi. Yordam Yayınları.
  • Varvel, V.E. (2007). Master online teacher competencies. Online Journal of Distance Learning Administration, 10(1).
  • West, D. (1998). Kıta Avrupa’sı Felsefesine Giriş: Rousseau, Kant, Hegel’den Fo¬ucault ve Derrida’ya. (Çev.:A.Cevizci). Paradigma Yayınları.
  • Westfall, R. S. (2015), Modern Bilimin Oluşumu, (Çev.: İ. H. Duru). TÜBİTAK.
  • Wiesenberg, F. & Hutton, S. (1996). Teaching a graduate program using computer-mediated conferencing software: Distance education futures. The Journal of Distance Education,11(1), 83–100.
  • Wilde, O. (2018). Dorian Gray’in Portresi. (Çev.: M. Ortaç). Ren Kitap.
  • Williams, P.E. (2003). Roles and competencies for distance education programs in higher education institutions. American Journal of Distance Education, 17(1), 45–57.
  • Yusop, F. D. & Correia, A. P. (2012). The civic‐minded instructional designers framework: An alternative approach to contemporary instructional designers' education in higher education. British Journal of Educational Technology, 43(2), 180-190.

Instructional Design Processes and “Ethic”

Yıl 2023, Cilt: 5 Sayı: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı, 959 - 975, 29.10.2023

Mukaddes Erdem Seda Özer Şanal

https://doi.org/10.38151/akef.2023.94

Öz

This study is an attempt to discuss a complex process, the process of instructional design, which is multidimensional, multilayered and which needs to take ethics as its foundation, not its side; a process that not only reviews what it has done from an ethical point of view, but also needs to formulate what it will do on the basis of ethical principles, again from an ethical point of view. It is only an attempt that has doubts about reaching some conclusions that can be agreed upon, let alone guaranteeing solutions to problems. Because although ethics has been discussed since antiquity as a system of values, a field of knowledge that defines what is good and right, sets rules and tries to guide human actions, there has never been a phase of human history that we can define as a "moral phase". But the opposite has often been observed. One of the most recent ethical ruptures in history was experienced in practice during World War II and in science in the 1990s and continues to be experienced. It can be debated whether this shows that ethics is a blind discipline that cannot see the future, that what it considers good and right is not actually good and right, or that it is contrary to reality, or that it is not defined with a complete consensus and in a way that covers reality, but ethics and morality have always determined what is good and right, and there have always been people who have transcended these rules. Ethics, which we consider to be closely related to education and training in terms of its purpose, genesis, development and success, has many concepts and dimensions that it either explicitly reveals or conceals. Moreover, although ethics, which is essentially a discipline of philosophy, seems to be timeless as a field that determines values about life and sets rules on them, since rules as principles of action change with the transformations of life, they need to be transformed and regulated, including the values on which they are based; therefore, they show an evolutionary structure in terms of concepts and rules, if not in function.

