PROCEEDINGS BOOK - fl.istanbul.edu.trfl.istanbul.edu.tr/wp-content/uploads/2018/12/ProceedingsBook_FL2018.pdf · iv The Competition on the topic ³Digital Education Assistant was

i

Editors Dr. Sevinç GÜLSEÇEN

Dr. Çiğdem SELÇUKCAN EROL Dr. Zerrin AYVAZ REİS

Dr. Murat GEZER

PROCEEDINGS

BOOK

2018

ii

Editors

Sevinç GÜLSEÇEN [email protected]

Department of Informatics, Istanbul University, Istanbul, TURKEY

Çiğdem SELÇUKCAN EROL [email protected]


Zerrin AYVAZ REİS [email protected]

Department of Computer & Educational Technologies, Istanbul University -Cerrahpaşa, Istanbul, TURKEY

Murat GEZER [email protected]


Future-Learning 2018 (FL2018), 7th International Conference on “Innovations in Learning for the Future”: Digital

Transformation in Education (Istanbul , TURKEY, Sep 11-14, 2018) proceedings / ed. by Sevinç Gülseçen, Çiğdem

Selçukcan Erol, Zerrin Ayvaz Reis,.Murat Gezer Istanbul University, 2018, İstanbul.

İstanbul

University,

İstanbul,

Turkey

Turkish Informatics

Foundation

Ministry of

Education

Turkey

Community

Services

Foundation

Informatics

Association of

Turkey

Copyright © Istanbul University Press, 2018

All Rights are Reserved.

Printed in Turkey

ISBN 978-605-07-0677-2

mailto:[email protected]




iii

PREFACE OF THE EDITORS

The 7th International Conference on Innovations in Learning for the Future: e-Learning (FL2018) organized by

Istanbul University (Department of Informatics and Computer Research and Application Center) was held at

Istanbul University Congress and Culture Center (Beyazıt-Istanbul, TURKEY) on September 11-14, 2018 with

partnership of Ministry of National Education of Turkey, Turkish Informatics Foundation (TBV), Informatics

Association of Turkey (TBD) and Turkey Community Service Foundation (TOVAK).

First of all, let we express our gratitude to the Rector of Istanbul University Prof. Mahmut AK for his patronage

and support in organizing such an important international event. In the same spirit, we also express our thanks

to Press and Public Relations Department of Istanbul University, Open and Distance Education Faculty

Administration, Hasan Ali Yücel Education Faculty Administration, Faculty of Economics Administration for

providing tools, instruments and necessary means for the completion of this conference in a most successful

way. Special thanks to the Head of Mechanical Engineering Department Prof. Rıza Güven, advisor Dr. Şule

Kapkın and students-members of Mechanical Engineering Club of Faculty of Engineering for their continuing

support and passion.

FL2018 with the main topic on Digital Transformation in Education provides a unique forum for the interchange

of ideas, advances, and applications among academicians, teachers, administrators, practitioners and

companies in the Information Technology, Teaching and Learning, and Digital Information Resources fields.

FL2018 addressed the following questions:

• What are the emerging learning technologies and the next realm of using VR and AR?

• How will these new technologies change the pedagogy and the design of curriculum?

• Will they change the skill sets of teachers and learners?

• How will we assess the intended outcomes of learners?

The FL2018 Program Committee has developed an exciting program that included the following events: 5

training programs and workshops, 4 invited talks, a total of 29 paper presentations in 7 paper sessions, 4 panel

discussions, 1 teacher workshop, 1 Session for Best National Practices in Education and a Competition on the

topic “Digital Education Assistant”. Online live broadcasting of the presentations presented in the main hall of

IU Congress and Culture Center for 3 days was made possible by Faculty of Open and Distance Education.

The most important part of the conference that took place on September 11-12, 2018 with free participation of

the teachers who are affiliated with the Ministry of Education consisted of the following training programs and

workshops:

• Teaching in Digital Era: Effective Use of Online Technologies in Learning Environments

• STEM

• Social Media Security in the Process of Being a Society 5.0

• Virtual Reality

• Educational Robotics Application

A special thanks goes to trainers and moderators Assoc.Prof. Müge Adnan (Muğla Sıtkı Koçman University,

Muğla), Assoc. Prof. Nilgün Tosun (Trakia University, Edirne), Dr. Irfan Şimşek and Dr. Burak Şişman (Istanbul

University – Cerrahpaşa, Istanbul).

We also received invaluable assistance from translators Tuğçe Aksoy and Hatice Irmaklı, during the invited

talks sessions our sincere thanks belong to them.

The panels on “Digital Transformation of Education from the Government and Business Point of View”, “Digital

Transformation of Education: World Examples”, “Schools of the Future” and “Education from the Business,

Teacher, Student and Administrator Point of View” topics was held with the full participation of panelists and

audience.

iv

The Competition on the topic “Digital Education Assistant” was held for the second time in the scope of Future

Learning conferences and applicants were granted an award in three different categories:

• Integration plan

• Computer game/ educational computer game

• Mobile learning

This book consists only of papers that have not previously been published. They have undergone a peer review

process and were selected based on rigorous standards. At the conference, they were presented by the

authors or co-authors and discussed in highly interactive sessions.

We would like to thank all members of the Program Committee for their effort in putting together such a

comprehensive program. Sincere thanks go to all authors, attendees, chairpersons, advisory and honorary

committees and conference secretariat for making this conference a good success. Last but not least, the

organizing committee members deserve a special applause and mention for their effort and time for organizing

the conference.

We acknowledge the sponsorship of Turkcell and Enocta as well as TÜBİTAK for their support in the realization

of the FL2018 conference.

Editors

Dr. Sevinç GÜLSEÇEN

Dr. Çiğdem SELÇUKCAN EROL

Dr. Zerrin AYVAZ REİS

Dr. Murat GEZER

v

COMMITTIES

Executive Board M. Hilmi Çolakoğlu (Ministry of Education, Ankara,

Turkey)

Sevinç Gülseçen – Conference Co-Chair (İstanbul

University, İstanbul, Turkey)

Aydın Kolat – Conference Co-Chair (Turkish

Informatics Foundation, Ankara, Turkey)

Deniz Tiryakioğlu (Informatics Association of

Turkey, İstanbul, Turkey)

M. Erdal Balaban (Turkey Community Services

Foundation, İstanbul, Turkey)

Organizing Committee Ahmet Hançer (Enocta, İstanbul, Turkey)

Ahmet Ayvalı (Informatics Association of Turkey,

İstanbul, Turkey)

Ali Turan (Turkey Community Services


Ayşe Kula (Ministry of Education, Ankara, Turkey)

Cahit Cengizhan (Informatics Association of

Turkey, İstanbul, Turkey)

Çiğdem Selçukcan Erol (İstanbul University,

İstanbul, Turkey)

Kamil Topal (Balıkesir University, Balıkesir,

Turkey)

Mehmet Albayrak (Süleyman Demirel University,

Isparta, Turkey)

Murat Gezer (İstanbul University, İstanbul,

Turkey)

Mustafa Özhan Kalaç (Celal Bayar University,

Manisa, Turkey)

Müge Adnan (Muğla Sıtkı Koçman University,

Muğla, Turkey)

Nilgün Tosun (Trakya University, Edirne, Turkey)

Seda Tolun (İstanbul University, İstanbul, Turkey)

Zerrin Ayvaz Reis (İstanbul University, İstanbul,

Turkey)

Secretariat Elif Kartal (İstanbul University, İstanbul, Turkey)

Serra Çelik (İstanbul University, İstanbul, Turkey)

Zeki Özen (İstanbul University, İstanbul, Turkey)

Fatma Önay Koçoğlu (İstanbul University,

İstanbul, Turkey)

Mehmet Selim Derindere (İstanbul University,

İstanbul, Turkey)

Emre Akadal (İstanbul University, İstanbul,

Turkey)

Nimet Kuyar (İstanbul University, İstanbul,

Turkey)

Sibel Güveli (İstanbul University, İstanbul,

Turkey)

Seda Taş (İstanbul University, İstanbul, Turkey)

Honorary Board Dr. İsmet Yılmaz (Minister of Education, Ankara,

Turkey)

Prof. Dr. Mahmut Ak (Rector, İstanbul University,

İstanbul, Turkey)

Faruk Eczacıbaşı (Chairman, Turkish Informatics

Foundation, Ankara, Turkey)

Rahmi Aktepe (Chairman, Informatics Association

of Turkey, İstanbul, Turkey)

Prof. Dr. Tahir Özgü (Chairman, Turkey

Community Services Foundation, İstanbul,

Turkey)

Scientific Committee* Ali Yazıcı (Atılım University, Ankara, Turkey)

Alptekin Erkollar (Sakarya University, Sakarya,

Turkey)

Aytekin İşman (Sakarya University, Sakarya,

Turkey)

Bilgin Metin (Boğaziçi University, İstanbul,

Turkey)

Burak Şişman (İstanbul University, İstanbul,

Turkey)

Christina Banou (Ionian University, Corfu,

Greece)

Cahit Cengizhan (Marmara University, İstanbul,

Turkey)

Çiğdem Selçukcan Erol (İstanbul University,

İstanbul, Turkey)

Danguole Rutkauskiene (Kaunas University of

Technology, Kaunas, Lithuania)

Emilia Janigova (Catholic University, Ružomberok,

Slovakia)

Emine Şenyuva (İstanbul University, İstanbul,

Turkey)

Eralp Altun (Ege University, İzmir, Turkey)

Erkan Çalışkan (Niğde University, Niğde, Turkey)

Eyüp Akçetin (Muğla University, Muğla, Turkey)

Fahriye Altınay (Near East University, Lefkoşa,

KKTC)

Feza Orhan (Yıldız Teknik University, İstanbul,

Turkey)

Gonca Telli Yamamoto (Maltepe University,

İstanbul, Turkey)

Gülser Acar Dondurmacı (Internet Technologies

Association, İstanbul, Turkey)

Hafize Keser (Ankara University, Ankara, Turkey)

Hakan Tüzün (Hacettepe University, Ankara,

Turkey)

Hedviga Palásthy (Catholic University,

Ružomberok, Slovakia)

Hulusi Gülseçen (İstanbul University, İstanbul,

Turkey)

vi

İnci Zaim Gökbay (İstanbul University, İstanbul,

Turkey)

İrfan Şimşek (İstanbul University, İstanbul,

Turkey)

İsmail Özmen (İstanbul University, İstanbul,

Turkey)

Jan Guncaga (Catholic University, Ružomberok,

Slovakia)

Janka Majherova (Catholic University,


Kamil Topal (Balıkesir University, Balıkesir,

Turkey)

