Kitlesel kaynak kullanımı ve yaşamboyu öğrenenler: Açıköğretim fakültesi kalite elçileri örneği

This study examines the Open Education Faculty Quality Ambassadors case as a crowdsources example in the context of the Quality Ambassadors Project. In the context of the study, qualitative case research method was adopted; Data were collected through interview and observation. According to the research findings obtained through interviews, being a Quality Ambassador is associated with the themes of success, belonging and contribution. One of the main reasons that triggers being a Quality Ambassador is to share students' own experiences with the Open Education System and other students and to enrich their learning processes in this way. Students who are Quality Ambassadors have generally been more successful academically due to the responsibilities and activities they have undertaken, and they have developed skills such as an investigative approach and critical perspective. There are opinions that the activities carried out as the Quality Ambassador improve the existing contents and increase the Quality of the Open Education System. The findings obtained from the observation notes show that Quality Ambassadors are more involved in the system and their institutional affiliation as a student has increased

TÜRKİYE’DEKİ EĞİTİM TEKNOLOJİSİ ARAŞTIRMALARINDA GÜNCEL EĞİLİMLER

Bu çalışmada, Türkiye’deki beşbüyük üniversitede son on yıl içinde eğitim teknolojisi alanında tamamlanmışolan doktora tezlerinin genel bir değerlendirmesi yapılmıştır. Söz konusu tezlerin çok büyük bir bölümünün gerçekleştirildiği Anadolu, Ankara, Ortadoğu Teknik, Hacettepe ve Marmara üniversitelerinin yanısıra, Yükseköğretim Kurulu’nun kütüphanesinde tarama yapılarak amaca uygun toplam 64 tez belirlenmiştir. Bu tezlerin çoğuna doğrudan erişim sağlanmış; bunun olanaklıolmadığıdurumlarda, tezler araştırmacıların kendilerinden ya da danışmanlarından elde edilmiştir. Ayrıca, ilgili üniversitelerde görev yapan eğitim teknolojisi alanındaki öğretim üyeleriyle de görüşülerek herhangi bir tezi inceleme kapsamıdışında bırakmamaya özen gösterilmiştir. Ulaşılan tezler biçim, içerik ve yöntem boyutlarıyla değerlendirilmiştir. Sonuçlar göstermektedir ki, eğitim teknolojisi araştırmalarının nicelik ve niteliği üniversitelere göre ciddi biçimde farklılaşmaktadır. Yaklaşık her dört tezden üçü yalnızca Ankara ve Anadolu üniversitelerinde tamamlanmıştır. Her üç araştırmadan ikisi deneysel modelde yapılmışve orta düzey istatistiksel teknikler kullanılmıştır; geriye kalan araştırmalar ise genel tarama modeline ve başlangıç düzeyindeki istatistiksel tekniklere dayanmaktadır. Araştırmaların tamamına yakın bir bölümü örgün eğitim sisteminde öğrenim görmekte olan denek ya da katılımcılar üzerinde yapılmıştır, yalnızca birkaç araştırma örgün eğitim sisteminin dışındaki eğitsel ortamlarda tamamlanmıştır. Bilgi toplama aracıolarak deneysel modeldeki araştırmalarda çoğunlukla başarıtestleri ve tutum ölçekleri kullanılmışve bunlar için genellikle orta düzeyde güvenirlik katsayılarırapor edilmiştir. Tarama araştırmalarıise anket uygulaması, örnekolay incelemesi ve içerik çözümlemesini temel almıştır. Eğitim teknolojisi içinde alt çalışma konusu olarak bilgisayarlısistemlerde öğrenme ağırlıklıgörünmekte, bunu öğretim tasarımıdeğişkenleri ve öğrenme yaklaşımlarıyla ilgili araştırmalar izlemektedir. İncelenen tezler; Türkiye'de eğitim teknolojisi alanıyla ilgili birçok konuda henüz çalışma yapılmadığını, varolan çalışmalarda da özellikle iç ve dışgeçerlik bakımından ciddi sorunlar bulunduğunu ortaya koymuştur