Anahtar Kelimeler

Teaching Instructional design Ethics Ethic instructional design

Kaynakça

  • AECT, Association for Educational Communications and Technology (2004). The Definition of Educational Technology. AECT.
  • Akarsu, B. (1994).Çağdaş Felsefe: Kant’tan Günümüze Felsefe Akımları. İnkılap Kitapevi.
  • Akkoyunlu, B., Dağhan, G., & Erdem, M. (2015). Teacher’s professional perception as a predictor of teacher – student friendship in Facebook: A scale development study. International Online Journal of Educational Sciences, 7(1), 242-259.
  • Aközer, M., & Aközer, E. (2015). Bilim ahlakı normlarının etik temellendirilmesi: Bilim insanlarının dışsal sorumlulukları. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 5(2), 109-124.
  • Aristoteles (2019). Nikomakhos’a Etik. (Çev.: Saffet Babür). Bilgesu Yayınları.
  • Atsız, H. (2020). 20. Yüzyılda Felsefe.
  • Aydın, C.H. (2005). Turkish mentors’ perception of roles, competencies and resources for online learning. Turkish Online Journal of Distance Education – TOJDE, 6(3), 58–80.
  • Bardakcı, S. & Keser, H. (2017). Bilişim Teknolojilerinin Eğitime Entegrasyonu. Ankara: Nobel Yayınları.
  • Barrett, L. (2014) Beynin Ötesi. (Çev.: İ. A. Demir). Alfa Yayıncılık.
  • Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: implications for competency‐based teacher education programs. Distance Education, 30(3), 383-397.
  • Berge, Z.L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22–30.
  • Biggiero, L. (2001). Sources Of Complexity In Human Systems. Nonlinear Dynamics, Psychology, And Life Sciences, 5(1).
  • Braden, R.A. (1996). The case for linear instructional design and development: A commentary on models, challenges and myths. Educational Technology, 36(2), 5 – 23.
  • Britzman, D.P. (1991). Practice makes practice: A critical study of learning to teach. SUNY Press.
  • Bulut, S. (2019). Büyük Veri Çağında Araçsallaştırılan Beden ve Genetik Ayrımcılığı David Le Breton’ın Bedene Vedası’ndan Okumak. OPUS Uluslararası Toplum Araştırmaları Dergisi, 14 (20).
  • Campbell, K., Schwier, R. A., & Kenny, R. F. (2005). Agency of the instructional designer: Moral coherence and transformative social practice. Australasian Journal of Educational Technology, 21(2).
  • Canan, S. (2015). Değişen Beynim. Tuti Kitap.
  • Carr, D. (2005). Professionalism and ethics in teaching. Routledge.
  • Christians, C.G. (2000). Ethics and politics in qualitative research.
  • Cobb, P. (1996). Where is the mind? A coordination of sociocultural and cognitive constructivist perspectives. In C.W. Fosnot (Ed.), Constructivism: Theory, perspectives and practice. New York: Teachers College Press.
  • Damarin, S. K. (1994). Equity, caring, and beyond: Can feminist ethics inform educational technology?. Educational Technology, 34(2), 34-39.
  • Dark, M. J., & Winstead, J. (2005). Using educational theory and moral psychology to inform the teaching of ethics in computing. Proceedings of the 2nd annual conference on Information security curriculum development (ss. 27-31).
  • Deigh, J. (1999). Ethics. Robert Audi (Ed.), The Cambridge Dictionary of Philosophy. (ss. 284-289) Cambridge University Press.
  • Dennis, B., Watland, P., Pirotte, S., & Verday, N. (2004). Role and competencies of the e-tutor. Proceedings of the Networked Learning Conference.
  • Dick, W. (1992). An Instructional Designer’s View of Constructivism. In T. M. Duffy &D. H. Jonassen (Eds.), Constructivism and the Technology of Instruc¬tion: A Conversation, New Jersey: Lawrence Erlbaum.
  • Duman, F. (2010). Aydınlanma Eleştirisinden Devrim Karşıtlığına: Edmund Burke. Liberte Yayınları.
  • Eagleman, D. (2013).Incognito-Beynin Gizli Hayatı. (Çev.: Z. A. Tozar). Domingo Yayınevi.
  • Erdem, M. (2020). Yeniden Öğretmeyi Öğrenme. Pegem Akademi Yayınları.
  • Frolov, I. (1997). Felsefe sözlüğü, 2. basım, (Çev.: A. Çalışlar). Cem Yayınevi
  • Gold, S. (2001). A constructivist approach to online training for online teachers. Journal for Asynchronous Learning Networks, 5(1).
  • Goldhill, O. (2017). Batı Felsefesinin ortaya çıkışı halüsinatiflere dayanıyor olabilir. Düşünbil Portal, (Çev.: S. E. Atabay).
  • Goodyear, P., Salmon, G., Spector, J.M., Steeples, C., & Tickner, S. (2001). Competences for online teaching: A special report. Educational Technology Research and Development, 49(1), 65–72.
  • Gray, C. M., & Boling, E. (2016). Inscribing ethics and values in designs for learning: a problematic. Educational technology research and development, 64(5), 969-1001.
  • Harari, Y. (2015). Hayvanlardan Tanrılara: Sapiens-İnsan Türünün Kısa Bir Tarihi. (Çev.: E. Genç). Kollektif Kitap.
  • Harari, Y. (2017). Homo Deus: Yarının Kısa Bir Tarihi. (Çev. P. N.). Taneli, İstanbul: Kollektif Kitap.
  • Haughey, D.J. (2007).Ethical relationships between instructor, learner and institution. Open Learning: The journal of Open and Distance Learning.
  • Herda, E.A. (1999). Research conversations and narrative: A critical hermeneutic orientation in participatory inquiry. Praeger.
  • Huxley, A. (2013) Cesur Yeni Dünya. (Çev.: Ü. Tosun). İthaki Yayınları.
  • Inouye, D. K., Merrill, P. F. & Swan, R. H. (2005). Help: toward a new ethics-centered paradigm for instructional design and technology. IDT Record.
  • Jocoy, C. & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open and Distance Learning, 7(1), 1-15.