Kürşat Çağıltay (Middle East Technical University,

Ankara, Turkey)

Lina Yordanova (Trakia University, Stara Zagora,

Bulgaria)

M. Emin Mutlu (Anadolu University, Eskişehir,

Turkey)

M. Erdal Balaban (Turkey Community Services


Malgorzata Pankowska (Katowice University of

Economics, Katowice, Poland)

Mehmet Albayrak (Süleyman Demirel University,

Isparta, Turkey)

Melih Engin (Uludağ University, Bursa, Turkey)

Murat Gezer (İstanbul University, İstanbul,

Turkey)

Mustafa Aksu (İstanbul University, İstanbul,

Turkey)

Mustafa Özhan Kalaç (Celal Bayar University,

Manisa, Turkey)

Müge Adnan (Muğla University, Muğla, Turkey)

Natalija Lepkova (Vilnius Gediminas Technical

University, Vilnius, Lithuania)

Nebahat Akgün Çomak (Galatasaray University,

İstanbul, Turkey)

Nergiz Çağıltay (Atılım University, Ankara,

Turkey)

Nilgün Tosun (Trakya University, Edirne, Turkey)

Nurettin Şimşek (Ankara University, Ankara,

Turkey)

Orhan Torkul (Sakarya University, Sakarya,

Turkey)

Pedro Isaias (Portuguese Open University, Lisbon,

Portekiz)

Petros Kostagiolas (Ionian University, Corfu,

Greece)

Piet Kommers (University of Twente, Enschede,

Netherlands)

Róbert Jager (Matej Bel University, Banská

Bystrica, Slovakia)

Robertas Damasevicius (Kaunas University of

Technology, Kaunas, Lithuania)

Seda Tolun (İstanbul University, İstanbul, Turkey)

Selim Yazıcı (İstanbul University, İstanbul,

Turkey)

Sevinç Gülseçen (İstanbul University, İstanbul,

Turkey)

Silvia Matusova (Catholic University, Ružomberok,

Slovakia)

Sushil K. Sharma (Ball State University, Muncie,

IN, A.B.D.)

Ş. Alp Baray (İstanbul University, İstanbul,

Turkey)

Şeref Sağıroğlu (Gazi University, Ankara, Turkey)

Tarkan Gürbüz (Middle East Technical University,

Ankara, Turkey)

Vaidotas Trinkünas (Vilnius Gediminas

Technical University, Vilnius, Lithuania)

Valentina Dagiene (Vilnius University, Vilnius,

Lithuania)

Viera Bednarova (Catholic University,


Yalçın Özkan (Internet Technologies Association,

İstanbul, Turkey)

Zehra Altınay (Near East University, Lefkoşa,

KKTC)

Zerrin Ayvaz Reis (İstanbul University, İstanbul,

Turkey)

Zeynel Cebeci (Çukurova University, Adana,

Turkey)

Zuhal Tanrıkulu (Boğaziçi University) , İstanbul,

Turkey

Zümrüt Ecevit Satı (İstanbul University, İstanbul,

Turkey)

*Members of scientific Committee are arranged in

alphabetical order.

vii

SUPPORTERS

Sponsors Support from the following institutions is gratefully acknowledged:

Supporting Institutions of FL2018 Support from the following institutions is gratefully acknowledged:

İstanbul University, İstanbul, Turkey Computer Science Application and Research Center

Istanbul University Cerrahpasa Mechanical Engineering Technology Club

FL2018 supported by TUBITAK (The Scientific & Technological Research Council of Turkey) 2223-B Support Program for Scientific Activities with applied number of 1929B021800564.

viii

ix

TABLE OF CONTENTS

PREFACE OF THE EDITORS ........................................................................................................... III

COMMITTIES .................................................................................................................................... V

SUPPORTERS ................................................................................................................................ VII

TABLE OF CONTENTS ................................................................................................................... IX

PAPERS ............................................................................................................................................. 1

Navigation Behavior Analysis of Users on A Distance Education Website: KLUDEC Sample ............ 1 *Veli Özcan Budak

1, Çiğdem Selçukcan Erol

2 ............................................................................................................... 1

Investigation of Readiness Levels of Turkish Teacher Candidates Related to Digital Course Material Preparation Training ..................................................................................................................................... 9

Ahmet Benzer .............................................................................................................................................................. 9 Effect of Science Teaching with the Augmented Reality Technology on Secondary School Students’ Attitude ....................................................................................................................................... 20

Dilara Şahin1, Rabia Meryem Yılmaz

2, Mehmet Yılmaz

3 ............................................................................................ 20

Problem-Based Learning Approach To Enhance Student Outcomes From Operation And Maintenance Course In Marine Engineering Programme ....................................................................... 26

Cagatay Kandemir1, Metin Celik

2, Önder Aydın

3 ....................................................................................................... 26

A Cognitive Mapping Approach To Identify Crew Training Needs Via Analysing Of Psc Inspection Records On Ship Maintenance Operations .............................................................................................. 34

Cagatay Kandemir1, Metin Celik

2, Önder Aydın

3 ....................................................................................................... 34

Gamifiying English Language Learning: A Quasi-Experimental Study Examining Middle School Efl Learners’ Vocabulary Learning Motivation .............................................................................................. 40

Zeynep Turan1, Birgül Akdağ Çimen

2 ......................................................................................................................... 40

The Impact of Using Augmented Reality Technology (AR) to Student’s Perception in Science Classes ......................................................................................................................................................... 44

Asiye Günelve Serkan Demir2 .................................................................................................................................... 44

The Children’s Perception Of Privacy On The Photographs Shared By The Parents On Active Social Media ............................................................................................................................................................ 48

Ali Armanc Günel1, Asiye Günel ................................................................................................................................. 48

Using Weka Data-Mining Analysis To Determine Ship Emergency Preparedness Level In Case Of Fire ................................................................................................................................................................ 56

Burcu Ozturk Tac1, Metin Celik

2, Emre Akyuz

3 ........................................................................................................... 56

In Terms of Data Mining, Scope And Limitations Of The Relationship Between Business Intelligence And Knowlodge Management ............................................................................................... 62 Veri Madenciliği Açısından, İş Zekası ve Bilgi Yönetimi İlişkisinin Kapsam ve Sınırlılıkları ............... 62

Gökçe Karahan Adalı .................................................................................................................................................. 62 Maker Movement and Applications in Turkey .......................................................................................... 70 Maker Hareketi ve Türkiye’deki Uygulamalar ........................................................................................... 70

Esra Şahin1, Nilgün Tosun

2 ......................................................................................................................................... 70

Learning of Persons Serving a Sentence of Imprisonment .................................................................... 80 Digital In Higher Education: The Challenge Of Teaching Architecture Differently .............................. 86

Ouafa Saighi ............................................................................................................................................................... 86 Analysis of the Values in Math Textbooks A Case Study of Jordanian 4th Grade Textbook ............. 94

Sumailah Sabbagh ...................................................................................................................................................... 94 Opportunities and Challenges of Hybrid MOOCs for Instructors ........................................................ 104

Oğuz Ak1, Sevinç Gülseçen

2 ..................................................................................................................................... 104

A Web-Based Awareness Education Against Social Engineering Attacks ......................................... 108 Sosyal Mühendislik Saldırılarına Karşı Web Tabanlı Bir Farkındalık Eğitimi ...................................... 108

Halit Irmak1, Zerrin Ayvaz Reis

2................................................................................................................................ 108

A Blockchain Based Certification System For Education: Bcertificated ............................................ 118 Ayşe Ceyda Ölmez

1, Şafak Öksüzer

2, Müge Adnan

3, Enis Karaarslan

*,4 ................................................................... 118

Examination of The Virtual Reality Application For Foreign Language Education By Eye Tracking Method ........................................................................................................................................................ 122

x

Yabancı Dil Öğrenimi için Sanal Gerçeklik Ortamlarının Göz İzleme Tekniği ile İncelenmesi ......... 122 Ceren Çağlar

1, *İrfan Şimşek

2 .................................................................................................................................. 122

What are The Important Social Skills of Students in Higher Education? ........................................... 128 Houda Tadjer

1,3, *Yacine Lafifi

1, Mehmet Derindere

2, Sevinc Gulsecen

2, Hassina Seridi-Bouchelaghem

3,4 ........... 128

Digital transformation in Education ....................................................................................................... 132 Oya Şanlı .................................................................................................................................................................. 132

Prediction of Student Performance By Deep Learning Algorithm ...................................................... 136 Öğrenci Performansının Yapay Zeka Derin Öğrenme Algoritmasi Ile Öngörülmesi ......................... 136

Yalçın Özkan1, Fatma Önay Koçoğlu


3 ............................................................................... 136

Digital Transformation In Education: Teachers Competency In Integrating Interactive White Board (IWB) .......................................................................................................................................................... 146

Simin Ghavifekr1 Seng Yue

2 ..................................................................................................................................... 146

Material Development for Web Based Distance Learning: A Training to Increase Awareness of Parents Regarding Child Abuse ............................................................................................................. 154 Web Tabanlı Uzaktan Eğitim için Materyal Geliştirme: Ebeveynleri Çocuk Istismarına Karşı Bilinçlendirme Eğitimi .............................................................................................................................. 154

Adem Korkmaz1, Zerrin Ayvaz Reis

2 ........................................................................................................................ 154

Character Education ............................................................................................................................... 162 Biljana Lazareska

1, Biljana Stojanovska

2, Milena Slivoska

3, Gjorgji Noveski

4, Evgenija Sarova

5 .............................. 162

Middle School Students' Ideas About Aruduino Education ................................................................ 166 İsmail Evcim

1, Hakan Akçay

2 .................................................................................................................................... 166

A more integrated perspective of the knowledge space and cognitive learning for a professional expertise in an evolving society ............................................................................................................. 167

Prof. Dr. Souad Sassi Boudemagh (Keynote Spekaer), ............................................................................................ 167

KEYNOTES ................................................................................................................................... 178

GOOD EXAMPLES IN EDUCATION ............................................................................................. 180

INDEX ................................................................................................................................................................ 182

AFTER FL2018................................................................................................................................................. 183

1

1

PAPERS

7th International Conference on “Innovations in Learning for the Future”: Digital Transformation in

Education

Future-Learning 2018, September 11-14, İstanbul

1

Navigation Behavior Analysis of Users on A Distance Education Website:

KLUDEC Sample *Veli Özcan Budak


2

1Kırklareli University, Kırklareli, Turkey, [email protected]

2İstanbul Üniversity Department of Inforrmatics, İstanbul, Turkey, [email protected]

Abstract

Web sites can maintain survive only if their users are pleased. The navigation behavior data obtained through

the users is very important in order to provide better service to the users of a website. Because this data can

help to overcome the deficiencies that are difficult to predict or notice, and to make websites more user-

focused. In this study, which analyzes the monthly web log files of Kırklareli University Distance Education

Center (KLUDEC) web site, it is aimed to determine the in-site navigation behaviors of the users and to provide

suggestions for the website to serve better by going out from these findings. For this purpose, the focus was on

March, 2018, when the interactions with the courses (application, registration, examinations, etc.) were

intensive. One of the data mining algorithms FP-Growth (frequent patterns-growth) was used for analyzing the

web log files. It has been determined that the results of the study in which certain patterns are extracted from

the users' navigation behaviors show that the most interested trainings are "Microsoft Sertifikasyon", "İş Sağlığı

ve Güvenliği (İSG)" and "Tezsiz Yüksek Lisans". Moreover, findings also reveal that users are interested in

these trainings at the same time. In the light of all the findings, the improvement recommendation, which may

be useful for both KLUDEC website and different distance education websites, are shared in the results

section.