Emotive Vocabulary in MOOCs: Context & Participant Retention

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that occur in MOOCs are influenced by additional factors resulting from their volatile and voluntary participation structure. This article aims to examine discussions that took place in MobiMOOC in the spring of 2011, a MOOC structured around mobile learning. This line of inquiry focused on language from the discussions that contained emotive vocabulary in the MobiMOOC discussion forums. Emotive vocabulary is words or phrases that are implicitly emotional (happy, sad, frustrated) or relate to emotional contexts (I wasn't able to...). This emotive vocabulary, when present, was examined to determine whether it could serve as a mechanism for predicting future and continued participation in the MOOC. In this research, narrative inquiry approach was used in order to shine a light on the possible predictive qualities of emotive text in both participants who withdrew from the course as well as moderately or moderately active participants. The results indicated that emotive vocabulary usage did not significantly predict or impact participation retention in MobiMOOC. (Contains 5 figures and 4 endnotes.)Fil: Koutropoulos, Apostolos. University of Massachussets; Estados UnidosFil: Gallagher, Michael Sean. University of London; Reino UnidoFil: Abajian, Sean C.. California State University; Estados UnidosFil: Inge de Waard. Institute of Tropical Medicine; BélgicaFil: Hogue, Rebecca Joanne. University of Ottawa; CanadáFil: Keskin, Nilgün Özdamar. Anadolu University; TurquíaFil: Rodriguez, Carlos Osvaldo. Universidad Nacional de La Plata; Argentin

Emotive Vocabulary in MOOCs: Context & Participant Retention

Massive Online Open Courses (MOOCs) have been growing in popularity with educational researchers, instructors, and learners in online environments. Online discussions are as important in MOOCs as in other online courses. Online discussions that occur in MOOCs are influenced by additional factors resulting from their volatile and voluntary participation structure. This article aims to examine discussions that took place in MobiMOOC in the spring of 2011, a MOOC structured around mobile learning. This line of inquiry focused on language from the discussions that contained emotive vocabulary in the MobiMOOC discussion forums. Emotive vocabulary is words or phrases that are implicitly emotional (happy, sad, frustrated) or relate to emotional contexts (I wasn't able to...). This emotive vocabulary, when present, was examined to determine whether it could serve as a mechanism for predicting future and continued participation in the MOOC. In this research, narrative inquiry approach was used in order to shine a light on the possible predictive qualities of emotive text in both participants who withdrew from the course as well as moderately or moderately active participants. The results indicated that emotive vocabulary usage did not significantly predict or impact participation retention in MobiMOOC. (Contains 5 figures and 4 endnotes.)Fil: Koutropoulos, Apostolos. University of Massachussets; Estados UnidosFil: Gallagher, Michael Sean. University of London; Reino UnidoFil: Abajian, Sean C.. California State University; Estados UnidosFil: Inge de Waard. Institute of Tropical Medicine; BélgicaFil: Hogue, Rebecca Joanne. University of Ottawa; CanadáFil: Keskin, Nilgün Özdamar. Anadolu University; TurquíaFil: Rodriguez, Carlos Osvaldo. Universidad Nacional de La Plata; Argentin

Merging MOOC and mLearning for Increased Learner Interaction

In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and dialogues in an open online course. The paper presents a case study of how MobiMOOC, a course created using the MOOC format, demonstrates the synergistic characteristics between the MOOC format and mLearning, making a combination of both fields ideal for contemporary, digital, collaborative learning, and knowledge construction based on learner interactions and dialogue. MobiMOOC was a six-week online course focusing on mLearning that ran in April and May 2011. An endof-course survey providesinsight thatsupportsthe synergies between MOOCs and mLearning: collaboration, informal and lifelong learning, and dialogue.Fil: De Waard, Inge. Athabasca University; BélgicaFil: Koutropoulos, Apostolos. University of Massachusetts; Estados UnidosFil: Hogue, Rebecca J.. University of Ottawa; CanadáFil: Abajian, Sean C.. California State University Northridge (calif. State Univ. Northridge);Fil: Keskin, Nilgün Özdamar. Anadolu University; TurquíaFil: Rodriguez, Carlos Osvaldo. Universidad del Cema. Departamento de Ingeniería Informatica; Argentina. Universidad Nacional de La Plata; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gallagher, Michael Sean. University of Edinburgh; Reino Unid