  • Ketenci, T. & Topuz, M. (2013). Aristotales ve Augustinus’un İnsan Anlayışları Üzerine, Kaygı, 20, 1-18.
  • Koper, R. (2000). From change to renewal: Educational technology foundations to electronic learning environments. Inaugural address of the Educational Technology Expertise Center, Open University of the Netherlands.
  • Kuçuradi, İ. (2003). İnsan ve Değerleri. Türkiye Felsefe Kurumu.
  • Kuçuradi, İ. (2018). Etik. 7. Baskı. Türkiye Felsefe Kurumu.
  • Laudon, K. C., & Laudon, J. P. (2006). Management information systems: Managing the digital firm (9th ed.) Pearson Education.
  • Lebacqz, K. (1985). Professional ethics: Power and paradox.
  • MacIntyre, A. (2001). Etik’in Kısa Tarihi/ Homerik Çağdan Yirminci Yüzyıla. (Çev.: H. Ünler). Paradigma Yayınları.
  • Meder, M. & Çeğin, G. (2011). Bourdieu’yü okumak: Post pozitivist bir sosyolojinin imkânı üzerine. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(1), 233 - 256.
  • Mengüşoğlu, T. (1965). Değişmez Değerler ve Değişen Davranışlar: Felsefi Ethik İçin Kritik Bir Hazırlık. İstanbul Üniversitesi Yayınları
  • Merrill, M.D., Drake, L., Lacy, M.J., Pratt, J.A. & The Id2 Research Group (1996). Reclaiming İnstructional Design. Educational Technology, 36.
  • Navaro, D. (2017). İnsan Dünyasında Yabancılaştırıcı Akıl ve Etik Akıl. Sosyal Yayınlar.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. University of California Press.
  • Nuttall, J. (1997). Ahlak Üzerine Tartışmalar: Etiğe Giriş. (Çev.: A. Yılmaz). Ayrıntı Yayınları.
  • Osguthorpe, R. T., Osguthorpe, R. D., Jacob, W. J., & Davies, R. (2003). The moral dimensions of instructional design. Educational Technology, 43(2),19­23.
  • Öktem, Ü. (2020). Kant Ahlakı.
  • Practices for Education of Teaching Profession.
  • Pring, R. (2001) Education as a Moral Practice, Journal of Moral Education, 30(2), 101-112.
  • Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M.Reigeluth (Ed.). Instructional design theories and models, Volume II: A new paradigm of instructional theory (5-29). Lawrence Erlbaum Associates.
  • Reigeluth, C.M. (1996). A new paradigm of ISD? Educational Technology, 36(3), 13-20.
  • Reiser, R.A. (2002a). What Field Did You Say You Were In? Defining And Na¬ming Our Field. In R.A. Reiser & J.V. Dempsey (Eds.), Trends And Issues In Instructional Design And Technology. Merrill/ Prentice Hall.
  • Reiser, R.A. (2002b). History of Instructional Design And Technology. In R.A. Reiser & J.V. Dempsey (Eds.), Trends And Issues In Instructional Design And Technology. Merrill/Prentice Hall.
  • Rogers, D., & Webb, J. (1991). The ethic of caring in teacher education. Journal of Teacher Education, 42(3), 173­181.
  • Rose, E., & Tingley, K. (2008). Science and Math Teachers as Instructional Designers: Linking ID to the Ethic of Caring. Canadian Journal of Learning and Technology, 34(1).
  • Schultz, D.P. & Schultz, S. E. (2011) The History of Modern Psychology. Wadsworth Cengage Learning, Belmont, USA.
  • Schunk, D. H. (2012). Learning Theories An Educational Perspective (6th Edition). Pearson Education, Inc.
  • Shapiro, J.P. & Stefkovich, J.A. (2005). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas.
  • Smith, C. (2012). Ethical behaviour in the e-classroom: What the online student needs to know. Elsevier.
  • Storey, V. A., & Tebes, M. L. (2008). Instructor’s privacy in distance (online) teaching: Where do you draw the line. Online Journal of Distance Learning Administration, 11(2), 1-10.
  • Thach, L., & Murphy, K. (1995). Competencies for distance education professionals. Educational Technology Research and Development, 43(1), 57–79.
  • Timur, T. (2014). Felsefe, Toplum Bilimleri ve Tarihçi. Yordam Yayınları.
  • Varvel, V.E. (2007). Master online teacher competencies. Online Journal of Distance Learning Administration, 10(1).
  • West, D. (1998). Kıta Avrupa’sı Felsefesine Giriş: Rousseau, Kant, Hegel’den Fo¬ucault ve Derrida’ya. (Çev.:A.Cevizci). Paradigma Yayınları.
  • Westfall, R. S. (2015), Modern Bilimin Oluşumu, (Çev.: İ. H. Duru). TÜBİTAK.
  • Wiesenberg, F. & Hutton, S. (1996). Teaching a graduate program using computer-mediated conferencing software: Distance education futures. The Journal of Distance Education,11(1), 83–100.
  • Wilde, O. (2018). Dorian Gray’in Portresi. (Çev.: M. Ortaç). Ren Kitap.
  • Williams, P.E. (2003). Roles and competencies for distance education programs in higher education institutions. American Journal of Distance Education, 17(1), 45–57.
  • Yusop, F. D. & Correia, A. P. (2012). The civic‐minded instructional designers framework: An alternative approach to contemporary instructional designers' education in higher education. British Journal of Educational Technology, 43(2), 180-190.
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Öğretim Tasarımı
Bölüm Derleme
Yazarlar

Mukaddes Erdem 0000-0002-8724-3923

Seda Özer Şanal 0000-0002-6260-9212

Erken Görünüm Tarihi 22 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Kabul Tarihi 21 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı

Kaynak Göster

APA Erdem, M., & Özer Şanal, S. (2023). Öğretim Tasarım Süreçleri Ve “Etik”. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(3), 959-975. https://doi.org/10.38151/akef.2023.94
 Kapak Resmi İndir

28981289802580829733