Keywords: Web, Distance Education, Navigation Behavior, FP-Growth.

INTRODUCTION

The web is one of the most important technology of our day, which constantly makes its own universe grow by

increasing the amount of information it covers every day. Websites that are one of the most used platforms on

this environment are the applications that have the biggest share in the growth of the web universe. So, it is

seen that the number of web sites in 2010, which is calculated as about 207 million, has reached 1 billion 800

million today (ILS, 2018). Websites are applications that serve users, have different needs, according to the

content they share. Websites can involve different content fields related to communication, shopping, sports or

technology. At the same time, the education field that serves a large number of people, is finding its place in

these fields. The question of how easily accessible and understandable these contents on the websites for

users are, is an important research area. Because the user needs and behaviors are constantly changing, and

this situation reveals the need of websites to improve themselves. It can be easily stated that the life time of a

website that is not updated itself according to its users will not be too long.

The navigation behaviors of users visiting websites are kept in web log files. Web log files are the files on web

servers that contain actions taken on the system (Joshila Grace, Maheswari, & Nagamalai, 2011). These files

contain very important data in order to identify users who visit websites. These files, which can be analyzed by

web mining, can be a valuable source of information for website developers. Web mining is a web-based sub-

workspace of data mining (Budak, Kartal, & Gülseçen, 2018). Web mining is defined as the process of

extracting useful information from the web and identifying frequent patterns (Chauhan & Tarar, 2016), while

data mining is defined as a field that aims to create meaningful patterns in large numbers and different types of

data, and to discover the relationships between these data (Emre & Selçukcan Erol, 2017). By analyzing web

log files with web mining, it is possible to reveal user behavior patterns and to make user-focused

improvements in websites.

Web mining is divided into three fields: web content mining, web structure mining, and web usage mining

(Gezer, Erol, & Gülseçen, 2007). Web content mining is basically the extraction of useful information from web

content that contains data in various types of texts, images, audio, video, metadata, and hyperlinks



Education


2

(Hochsztain, 2015). Web structure mining is defined as the process of discovery of models in web links

(Hochsztain, 2015). Web usage mining is defined as the application of data mining techniques to discover

usage patterns from web data to understand the needs of web-based applications better and to provide better

services (Srivastava, Cooley, Deshpande, & Tan, 2000). The analyzes carried out in this study are based on

web usage mining and some of the similar studies in related literature are shared below:

Peng (2010) has conducted a study on the structural improvement of a web site by utilizing the web usage

mining. In the study, FP-growth algorithm was used to detect user behavior patterns. As a result of the study,

the relationships between pages that users are navigating on the website has been identified. In this study,

which identified the pages were accessed in the earliest time, important findings were revealed for the website

in order to serve better. Another study by using web usage mining has been done by Singh, Kumar and Maurya

(2014) on the web log files of a website. In the study, FP-growth algorithm was used to detect the navigation

and access patterns of the users. The authors noted that FP-growth algorithm makes it easy to identify areas of

intense interest in the website. Dharmaraajan and Dorairangaswamy (2016) have utilized web usage mining in

their study using Apriori and FP-growth algorithms. In this study, an analysis of web log files was performed in

order to classify user behaviors. At the same time, a comparison of the two algorithms has been made and it is

stated that FP-growth algorithm is faster in analyzing large data sets and in revealing frequent behavior

patterns.

When these studies that has been made, are examined, it can be seen that the user behavior analysis

performed by the web usage mining can successfully reveal the information that system developers can utilize.

Web usage mining was used in this study in order to serve the users of Kırklareli University Distance Education

Center (KLUDEC) web site (kluzem.klu.edu.tr) better. It is aimed to determine the in-site navigation behaviors

of users and to provide improvement suggestions for website administrators based on these determinations. It

was observed that the contents related to "Microsoft Sertifikasyon", "İş Sağlığı ve Güvenliği (İSG)" and "Tezsiz

Yüksek Lisans" courses were the most popular topics by the users, and it was determined that the users are

interested in all these three topics at the same time.

METHOD

In this study, the data mining steps shown in Figure 1 are followed and the operations performed in each step

are explained below.

Figure 1: Steps in data analysis.

Data Collection

The data used for analysis in the study consists of the web log files of KLUDEC website (Figure 2). The focus

was on the March 2018 (based on the time period 01.01.2018-30.04.2018) that the interactions related to the

courses given in KLUDEC (application, registration, examinations, etc.) were intensive. Kırklareli University

(KLU) Google Analytics reports were utilized in order to determine this intensity.

Data Collection

Preprocessing

Pattern Discovery of User Behavior


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3

Figure 2: KLUDEC website.

Preprocessing

In this step, the cleaning process was performed before analyzing the row data stored in the five separate web

log files of the related month. The reason for doing this is to remove the unimportant data from the process that

will keep the analysis process busy. Visited addresses are grouped based on user IP addresses in order to

determine which addresses each user goes to after removing an unneeded row data. In this case, each IP

address represented unique users. After grouping, the row data in the web log files were made as Table 1.

Table 1: Sample of a Small Data Set after Preprocessing

IP Visited Adresses

78.188.48.52 İSG (Sağlık Sektörü) Kursu Yüz Yüze Semineri, İSG Kursu Kayıtları, IT Academy Kurs

Kayıtları başlamıştır

66.249.93.219 Uzaktan Eğitim Öğrencilerimiz İçin Duyuru, İSG Kursu Kayıtları, IT Academy Kurs

Kayıtları başlamıştır

66.249.81.91 IT Academy Kurs Kayıtları başlamıştır

88.248.116.138 Uzaktan Eğitim Öğrencilerimiz İçin Duyuru, İSG Kursu Kayıtları

194.187.170.102 Hakkımızda, Yönetmelik, İSG Kursu Kayıtları

Finally, IP attribute used in the grouping of addresses from the data set in Table 1 has been removed. Thus, in

each row of the data set, a structure is created in which only visited addresses are put together.

Pattern Discovery of User Behavior

In this step, FP-growth association algorithm developed by Han, Pei, and Yin (2000) was used to identify

similar behavior patterns that different users have shown. This algorithm makes it possible to determine the set


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of repetitive elements from bottom to top thanks to FP-tree (Shaikh, 2015). This process is performed in two

steps (Shaikh, 2015):

1 . The compact data structure called FP-tree is created by scanning twice through the data set 2 . Determination of frequently repeated item sets by passing through the nodes on FP-tree

FP-tree means the pattern of users' navigation behaviors for this study. FP-growth algorithm uses support

thresholds to detect repetitive item sets (Han, Pei, & Yin, 2000). The operations performed in the analysis of the

data set in this study with FP-growth algorithm can be defined as (Han, Pei, Yin, & Mao, 2004):

Let I = {i1, i2, ..., im} represent the addresses visited by users. T refers to the transaction (corresponding to the IP

addresses in this work) that groups a set of visited addresses within I. DB = {T1, T2, ..., Tm} represents the

transaction database. A behavior pattern A (a set of visited addresses)’s support value refers to the number of

transactions containing A in DB. In this case, if A's support value is greater than or equal to a previously defined

minimum support threshold (ξ), then A means frequency.

As a result, the data set passed through the preprocessing step has been analyzed by the FP-growth algorithm

in order to determine similar behaviors of KLUDEC users. All of the operations in this step and in the

preprocessing step have been performed using the PHP software language.

FINDINGS

The support values (visit amounts) of the addresses visited by KLUDEC users are shown in Figure 3. Different

support thresholds have been tried to create a FP-tree over the visited addresses. Threshold values were

selected from the amounts shown in Figure 3. While the addresses that are equal to the threshold value or

bigger than the threshold value during the experiments are included in FP-tree structure, the smaller addresses

are not included in FP-tree structure. From this description, the support values from the first row to the fifth row

from the top downward in Figure 3 were tested as the thresholds. The 4th and 5th order support values (146)

were chosen to be presented in this study. Because FP-tree structure showed excessive branching at lower

values, for the higher values, it was decided that the more valuable findings was not able to be reached. FP-

tree structure created by the selected threshold value is shown in Figure 4.

Figure 3: Top ten visited addresses.


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Figure 4: FP-tree created by 146 support threshold value.

When Figure 4 is examined, it is seen that different addresses about "İSG" are frequently visited. Navigation

behaviors in this figure were the result of frequent visits different addresses from the İSG addresses or visits

the İSG addresses from non-İSG addresses. At this point, it is considered to be a disadvantage for the users to

navigate the İSG addresses presented in different titles in order to obtain information. Because presenting

contents related to the same topic via different addresses can delay access to the information that users are

looking for. In this case, it may be the case that users exit the website by getting bored without getting

information. Moreover, it has been determined that users visiting a general titled address such as "Uzaktan

Eğitim Öğrencilerimiz İçin Duyuru" (Figure 4) also visit different addresses obviously. Because the title is

thought to be formed in such a way as covers too much subject. It may be the case that users who think that

the information they need is in this address, might be misdirected. The tendency of users visiting this address

to go to different addresses might be insufficient because of that they found the content presented in this topic.

The same situation can be said for the address titled "Microsoft Sertifikasyon", but it is seen in the statistics in

Figure 3 that this content is one of the most intensely interested courses given in KLUDEC. Therefore, it can be

said that the user who comes to the website to get information about this course tends to go to different

addresses later.

As a result of the analysis, it has been determined that the addresses related to "Microsoft Sertifikasyon",

"content about İSG " and "Tezsiz Yüksek Lisans" were visited by users in different consecutive times.