Cavernous Hemangioma-Like Kaposi Sarcoma: Histomorphologic Features and Differential Diagnosis

Aim. Cavernous hemangioma-like Kaposi sarcoma is a rare morphologic type of Kaposi sarcoma. So far there are no cases in the literature defining the histological features of this morphologic spectrum in detail. In this study we presented two classical-type cutaneous Kaposi sarcoma cases with histologic findings resembling cavernous hemangioma in company with clinical and histopathological data. Cases. One hundred and eighty-five classical-type cutaneous Kaposi sarcoma lesions in 79 patients were assessed retrospectively in terms of histopathological features. Findings of two cases showing features of cavernous hemangioma-like Kaposi sarcoma whose clinical data could be accessed were presented in accompany with the literature data. Both cases were detected to have bluish-purple, protruded, irregularly bordered cutaneous lesions. Histopathological examination revealed a lesion formed by cavernous hemangioma-like vascular structures organized in a lobular pattern that became dilated and filled with blood. Typical histological findings of early-stage KS, consisting of mononuclear inflammation, extravasated erythrocytes, and a few immature vascular structures in superficial dermis, were observed. All cases were serologically HIV-1 negative. A positive reaction with HHV-8, CD31, CD34, and D2-40 monoclonal antibodies was identified at both cavernous hemangioma-like areas and in immature vascular structures. Results. Cavernous hemangioma-like Kaposi sarcoma is a rare Kaposi sarcoma variant presenting with diagnostic challenges, that may be confused with hemangioma. As characteristic morphological features may not be observed in every case, it is important for diagnostic purposes to show immunohistochemical HHV-8 positivity in this variant

Undergraduate Students' Profiles Of Geography And Geography Teaching

Bu araştırma, edebiyat fakültesi coğrafya bölümü ve eğitim fakültesi coğrafya öğretmenliği bölümlerinde lisans eğitimi alan öğrencilerin demografik, sosyo-ekonomik, sosyo-kültürel ve bazı mesleki özelliklerini belirleyerek genel profillerini ortaya koymak için yapılmıştır. Ayrıca araştırmada öğrencilerin genel profillerinin öğrenim gördükleri fakülteye göre farklılaşma durumu sorgulanmıştır. Araştırmada genel tarama modeli kullanılmıştır. Verilerin toplanması için uzman görüşleri dahilinde anket hazırlanmış, hazırlanan anketler örneklem olarak belirlenen Gazi, Atatürk ve Marmara Üniversitesi eğitim fakültesi coğrafya öğretmenliği bölümü ile Ankara ve Marmara Üniversitesi edebiyat fakültesi coğrafya bölümünde öğrenim gören 491 öğrenciye uygulanmıştır. Anketin çözümlenmesinde SPSS programı kullanılmış, betimsel istatistik yöntemlerinden yüzde ve frekans değerleri ile ki-kare kullanılmıştır. Araştırma sonucunda, öğrencilerin hemen tamamının devlet lisesi mezunu, yaklaşık dörtte üçünün genel liseden mezun olduğu ve yarıdan fazlasının coğrafya ve coğrafya öğretmenliği bölümlerini ilk üç tercihi içine yazdıkları belirlenmiştir. Öğrencilerin yarıdan biraz fazlası bölümü tercih nedeninin coğrafyaya olan ilgileri olduğunu belirtmiştir. Araştırmada anne ve baba eğitim seviyesinin düşük olduğu, babaların çoğunun işçi, memur, emekli olduğu ve annelerin tamamına yakınının mesleği olmadığı tespit edilmiştir. Öğrencilerin üniversite yaşamında bilimsel, sosyal, kültürel, sanatsal ve spor faaliyetlerine katılımının orta düzeyde olduğu görülmüştür. Coğrafya öğretmenliği bölümü öğrencilerinin coğrafya bölümü öğrencilerine göre kütüphaneye daha sık gittikleri ve mesleki alanları ile daha fazla çalışma yaptıkları tespit edilmiştir. Coğrafya ve coğrafya öğretmenliği öğrencilerinin yarıdan biraz fazlası bölümde verilen eğitimden memnun iken, memnun olmayanların ve bölüm değiştirmek isteyenlerin daha çok coğrafya öğretmenliği öğrencilerinin olduğu belirlenmiştir.This research was done to fınd out general profıles of undergraduate students in geography departments in the faculty of arts and geography teaching departments in the faculty of education by stating demographic, socio-economic, socio-cultural and professional qualities of them. Also in this research the differentiation of the students' general profiles was questioned according to the faculty that they got education. General model of research was used in this study. The questionnaire was prepared for the collection of data on the experts' opinions, and this questionnaire was applied to 491 students who studied in geography teaching departments in the faculty of education in Gazi, Atatürk and Marmara universities and who got education in geography departments in the faculty of arts in Ankara and Marmara universities. SSPS program and some descriptive statistics' methods such as percentage, the rate of frequency and chi-square were used to analyze the questionnaire. As a result of the survey it was detected that almost all of the students was graduated from the state schools, nearly three-quarters of the students were graduated from high school and more than half the students preferred geography and geography teaching in the first three options. A little more than half the students stated that the reason of their preference to geography department was their interests in it. In this survey it was detected that their parents' education level was low, most of the fathers were workers, officers and retired, almost all of the mothers had no jobs. It was found out that the students' participation in scientific, social, cultural and artistic activities was at mid-level. It was recognized that the students in geography teaching department did more researches in professional fields and went to library more frequent than the ones in the geography departments. It was determined that the ones, who wanted to change their current department and weren't pleased with the education given, were mostly the students of geography teaching department, whereas more than half the students in geography and geography teaching were pleased with the education given in these departments