CONCLUSIONS

The navigation behaviors of the users visiting the website of Kırklareli University Distance Education Center

(KLUDEC) have been determined very successfully in the direction of the analyzes carried out by FP-growth

algorithm. The findings of the study shed light on various points that need to be taken into account by those

who manage the website. In the direction of the analyzes, the two most important factors that should be

considered in both KLUDEC and the different distance education web sites are shared below:

1 . To make content titles easier to understand by users, it is important to create a clear format that does not contain general meaning


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2 . Content that is planned to present up-to-date information at different time intervals on the same topic, should be collected under a single heading to speed up user access to information

When KLUDEC website is considered, for the second proposal, it is possible to present contents about İSG in a

single page under the title of "İSG Kursu Bilgilendirme Sayfası (İSG Course Information Page)". When the İSG

contents need to be updated over time, changes can be made on the same page so that the needs of users

can be met from a single point. Along with updates similar to this, a structure can be created that will make

users less likely to suffer. This structure will help users to meet their needs by scanning less content. In the

case of this update, it is likely that branching in FP-tree structure will be reduced in future analysis with support

thresholds used in the study. This might mean that the website provides better service.

Despite the interest in the İSG course content, it has been determined that there is no link in KLUDEC website

(Figure 2) giving information about the scope of the course. It is believed that the submission of course

information under the title of "Duyurular" is inadequate. It is suggested that a page giving information about the

scope of the İSG course should be added to the website in order to correct this deficiency. A sub-link to be

added to the link titled "Programlarımız" in the upper menu of Figure 2 can also be directed to this page. Again,

it would be appropriate to add another link to the section named "Programlarımız" at the bottom right of Figure

2 to perform the same operation.

As a result, it is possible to provide a better service for distance education center websites in the direction of

identifying the user behaviors. It should not be forgotten that it is very important for a website to know its users

in order to provide a better service. Thanks to FP-growth algorithm used in this study, the navigation behavior

patterns of KLUDEC website were able to be learned. With analyzes that will be made in the future, it will be

possible to provide a better service for the users of KLUDEC website. The same idea applies to distance

learning center websites except KLUDEC.

REFERENCES

Budak, V. Ö., Kartal, E., & Gülseçen, S. (2018). Site-içi Aramalar ve Apriori Algoritması Kullanılarak Web Sitesi

Ziyaretçilerinin İhtiyaç Tespitine Yönelik Bir Örnek Olay İncelemesi . Bilişim Teknolojileri Dergisi, 11(2),

211 - 222.

Chauhan, A., & Tarar, S. (2016). Prediction of User Browsing Behavior Using Web Log Data. International

Journal of Scientific Research in Science, Engineering and Technology, 2(1), 419-422.

Emre, İ. E., & Selçukcan Erol, Ç. (2017). Veri Analizinde İstatistik mi Veri Madenciliği mi? Bilişim Teknolojileri

Dergisi, 10(2), 161-167.

Gezer, M., Erol, Ç., & Gülseçen, S. (2007). Bir Web Sayfasının Veri Madenciliği İle Analizi. Akademik Bilişim.

Kütahya.

Han, J., Pei, J., & Yin, Y. (2000). Mining Frequent Patterns without Candidate Generation. ACM Special

Interest Group on Management of Data, 29(2), 1-12.

Han, J., Pei, J., Yin, Y., & Mao, R. (2004). Mining Frequent Patterns without Candidate Generation: A Frequent-

Pattern Tree Approach. Data Mining and Knowledge Discovery, 8(1), 53-87.

Hochsztain, E. (2015). A Mining Approach to Evaluate Geoportals Usability. 2015 International Workshop on

Data Mining with Industrial Applications (DMIA). Assuncion/Paraguay.

ILS. (2018, 05 22). Total number of Websites. http://www.internetlivestats.com/total-number-of-websites/

adresinden alındı

Joshila Grace, L. K., Maheswari, V., & Nagamalai, D. (2011). Analysis of Web Logs And Web User In Web

Mining. International Journal of Network Security & Its Applications, 3(1), 99-110.

doi:10.5121/ijnsa.2011.3107

Kaliyaperumal, D., & Dorairangaswamy, M. A. (2016). Analysis of FP-Growth and Apriori Algorithms on Pattern

Discovery from Weblog Data. 2016 IEEE International Conference on Advances in Computer

Applications. Tamilnadu.

Peng, H. (2010). Discovery of Interesting Association Rules Based on Web Usage Mining. 2010 International

Conference on Multimedia Communications. Hong Kong.


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Shaikh, A. (2015). Web Usage Mining Using Apriori and FP Growth Algorithm. International Journal of

Computer Science and Information Technologies, 6(1), 354-357.

Singh, A. K., Kumar, A., & Maurya, A. (2014). An Empirical Analysis and Comparison of Apriori and FP- Growth

Algorithm for Frequent Pattern Mining. 2014 IEEE International Conference on Advanced

Communication Control and Computing Technologies. Ramanathapuram.

Srivastava, J., Cooley, R., Deshpande, M., & Tan, P.-N. (2000). Web Usage Mining: Discovery and

Applications of Usage Patterns from Web Data. SIGKDD Explorations, 1(2), 12-23.


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Investigation of Readiness Levels of Turkish Teacher Candidates Related to

Digital Course Material Preparation Training Ahmet Benzer

1Marmara University, İstanbul, Turkey, [email protected]

Abstract

While the digital transformation of the world affects every aspect of life, education has been unresponsive to it.

The innovations brought by the information have made it possible for people to reach the information anytime

and anywhere, but this situation has confronted us with the fact that children see information as cut-copy-paste

and they cannot learn the information in this case. However, information can be obtained by processing,

conversion and reproduction. One of the most important institutions of knowledge, education, has also

undergone a transformation. However, as a result of this transformation, it is necessary for teachers to produce

new resources and involve students in this process. For this purpose, two different semi-structured interview

forms have been applied in the first stage of the research to prepare 4th grade Turkish teacher candidates for

digital conversion and readiness level about digital course materials and in the second stage the students will

be taught how to apply what they learn through "Digital Course Material" training. The problem of the study is

the question "What are the opinions of the Turkish teacher candidates regarding the use of educational

technologies in Turkish lessons?" The obtained data were subjected to content analysis and the findings were

interpreted. In the last part of the study, the Turkish teacher candidates stated that they learned a lot of

educational technologies after the training of the digital course materials, increased awareness of how these

instructional technologies should be used for the Turkish lesson topics and indicated that the digital course

materials prepared by the instructors were practical.

Keywords: Turkish Teacher Candidates, Digital Course Materials, Teaching Technologies.

INTRODUCTION

The 21st century and its innovations have made the unknown known, giving rise to the thought that nothing can

be impossible. The common features of powerful countries in today's world, where innovations are far-reaching,

are the production of technology and knowledge. Education is the most important way of achieving this.

Our first comprehensive step in the name of technology in our education system was realized with FATİH

project. With this project, the classes were equipped with computer, tablet and smart board, and the hardware

part of the project was completed. As a next step of the project, it was aimed to introduce teachers and

students to the content that is appropriate for the new tools. The digital transformation that begins with the

FATIH project should make a difference with digital course materials, smart boards should not only function as

projectors. Eren, Avcı and Kapucu, (2014: 1186) stated that digital content will be needed very much with the

completion of the FATIH project and that in-service trainings should be given in this regard. Within the scope of

the FATIH project, smart boards and tablets were brought to classrooms; but smart boards need to have

course content and materials in themselves, not just a projection. In this context, Korkmaz and Korkmaz (2015:

490) made a study on the content characteristics of smartboards and found that they are lacking in digital

course content. In addition to this, the lack of adequate and appropriate course materials for smart boards has

also been expressed by Somyürek, Atasoy and Özdemir (2009: 373), Türel (2012: 434-437), Demir and

Yorulmaz (2014: 34).

The most important step to add functionality to the FATIH project and to develop content is with the EBA

(Educational Information Network) established in 2015. The researches on the FATIH project and the EBA

portals have often indicated that these systems are a prelude to content development and are lacking in this

respect. Ekici and Yılmaz (2013: 334) stated that their work on the FATIH project indicated that the project had

serious difficulties in terms of e-content development and that training on e-content development was

necessary and that a supportive structure had to be established. In a similar study Benzer (2017a: 47), it was

stated that content development studies for the development of the EBA portal and support and incentives



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should be given for the products to be prepared. The FATIH project is needed to become more functional and

to use the developed technologies. In order to use new technologies, it is necessary to prepare digital course

contents according to these technologies. Content development studies are one of the five components of the

FATIH project (MEB, 2010).

Digital course materials as a have seen, different teaching situations have different requirements and

expectations (McDonough, Shaw and Masuhara, 2013: 49). Digital course materials give students new

experiences and increase their intellectual expressions and creativity. Instructional technologies that knowingly

or unintentionally enter our daily lives show how to improve the language skills of students as well as the

language skills of digital materials (Livingstone, 2015: 18-20). In addition to helping students understand their

topics by creating digital content, the learning-teaching process is improving and shortening (Pinter, Radosav

and Čisar, 2010: 1010). Digital course materials are available all over the world. Video lessons opened by

universities, and groups created by schools and teachers via social media (Facebook, Twitter, or Web 2.0 tools,

etc.), e-books and activities prepared are all digital course materials. The question "Why should I prepare or

use digital course material?" is often asked by the educator. The answer to this question is what we need to

develop and improve while we are going through these changes.

The quality of digital course material is also important, as the power of digital course materials is so important in

creating different educational environments. At this point, training should be given for preparation and

preparation of digital course contents. The target audience in this regard is undoubtedly teacher candidates and

teachers.

With the Turkish lesson, students should learn their language properly in addition to acquiring four basic

language skills. For this we need to teach the Turkic language knowledge and we need to make these skills for

the students to speak and write correctly. While trying to make students gain the skills of Turkish education, a

method or technique is a must. The methods and techniques vary depending on the situation or period. Since

the goals of Turkish education are not only within the scope of one course but also in general terms, it is

necessary to combine new technologies with Turkish education. In the light of all these results, it is aimed to

reveal the opinions of the 4th grade Turkish teacher candidates about "Digital Course Material Preparation"

education.

The training given to the prospective teachers lasted 7 weeks. In this training period, digital lesson material

preparation training was given by using 7 different types of instructional technologies in the study of Benzer

(2017b). The training has been applied to various learning areas of Turkish lessons (listening, reading, writing

skills).

The problem of the study is that "What are the opinions of the Turkish teacher candidates regarding the use of

instructional technologies in Turkish lessons?"

The subproblems of the research were formed as follows:

1. What are the opinions of the Turkish teacher candidates on the teaching technologies before the digital

course material education?

2. What are the opinions of the Turkish teacher candidates on the teaching technologies after the digital course

material education?

METHOD

This research was carried out with phenomenology design which is one of qualitative research desigs. Yıldırım

and Şimşek (2013: 72) case studies, we are aware; but as patterns that focus on phenomena that we do not

have an in-depth and detailed understanding. These phenomena can be confronted in various forms such as

events, experiences, perceptions, orientations and situations in the world we live in. These phenomena can be

confronted in various forms such as events, experiences, perceptions, orientations and situations in the world

we live in. From this point of view, it was researched what the opinions of the 4th grade Turkish teacher

candidates regarding the teaching technology education were. Semi-structured interview type was used in the

study.


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Büyüköztürk, Kılıç-Çakmak, Akgün, Karadeniz and Demirel (2017: 159) define semi-structured interviews as a

type of interview that combines both fixed choice response and in-depth knowledge of the relevant field. During

the semi-structured interview, attention was paid to avoiding personal referrals, being unbiased and taking the

maximum response for each question, taking into consideration the interview process principles stated of

Büyüköztürk, Kılıç-Çakmak, Akgün, Karadeniz ve Demirel (2017: 159) In the study, the interview form was

applied before and after the teaching technology education given to the 4th grade Turkish teacher candidates in

a university in Istanbul. The interview form was applied to 71 and 79 Turkish teacher candidates respectively

before and after training. Six people who did not participate in the pre-training questionnaire and 14 people who

did not participate in the post-training questionnaire were excluded from the study. The results of the

questionnaires conducted on 65 teacher candidates participating in both surveys are described in the findings.

2.1 Data Collection Tools

All research data were obtained by two different Semi-structured Interview Forms consisting of pre-training and

post-training open ended questionnaire developed by the researchers. The questions asked before the training

are to determine the readiness levels of the teacher candidates. In this context, 8 questions were asked to the

teacher candidates and the questions were prepared to measure their preliminary knowledge to help shape the

education to be given. In the interview form prepared after the training, there are 6 questions about how the

prospective teachers can apply the teaching techniques learned in Turkish lessons practically according to their

skill areas and subjects. The prepared forms were arranged in accordance with the opinions and

recommendations of the two field specialists and the experts of the two educational sciences, new questions

were added, and unnecessary questions were omitted. After the preliminary application, some of the questions

were corrected and it took its final form.

2.2. Analysis of Data

Due to the fact that the research is a qualitative research and the data collection tool is composed of open-

ended questions, open coding method was applied by analyzing the content in the evaluation of the obtained

data. The generated codes were put together to find common themes, thus revealing the themes (categories)

that would form the outlines of the research findings. The codes under the determined themes are explained in

relation to each other and interpreted and the results are revealed in the direction of the aim of the research.

2.3. Process

In the research process, firstly teacher candidates' opinions about teaching technologies were taken. Then, the

contents of Turkish lesson were determined in line with the curriculum of Secondary Turkish Course Curriculum

(MEB, 2006). After this phase, the selected contents were prepared with 7 instructional technologies selected

from Benzer (2017b) themes and digital course material. It was emphasized that instructional technology is

useful, simple, free of charge and so on when 7 selected instructional technologies were selected. In this

context, the training process was planned as follows Table 1:

Table 1: The training process was planned.

Weeks Tasks

1st week Spiderscribe was mentioned in the "Mind Map" theme and the mind maps were prepared

according to the subjects for the secondary level (5th, 6th, 7th and 8th Grade) Turkish

course yearly plan.

2nd week Padlet which is in the form of "Board Building" was explained, panels were prepared

according to the topics for the secondary level (5th, 6th, 7th and 8th grade) Turkish

course yearly plan.

3rd week Make Beliefs Comix in the theme of "Cartoon" was explained and cartoons were prepared

according to the subjects for the secondary level (5th, 6th, 7th and 8th grade) Turkish

course yearly plan.


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4th week Storybird, which is included in the "Story Book Preparation", was explained and stories

were written according to the subjects for the secondary level (5th, 6th, 7th and 8th

grade) Turkish course yearly plan.

5 week Blogger, which is in the form of "Blogging", was explained and blogs were prepared


course yearly plan.

6th week Kahoot was mentioned in the "Test Creation" and tests and activities were prepared

according to the subjects for the second stage (5th, 6th, 7th and 8th grade) Turkish

lesson yearly plan.

7th week Prezi was mentioned in the "Effective Presentation" and presentations were prepared


course yearly plan.

FINDINGS

In this section, the opinions of Turkish teacher candidates about the digital teaching material training before and

after the training are included. The answers to the questions on the interview form of the participants were

examined and evaluated on the common features of the answers given.

Findings for the first sub-problem:

a) What are the views of the Turkish teacher candidates on educational technologies before the digital course

material training?

Evaluation of Teacher Candidates' Views Towards Questions before training:

The following questions were asked to teacher candidates before digital course material training:

1. Concepts that are associated with Instructional Technology?

Teacher candidates' views on the implications of the concept of educational technologies are given in

Table 1. 45 of the prospective teachers see the educational technologies as "activities that facilitate

educational activities". In addition, 20 participants indicated that they saw teaching techniques as tools that

facilitated the transfer of information.

S1: In general, I associate it with information technologies that facilitate educational studies.

S3: It may be technological tools used in educational studies.

S5: Smart boards used in the class, tools such as web programs that make classes more active.

S8: They are up-to-date technologies that make lessons more enjoyable and make students

participate in the lessons.

S9: They are tools that include all digital materials.

In addition, thirteen participants responded that they saw instructional technologies as tools that facilitated

the transfer of information. Teacher candidates' answers are as follows.

S2: Use of various technological tools in lessons. Smart board, sound recorder, computer etc.

S4: Taking advantage of appropriate technological tools while teaching

S4: Teacher’s taking advantage of technological tools while transforming information.

S7: Technological tools that the teacher is supposed to use during the lesson

S10: Taking advantage of technology in every field of education

2. What are the percentage of receiving training in educational technologies or in the use of technology in

education?

63 of the teacher candidates did not receive any education and 2 of them stated that they were educated on

the subject by saying:

S7: I received training in educational technology in distance education


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S35: I have been trained in teaching technologies that we can use to teach Turkish to

foreigners.

3. What educational technologies / Web 2.0 tools do you know? If your answer is "yes", have you prepared

any digital course materials with these programs?

57 Turkish prospective teachers who answered Yes indicated that they had learned to use Kahoot and Prezi

Web 2.0 tools in their Turkish lessons in the 3rd grade writing lessons. 8 prospective teachers stated that

they do not know any teaching technology. Besides this, none of the teacher candidates have prepared any

digital course materials with the programs they know.

S1: I know Kahoot. Students are given a digital test. I’ve never prepared a digital course material.

S2: I know Kahoot and Prezi. Students are provided with instant feedback. I’ve never prepared a digital

course material.

S3: I know Kahoot. We learnt about it last year. I’ve never prepared a digital course material.

S4: I know Kahoot. Tests are prepared using audios and videos. I’m also familiar with Prezi. It helps

preparing presentations. I’ve never prepared a digital course material.

S6: I know Kahoot and Prezi. I’ve never prepared a digital course material.

4. Do you think educational technologies are necessary for teacher candidates?

All of the teacher candidates think that the educational technology is necessary for the teacher candidates.

Teacher candidates have expressed the need for instructional technologies with the following statements:

S8: Definitely, because lecturing is never enough. Students can get information wherever they want. We

need to make a difference for them to make them listen to us. Because of this, we need teachers

who can make a difference.

S18: Yes, they are. The generation that we are going to teach won’t be interested in learning if it doesn’t

include educational because they grow up with technology.

S20: They are absolutely necessary. We are in the technology age and we have a lot of expectations.

There are smart boards in our classes now; but we will graduate without knowing how to use the

smart board. I wish we could learn how to use the smart board during our education.

S33: I think educational technology should be a necessity for teacher candidates. I think that educational

technology should start from the first year of university education

S42: Teacher candidates must follow new technologies in order to keep up with the times.

5. Do you know about the purpose of using smart boards and their content?

All of the teacher candidates (65 prospective teachers) reported that they don’t know how to use smart

boards and their content.

6. Do you feel yourself qualified at educational technologies?

None of the teacher candidates (65 prospective teachers) feel qualified at educational technologies. They

stated their views as follows:

S8: I have not even heard this concept until now. We have not had any lessons about the use of

technological programs in lessons. My knowledge of the subject is also quite inadequate

S19: No, I don’t. So far we have only learned Kahoot and Prezi; but these are not enough. I want to get

practical training.

S37: No, I don’t. We have never had a training on this.

S42: I'm not good enough; because our department does not even have a teacher to teach this subject. I

want to learn about the programs related to our field, not about the computer programs.

S65: I am inadequate in every aspect of teaching technology. I have not had such an education. I have

only learnt about Powerpoint in terms of technology until now. it’s very outdated, though.

7. What are the aspects of a teacher using educational Technologies?

Of the candidate teachers, 42 defined this type of teachers as "following innovations and adapting to the

era" while other 15 defined them as "using smartboards and educational technologies in their lessons", and

26 as "using technology properly during lessons’’:


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Teacher candidates' answers are coded in three categories. Teacher candidates expressed their views on

the subject as follows:

1. Following innovations and adapting to the era

S5: They follow, test and take advantage of technological developments.

S9: They follow technological developments and use them while teaching.

S53: They keep up with the times and introduce these changes to the classroom.

2. Using smartboards and educational technologies in their lessons

S6: They are able to use technology in their teaching.

S10: They contribute to their lesson by using Technology.

S47: They can use technology that can be used in other subjects as well.

3. using technology properly during the lessons

S8: They are able to adapt educational Technologies to their lessons.

S11: They use technology efficiently in Turkish courses.

S64: They teach by using smartboard, use technology in their classes an make students use them as

well and make lessons more enjoyable.

8. What are your expectations from this training? Is there a specific educational technology you want to

learn in this training?

All of the prospective teachers stated that they wanted to learn educational technologies in practice in this

training. In the question "Is there a specific educational technology you want to learn?" teacher candidates

gave "None" answer because they did not know about them. Teacher candidates expressed their views on

the subject as follows:

S6: I want to know all the technologies that I can use in my educational activities.

S11: I want to learn all the programs that I can actively use in Turkish classes.

S20: I want to learn all of them. Besides, it is very much appreciated if we can learn about how

to use smart board.

S31: I want to learn all of the programs that teach the information.

S46: I want to learn all the programs that I can use in Turkish classes. And I want to learn about

the smart board.

Finding for second sub-problem:

b) What are the opinions of the Turkish teacher candidates on the teaching technologies after the digital course

material education?