USING THE REVISED BLOOM TAXONOMY IN DESIGNING LEARNING WITH MOBILE APPS

Mobile learning has been reshaping the mobile applications and requesting a different pedagogy. Therefore, the applications designed for mobile learning are expected to be compatible with the desired skills in learning objectives and learning outcomes. It is recommended to determine learning objectives and learning outcomes that support appropriate pedagogy for mobile learning while designing an application. In this study, the use of the revised Bloom Taxonomy in designing mobile learning applications was evaluated in terms of cognitive processes and learning outcomes for the realization of effective learning. Besides, the benefits of revised Bloom Taxonomy are evaluated on issues such as analyzing the objectives of the syllabus or a curriculum, the classification of learning activities according to the learning objectives, the recognition of the relationship between assessment and learning/teaching activities. This study also introduces a few alternative models apart from revised Bloom’s Taxonomy and presents some discussions about these models. Then, a range of mobile applications has been suggested for open and distance learners

In vitro Applications for the Increasing of Root-Related Secondary Metabolite Production in Medicinal Plants and Vegetables

Secondary metabolites, gaining importance in pharmaceutical, cosmetic, perfumery, food industry and agrarian struggle, are synthesized in different organs such as root, leaves, shoot and seed in plants. These compounds are defined as “light in bulk” because of the low synthesis rate but “high in value” because of the wide range of applications, activities and economic values. Obtaining of the secondary metabolites found in roots by conventional methods is based on dismantling of these plants from the nature or the cultural field and isolating by the different methods. Detachment of plants from nature causes the loss of genetic resources. And it has some difficulties as the challenges and differences in terrain and climate conditions, low metabolite yield and quality and more labor. Thus a new approaches is needed to enable more economic, higher metabolite yield and quality compared to the conventional methods. Therefore, in vitro techniques have gained importance. With this review, it was aimed to inform in vitro applications used to increase root-related secondary metabolites production in order to guide future researches

National Strategies For Oer And Moocs From 2010 To 2020: Canada, Japan, South Korea, Turkey, Uk, And Usa

global agenda (Education 2030 Incheon Declaration and Framework for Action) published in September 2015 by UNESCO provides a roadmap for the next 15 years for education planners and practitioners. The main goal of the agenda is recognized as ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all . The Member States develop policies and programs for the provision of quality for open and distance education with sustainable financial and legal framework and use of technology, including the Internet, open educational resources, massive open online courses (MOOCs) and other modalities to improve access in order to reach this goal by 2030. Institutions have realized the full potentialof OER and MOOCs and started to develop their own policies with regard to teaching, learning and research resources in the public domain. In this regard, the purpose of this study is to examine national strategies on OER and MOOCs in the leading countries such as USA, UK, Canada, Japan, South Korea, and Turkey