Evaluation of Teacher Candidates' Opinions on the Questions after the Training:

Teacher candidates have taken the Turkish language course to prepare digital course material according to

the skills of Turkish education and the subjects covered in MoNE curriculum. In this context, the following

questions were asked to teacher candidate:

1. What are the educational technologies that can be used for teaching grammar?

39 of the prospective teachers stated that the educational technology called Padlet can be used in the

teaching of the subjects of language knowledge. However, 37 prospective teachers indicated that

Spiderscribe could be used; 29 Prezi; 28 Kahoot ;15 Make Beliefs Comix; 14 Blogger and 6 Storybird.

Teacher candidates responded by stating here that more than one teaching technology could be used in the

linguistic narrative. Teacher candidates expressed their views on the subject as follows:

S17: Spiderscribe is the most useful program for a better understanding of the basic headings

and subtitles related to the subject. Padlet is also very useful for linguistic activities and

group activities.

S24: We can use Spiderscribe and Prezi. Spiderscribe can be used when the subject and

subheadings are given as a whole, and Prezi can be used to give more detailed

information. The transition between the pages in Prezi will attract the attention of the

students.

S29: Students interested in the subject taught with Storybird can write articles and make them

persistent. In addition to this, interactive activities can be organized with Kahoot.


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S42: Use of cartoon programs like Make Beliefs Comix is useful for students. With the help of

Kahoot, video or audio is added and attracts the attention of the students.

S60: We can add anything about the topic using Blogger. Anything we add via blogs is

instantaneous for everyone to see.

2. What are some educational technologies to be used to improve reading skills?

Of the prospective teachers, 42 stated that they could use the teaching technology called Storybird to

improve their reading skills. However, 34 prospective teachers indicated that Blogger; 20 Make Beliefs

Comix ;22 Prezi and 15 Padlet educational technology could be used. Teacher candidates expressed their

views on the subject as follows:

S9: We can improve the reading skills of our students through what we prepare ON blogs.

S29: Students often read online . First we can give them a write activity on Storybird and then

they can read each other’s writings.

S46: Everything is added to the padlets. We can add both reading activity and we add

questions.

S56: Students love to read cartoons. We can prepare cartoons on Make Beliefs Comics.

S61: We can use all of them in reading studies. Even if we do not have a reading activity, they

will read these activities.

3. What are some educational technologies to be used to improve writing skills?

All of the teacher candidates stated that they could use the educational technology called Storybird to

improve their students’ writing skills. Besides this, twelve prospective teachers stated that Blogger can also

be used. Teacher candidates expressed their views on the subject as follows:

S3: Storybird can be used. It allows students to create their own stories. It helps students

develop imaginary worlds and creative thinking skills. At the same time, they can increase

their self-confidence by introducing a product.

S12: I use Storybird to develop students' creative writing skills. Students can share their stories

on social media by writing their stories. There is also Blogger, where they can prepare

their own blog pages.

S38: I use Storybird; because it gives students a tremendous freedom. They can have a good

time writing their stories.

S41: I use Storybird to improve the creativity of the students.

S48: I use the Storybird program because students prepare it with their own sentences.

4. What are some educational technologies to be used to improve speaking skills?

53 of the prospective teachers indicated that they could use Make Beliefs Comix and Prezi to improve their

students’ speaking skills. In addition, 49 said that Blogger educational technology could be used. Teacher

candidates expressed their views on the subject as follows:

S1: I use Make Beliefs Comix program so I teach the characteristics of the language of speech.

S26: I get them to prepare a blog. By doing so, students can present what they prepare by

speaking

S30: I use presentation programs. They can improve their speaking skills while presenting their

files. I use Prezi.

S45: I want them to prepare presentations. Presentations enhance students' speaking skills.

S63: I use Blogger, Prezi. They can present what they prepare.

5. What are some educational technologies to be used to improve listening skills?

Teacher candidates indicated that they could use Kahoot educational technology to improve their students’

listening skills. In addition to this, 33 teacher candidates gave these answers as they could also add audio

and video to Blogger, Padlet and Prezi. While 14 prospective teachers indicated that Storybird could be

used. A teacher candidate stated that he could use all of them. Teacher candidates expressed their views

on the subject as follows:


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16

S3: I use Kahoot. I add videos before the questions so that students have to listen to the video

effectively so that they can answer the question.

S23: We use Prezi because the presentations will appeal to large masses. Prezi is a program

that improves listening skills. We can want them to write stories on Storybird and then let

other students listen.

S24: I can use all of them because each one is complementary.

S38: I can add videos through Prezi, Kahoot and Blogger, and students listen to them.

S60: We can use Storybird, Kahoot and Prezi. Audios and videos can be added to these

programs. So they can improve their listening skills.

6. What are the educational technologies you will be using most when you become a teacher?

Teacher candidates stated that they would use the most (51) Paddlet Educational Technology when they

become teachers. In addition to this, Spiderscribe 47, Kahoot and Prezi 43, Blogger and Storybird 39, and

Make Beliefs Comix 36 have been mentioned by prospective teachers. In addition, 39 prospective teachers

indicated that they would use more than one instructional technology when they become teachers. Teacher

candidates expressed their views on the subject as follows:

S1: I will use all of them.

S7: I will definitely use programs like Storybird and Kahoot that make the course practical. I will

use the others according to their subjects.

S15: I will tell you that I want to use all of them in accordance with the topic. I can prepare

beforehand not lose time.

S31: I will definitely use the Padlet; because you can add notes, files, links, tests and so on. I’ll

also open a blog page for myself, and I will share content every day.

S38: I liked Prezi and Kahoot very much. I made a lot of materials on my own. While playing

Kahoot, the children become very excited and the lesson becomes fun.

CONCLUSIONS

Technological developments do not just add new things to our lives. They take what is there and give it a new

one or take it from our lives completely. With the opportunities and features it brings, technology has also

changed the teaching materials. Interactive digital materials from many directions have accelerated and

enriched the educational process. A digital teaching material can instantly be spread all over the world, updated

without being wasted, content can be enhanced.

Digital material is to present information and content interactively through various attachments (link address,

video, audio, map, image, etc.) (Duraisamy and Surendiran, 2011: 1; Muruganantham, 2015: 53). Pinter,

Radosav and Čisar (2010) stated that their work on interactive animation development from the e-learning

process has helped the students in transferring the information of the digital course material and improved the

educational process. At this point, Aljaafreh (2009) stated that digital lesson materials are not just a material,

but that the materials produced should be simple to use, accessible to all, understandable and student-

centered, appropriate for students, teachers and the education system (curriculum).

Nowadays, when the topic of digital material becomes concrete with EBA and smart boards, it is also important

to study about the subject. In this study, a study has been carried out which will be the basis for EBA and smart

boards. As a result of the study, it was desired to prevent the teacher candidates from entering the classes


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without knowing about producing and using the contents, to give opinions of the teacher candidates and to

contribute to the steps taken in this subject and to contribute to the new projects.

As seen in the findings of the first sub-problem of the study, only two of the prospective teachers received a

training on instructional technologies. Although teacher candidates did not produce digital materials, they found

that they had an idea about the concept of instructional technology and the characteristics of a technological

teacher (see S1, S2, S3, S4, S5, S6, S8, S9, S10, S11 et al.)

In addition, all of the teacher candidates stated that they should be trained during their undergraduate training

in digital material preparation and that they felt themselves inadequate about the subject (see S8, S18, S19,

S20, S33, S37, S42, S65). Eren, Avcı and Kapucu (2015: 1186), who wish to receive an education related to

the subject before the teacher candidates are not teachers; Geçer, Topal and Solmaz (2016: 90) and Polat and

Tekin (2017: 1764) stated that they needed practical trainings during their university education in order to

enable the prospective teachers to use the technology effectively. Güler (2010: 149-152) also stated that their

undergraduate curriculum there wasn't a course for e-content development, that there must be a course for e-

content development skills in education faculties, or that the content of an existing course needs to be changed

for this purpose. Kokoç, Erdoğdu and Çakıroğlu (2016: 837-838) have taken part in the content development

courses they have taken during the undergraduate education of the Computer and Instructional Technologies

teacher candidates for the IT candidates who are in the field (Graphics and Animation in Education, Design and

Use of Materials in Education, Instructional Design, Measurement and Evaluation in Education of Information

Technologies, Multimedia Design and Production) in their study of the relationship between e-content

development skills and academic achievement in the evaluation scale of e-content development skills, the

teacher candidates felt that they were inadequate in developing e-content even if they were successful in the

lessons, attention.

Beside this, the prospective teachers stated that they wanted to learn all the educational technologies they

could use to teach in Turkish lessons and to prepare digital material (see S6, S11, S20, S31, S46). Polat and

Tekin (2017) stated that teaching technologies should be introduced to the prospective teachers and

technology integration should be done according to the branches.

In the findings of the second sub-problem of the study, the prospective teachers reported opinions on the

teaching technologies they learned during the post-training period according to the characteristics of

instructional technologies that they would use in the preparation of digital lesson materials for use in reading,

writing, speaking, S17, S9, S3, S1, S3). The educational technologies recommended by prospective teachers

for the development of basic language skills of the teacher candidates after the training are as follows:

1. 39 prospective teachers suggest that Padlet educational technology can be used for student's learning of

linguistic information.

2. For the development of reading skills, 42 prospective teachers have suggested that Storybird educational

technology can be used.

3. For the development of writing skills, all of the prospective teachers (65) have suggested that Storybird

educational technology can be used.

4. For speaking development, 53 prospective teachers have suggested that Make Beliefs Comix educational

technology can be used.

5. For the development of listening skills, 42 prospective teachers have suggested that Storybird

educational technology can be used.

Besides, teacher candidates stated that they would use various teaching techniques in order to deal with the

subjects in an interactive course when they are teachers. These results are important in that the prospective

teachers show that they have learned the applied educational technologies practically and have mastered the

subject.

As a result of this study, the candidates of the 4th grade Turkish teacher candidates were surveyed about the

preparations for the preparation of Digital Course Material. Teacher candidates indicated that they would use


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most of Padlet (51) teaching technology when they were teachers, but it was found that the educational

technologies that they would use together emphasized the variety of technologies they would use. As it can be

seen from the data, teacher candidates prefer using different educational technologies (video, audio, picture,

map) depending on the content of their lesson. Karaman, Yıldırım and Kaban (2008: 39); Korucu and Sezer

(2016: 392) also concluded from their studies that use of Web 2.0 tools have more than one feature, they

contribute to active participation of students, and they can be reached easily. In the study it was determined

that in the course of the study, teachers’ reasons for preference of the Web 2.0 technologies are that students

were encouraged to collaborate in the course environment, abstract subjects were embodied, information

became easily accessible, constantly renewed information was tried to be learned and students had active

participation and readiness. In the teaching activities, however, the result is that they attracting and time is used

inefficiently. Korucu and Sezer (2016: 392) have achieved similar findings in the contribution of Web 2.0

applications to educational environments. N = 3 negatively considers the field development of teachers'

effective use of Web 2.0 technologies. Positive side emphasized learning N = 7 different methods and

techniques. It has also been determined that it has developed a cooperative working environment, has saved

time, has improved easy access to information and repetition in lessons.

In this study, the level of readiness of the 4th grade Turkish teacher candidates regarding the preparation of the

digital course material was examined. Based on the results of the research, the following suggestions were

made:

1. Teacher candidates should be informed about FATIH project.

2. Digital course material preparation training should be given to teacher candidates during university period.

3. During the university period, teacher candidates should be given a training on smart board.

4. Efforts should be made to ensure that prospective teachers can access the EBA portal.

5. Digital course materials should be comprehensive and subject-specific.

REFERENCES

Aljaafreh,R. F. S. (2009). A model for e-learning content design (Master’s Thesis). Middle East University:

Jordan.

Benzer, A. (2017a). Dijital çağda öğretim teknolojileri ile Türkçe eğitimi. Ankara: İdeaport Publishing (2.

edition).

Benzer, A. (2017b). Öğretim teknolojilerinin Türkçe eğitiminde kullanımı. FATİH Projesi Eğitim Teknolojileri

Zirvesi Bildiri Kitabı (s. 38-50). Ankara: Millî Eğitim Bakanlığı.

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2017). Bilimsel araştırma

yöntemleri. Ankara: Pegem Akademi Publishing (23. edition).

Coşkun, E., Balcı A. and Arısoy, A. M. (2010). Sınıf öğretmeni adaylarının Türkçe dersleri için oluşturdukları

hazırlık ve anlama çalışmalarının değerlendirilmesi. Gaziantep Üniversitesi Sosyal Bilimler Dergisi,

9(2), 357 -376.

Duraisamy, K. and Surendiran, R. (2011). Impacts of e-content. International Journal of Computer Trends and

Technology, March to April issue, 1-4.

Ekici, S. and Yılmaz, B. (2013). Fatih projesi üzerine bir değerlendirme. Türk Kütüphaneciliği, 27(2), 317-339.

Eren, E., Avcı, Z. Y. and Kapucu, M. S. (2014). Pratik içerik geliştirme teknolojilerini kullanma yeterlilikleri ve

gereklilik algıları ölçeklerinin geçerlik güvenirlik çalışması. Eğitimde Kuram ve Uygulama, 10(5), 1177-

1189.

Geçer, K. A., Topal, D. A. and Solmaz, İ. (2016). Öğretmenlerin Eğitim Bilişim Ağını kullanmaya yönelik

yeterliklerinin incelenmesi: Kocaeli ili örneği. Kalem Eğitim ve İnsan Bilimleri Dergisi, 8(1), 69-92.

Güler, Ç. (2010). Öğrenme nesnesi tasarım ve geliştirme süreci: bir tasarım tabanlı araştırma örneği (Doctoral

Thesis). Hacettepe Üniversitesi, Ankara.


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Hutchinson, A. (2007). Literature review exploring the integration of interactive whiteboards in K-12 education.

Retrieved 01.05.2018, from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.482.4912&rep=rep1&type=pdf.

Karaman, S., Yıldırım, S. and Kaban, A. (2008). Öğrenme 2.0 yaygınlaşıyor: Web 2.0 uygulamalarının eğitimde

kullanımına ilişkin araştırmalar ve sonuçları. XIII. Türkiye’de İnternet Konferansı Bildirileri (s. 35-40).

Ankara: Orta Doğu Teknik Üniversitesi.

Karasar, N. (2005). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler, Teknikler. Ankara: Nobel Publishing.

Kokoç, M., Erdoğdu, F. and Çakıroğlu, Ü. (2016). Bilişim teknolojileri öğretmen adaylarının e-içerik geliştirme

becerileri ve akademik başarı arasındaki ilişkinin incelenmesi. International Congresses on Education

Book of Proceedings (s. 832-838). Sarajevo/Bosnia ve Herzegovina: ERPA.

Korkmaz, E. and Korkmaz, C. (2015). Öğretmen adaylarının etkileşimli tahta kullanımına yönelik görüşleri.

Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(32), 477-497.

Korucu, T. A. and Sezer, C. (2016). Web 2.0 teknolojilerini kullanma sıklığının ders başarısı üzerindeki etkisine

yönelik öğretmen görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 5(2), 379-394.

Livingstone A. K. (2015). The impact of Web 2.0 in education and its potential for language learning and

teaching. International Journal of Instructional Technology and Distance Learning,12(4), 1-27.

McDonough, J., Shaw, C. and Masuhara, H. (2013). Materials and methods in ELT: A teacher's guide.

Chichester, West Sussex England: Wiley-Blackwell (3. edition).

MEB. (2006). Türkçe dersi (6-8. sınıflar) öğretim programı. Ankara: Milli Eğitim Bakanlığı.

MEB Eğitim Teknolojileri Genel Müdürlüğü (2010). Eğitimde Fırsatları Artırma Teknolojiyi İyileştirme Hareketi

Projesi (FATİH). Retrieved 05.05.2018, from http://fatihprojesi.meb.gov.tr/proje-hakkinda/.

Muruganantham, G. (2015). Developing of e-content package by using ADDIE model. International Journal of

Applied Research, 1(3), 52-54.

Pinter, R.,Radosav D. and Čisar, S.M. (2010). Interactive Animation in Developing E-Learning Contents.

MIPRO 2010-33rd International Convention on Information and Communication Technology,

Electronics and Microelectronics, Proceedings (s. 1007-1010). Zagreb, Hrvatska: Conal.

Polat, E. and Tekin, A. (2017). Öğretmen adaylarının e-içerik geliştirme becerilerinin değerlendirilmesi.

Kastamonu Eğitim Dergisi, 25(5), 1753-1770.

Somyürek, S., Atasoy, B. and Özdemir, S. (2009). Board's IQ: What makes a board smart?. Computers &

Education, 53(2), 368-374.

Türel, Y. K. (2012). Öğretmenlerin akıllı tahta kullanımına yönelik olumsuz tutumları: problemler ve ihtiyaçlar.

İlköğretim-Online Dergisi, 11(2), 423-43.

Yıldırım, A. and Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Publishing.

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http://fatihprojesi.meb.gov.tr/proje-hakkinda/


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Effect of Science Teaching with the Augmented Reality Technology on

Secondary School Students’ Attitude Dilara Şahin

1, Rabia Meryem Yılmaz

2, Mehmet Yılmaz

3

1 Ministry of National Education, Kastamonu, Turkey

2 Atatürk University, Kazım Karabekir Education Faculty, Department of Computer and Instructional Technology,

Erzurum, Turkey, [email protected] 3 Atatürk Universiy, Kazım Karabekir Education Faculty, Department of Science Education, Erzurum, Turkey,

[email protected]

Abstract

When abstract and difficult concepts to understand are explained, it is very important to increase the educational activities of the students visually and intellectually by using technology in the learning process and to prepare richer learning environments for the students. For this reason, one of the new technologies, augmented reality (AR) technology, was used during the study. In this study, effect of using AR technology on secondary school students’ attitude towards science course was examined. In addition, their attitudes towards AR applications were revealed. Quasi-experimental design was used and sample consisted of 100 students who study at 7th grade in secondary school. As a result, there was a significant difference in students’ level of attitudes towards the course between students in experimental and control groups. Students were satisfied with use of AR applications, willing to use it and they were not worried while using AR application.

Keywords: Augmented Reality, Science education, Students’ attitude.

INTRODUCTION

The change in science and technology affects the structure of societies, and the human profile needed for this

effect is changing. Science has changed technology and technology has changed science. In this cycle,

technology takes advantage of the results of science and products developed by technology contribute to our

knowledge of science (Çepni & Çil, 2009). While science and technology lessons describe nature and nature-

related events, it is important to support these lessons with technology as abstract concepts are used

extensively. Therefore, researches on the use of educational technologies are gaining importance especially in

these courses in order to provide rich learning experiences and opportunities for effective learning (Yiğit, 2005).

When abstract and difficult to understand concepts are explained, it is very important to increase the

educational activities of the students visually and intellectually by using technology in the learning process and

to prepare richer learning environments for the students. For this reason, one of the new technologies,

augmented reality (AR) technology, was used in the study.

AR is a technology in which the contents in the virtual environment are added to the real world and the virtual

and real world is presented at the same time. AR, which is frequently used in many areas, has recently been

used in the field of education (Çetinkaya & Akçay, 2013). AR technology attracts attention in education by

providing students to interact with real and virtual objects, to increase motivation and attention. Magic book is

one of the educational AR applications. Magic book can contain various materials such as 3D objects,

animations, videos and sounds. Activating students by triggering interactions with simulations, games, models

and virtual objects is an important feature of AR technology. The learning activities related to AR are quite

different from traditional methods. In the literature, the number of studies on the educational potential of AR

technology is quite limited. Because AR is a new and developing technology, the studies on developing

applications by using AR are more common. Therefore, it is important using AR in education and sharing the

experience in this process (Kucuk, Yilmaz, & Goktas, 2014). AR is effective to teach events that cannot be

seen, reflecting abstract concepts and can present complex information. Especially when considering that

students have difficulty in learning the abstract concepts in astronomy topics covered in the study, AR plays an

important role in visualizing events that are not conceivable in real life and realizing of abstract concepts. In

science education "Solar System and Space" issue, because the eye with abstract concepts and complexity

cannot be seen, AR is used in this study.


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With the features of AR technology, virtual and real objects are merged, real-time interaction is offered and 3D

objects are created and a realistic sense of reality is created. (Azuma, 1997; Moreno, MacIntyre & Bolter,

2001). A permanent learning environment is created by providing the information acquired in this way

(Walczak, Wojciechowski & Cellary, 2006). In addition, experience in real life is not possible (Wu et al., 2013;

Wojciechowski & Cellary, 2013), increase in student participation (Wojciechowski & Cellary, 2013), fun learning

(Yoon, Elinich, Wang, Steinmeier & Tucker, 2012), save time and space (Li, 2010; Aziz, Aziz, Yusof & Noor,

2012), increase in motivation and attention (Aziz et al., 2012, O'Brien & Toms, 2005; Sumadio & Rambli, 2010)

and increase in cooperation (Billinghurst, 2002; Yuen, Yaoyuneyong & Johnson, 2011) are the advantages of

AR. Based on these, it is another feature of the student to be active in the learning environment and support the

approaches such as constructivism, learning by doing and authentic learning. (Kirner, Reis & Kirner, 2012;

Wojciechowski & Cellary, 2013; Yilmaz, 2017; Yuen et al., 2011).

When the studies conducted using AR applications in science education are examined, educational benefits

are stated such as students' attitudes towards the lesson positively affect (Cai, Chiang, & Wang, 2013;

Sumadio & Rambli, 2010), increase the motivation of the course (Cai et al., 2013; Sumadio & Rambli, 2010 ;

Wojciechowski & Cellary, 2013), providing an effective and efficient learning environment (Iordache, Pribeanu &

Balog, 2012), ensuring that the course is fun and active participation of students (Wojciechowski & Cellary,

2013; Yoon et al., 2012). Besides, AR applications provide a sense of reality in learning of a subject (Lin &

Wang, 2012), and providing natural experience for students (Sumadio & Rambli, 2010) and facilitating learning

(Shelton & Stevens, 2004).

In this research, it was aimed to investigate the effect of science teaching supported by instructional materials

developed by AR technology on the attitudes of students to the course and to determine the attitudes of

students to AR application.

Is there a significant difference between the attitudes of students taking the science and technology course with AR technology and traditional way?

What are the attitudes of students using AR technology towards AR applications?

METHOD

In this study, quasi-experimental design is preferred. 50 students are chosen from two classes for experimental

group and 50 students are selected from other two classes for control group. AR is used by students for their

lesson in experimental group, however it isn’t used in control group. The sample is determined by convenience

method and it is consisted of 100 elementary students (including 48 girls, 52 boys) in 7th grade. Detailed

information is presented in Figure 1.

Figure 1. Information about the sample of this study

•50 Students •Control Group

•50 Students •Experimental group

Girls %24 Boys %26

Boys %26 Girls %24


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The students used AR activity in their classes for a total of 16 hours and 4 weeks. At the end of the process,

the attitude of the students is determined. Then, scale of “Attitude towards Science and Technology Course”

(Oğuz, 2002) and scale of “Determining the Attitude towards activities that prepared with AR” (Küçük, Yılmaz,

Baydaş & Göktaş, 2014) were used. Detailed information is stated in Figure 2.

Figure 2. Research process

For unit of “Solar System and Beyond” in science and technology course teaching program, support contents

were designed with the help of experts and AR activities were developed. These activities were designed by

considering gains of the unit (See in Figure 3). Lecturing videos, the 3D visuals of planets in the Solar System,

the information about planets and important concepts were included in the activity book. Moreover, it had

different exercises for classroom assessment. Topics in the book were ordered according to Ministry of

National Education books and total 32 activities were prepared. While the activity book was used in experiment

group, traditional education was performed with the existing course book in the control group.

Figure 3. Sample AR application

FINDINGS

It was observed that the students in the experimental group had positive attitudes towards the science course

at a high level compared to the control group (M=83.71, SS=7.385). Related information is stated in Table 1.

Table 1. Descriptive findings for students’ attitude towards course

Groups N M ss

Attitudes Experimental group 49 83.71 7.385

Groups Groups

Experimantal Group

Control Group

Implementation Implementation

Science teaching supported by

instructional materials developed by AR

technology

Science teaching in traditional way

Post-Tests Post-Tests

Attitude towards Science and Technology Course,

Scale for Determining the Attitude towards activities

that prepared with AR

Attitude towards Science and Technology Course


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towards the

science course Control group 48 69.75 14.783

According to the results, there was a significant difference in students’ level of attitudes towards the course

between students in experimental and control groups (Table 2).

Table 2. Independence sample t-test results for students’ attitudes towards course

Groups M SS t p

Attitudes towards

the science

course

Experimental

group 83.71 7.385

5.86 .000

Control group 69.75 14.783

When factors of attitude towards AR applications were analyzed, it was identified that students were satisfied

with use of AR applications, willingly to use it and they were not worried while they were using AR application.

Table 3. Descriptive findings for attitudes towards AR applications

Factors Min. Max. M ss

Satisfaction 3.29 5.00 4.55 .445

Willing to use 2.00 5.00 4.60 .638

Worry 1.00 4.33 1.36 .619

CONCLUSIONS

As a result, AR has a positive effect on students’ attitude. Therefore, widespread of using AR in educational

environments is crucial. However, it is thought that it may be useful to determine the usability value of AR

technology as a material to be applied. It has been determined that AR has a positive effect on students'

attitudes. Therefore, it is important to disseminate AR technologies in educational environments. The high level

of attitudes of the students can be attributed to their first encounter with a new technology and finding the AR

technology interesting. It may also have affected this result by increasing the engagement and motivation,

being perceived as magic and being remarkable.

In the study, students were pleased to use AR applications and were willing to use them. The reason for this is

that AR applications can be found to be fun and easy to use and enjoy to use. It was also determined that

students did not have any anxiety when using AR applications. It is thought that the technical errors are

minimized by the teacher, the students do not encounter any problems while using the application and the

students do not worry about using the applications. Based on the experience gained from the study, the

following recommendations can be presented:

• It is thought that it can be useful to determine the usability of AR technology as a material that can be

applied in the course.

• AR applications are negatively affected by physical factors such as light, output quality and camera

features. Therefore, measures should be taken to minimize the impact of these factors.

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Problem-Based Learning Approach To Enhance Student Outcomes From

Operation And Maintenance Course In Marine Engineering Programme

* Cagatay Kandemir1, Metin Celik

2, Önder Aydın

3

1Istanbul Technical University, Marine Engineering Department, İstanbul, Turkey, [email protected]


3Statu Shipping, Üsküdar, İstanbul, Turkey, [email protected]

Abstract

Maritime education & training (MET) activities are crucial for shipping operations and safety on-board a ship. In this context, operation and maintenance course in marine engineering program allows greater scope to increase students’ practical skills at operational level. The course involves number of practical tasks (i.e. valve overhaul, liner measurements, fuel pump overhaul, cover mantling, deflection, etc.) in machinery laboratory and training ship environment. Since the course is very open for various learning methods, this paper investigates potential benefits of problem-based learning (PBL) approach extended to practical tasks through a case study practiced with marine engineering students. The results are discussed and demonstrated in a comparative way between traditional approach and PBL.

Keywords: maintenance course, marine engineering, problem-based learning, maintenance operations,

maritime education.

1. INTRODUCTION Maintenance plays critical role for a mechanical system in terms of efficiency, availability, operability and

reliability (Pantförder et al., 2016). Just as other fields, maritime maintenance operations are conducted with

active participation of manpower (Kandemir & Celik, 2017a). In ship maintenance; availability of ship equipment

can be vital and very important due to a ship’s natural navigation environment. Besides, working environment of

a ship has some characteristic difficulties which belong to marine engineering field. According to (Kandemir &

Celik 2017b) these difficulties are; complex, narrow, hazardous, noisy, highly vibrating, enclosed working

environment which has ever changing temperature and humidity depending on the global location and its

climate. In addition, ship operations are executed with a time based schedule, thus if repairing process begins

to take longer time or unexpected machine failures occur, then time constraint based human error probability

increases. The reasons for that are delays and latencies usually have high costly penalties as they directly

affect another company’s supply chain management. Hence, responsible crew for ship maintenance should

properly trained. In this regard, maritime education and training (MET) activities become significantly important

duties which should be carried out studiously by responsible instructors.

Since MET is crucial, IMO (International Maritime Organization) has introduced STCW (Standards of Training,

Certification and Watchkeeping for Seafarers) rules in 1978 with the purpose of specifying the minimum training

standards for seafarers (IMO, 2018). In progress of time, STCW rules have been modified several times since

1978 due to changing needs of global seafaring. Today, MET activities are performed in comply with the last

updated STCW rules all around the world.

However, studies show that poor maintenance based machinery failures still occur despite countermeasures

taken by responsible organizations such as IMO, STCW and other related authorities (Kandemir & Celik,

2017a). In this regard, researchers seek new methods for MET activities in order to reduce unexpected human

based failures on ship operations including ship maintenance operations. At this point, one of the main

challenges is seafarer’s already overloaded training and education schedule which consists of studentship, sea

internship, additional courses, drills, certificate programmes, examinations and etc. For this reason, proposing

* Corresponding Author


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an improvement to existing MET activities could be more beneficial than bringing additional education

programmes.

There are various learning approaches in the literature such as learning analytics, e-learning, problem based

learning, and etc. According to Schumacher & Ifenthaler (2018), learning analytics utilizes static and dynamic

information about students and their education activities in order to create an effective learning environment.

They claimed that gathering various data about learners via big data analysis from online learning

environments allows optimizing learning process, increase success rates and engagement of students. In this

regard there are many researches have been conducted about this phenomenon. For instance, Verbert et al.

(2012) propose a study of data-set-driven research to support learning and analytics. They found that many

data sets could help to predict learner performance and discover learner models. Elias (2011) supported these

findings with their research as they pointed that the most promising aspect of learning analytics is prediction for

a learning activity based on historical and current data. In this sense, Macfadyen and Dawson (2010) provided

more concise data from an international research project investigating which student online activities accurately

predicted academic achievement. Such online activities are also described by some researches as e-learning

approach. E-learning concept is relatively easy approach for implementation into a learning environment as it

requires fewer infrastructures. Hubalovsky et al. (2018) and Lau et al., (2018) have successfully implemented

e-learning approach via utilizing Bloom’s taxonomy and they claim more efficient exercise results comparing

with their previous classical approach. Likewise, Cidral et al., (2018) conducted an empirical study in Brazil and

highlighted successful implementations of e-learning. There are many successful implementations of e-learning

in the literature, however, e-learning approaches have also some challenges such as requirement of additional

time in a learning schedule and extra technological tools. At this stage; another innovative method comes into

prominence as problem based learning (PBL). In PBL, students are learning while trying to solve a carefully

designed problem which has usually more than one way or answer to reach a solution in a learning

environment (Hmelo-Silver, 2004). This philosophy can be easily embedded in a training schedule as it is also

very compatible with e-learning activities (Pumahapinyo & Suwannatthachote, 2014).

2. PROBLEM-BASED LEARNING PBL has been utilising as an alternative method since 1969 (Baker, 2000). The concept has been evolved until

today with numerous workshops which have been participated by many trainers (Duch et al., 2001). The main

idea in PBL is to encourage students towards attempting to find a solution when encountering an open-ended

problem. Hence, students could create more than one way to claim a solution in a free thinking environment.

This environment may also be a classroom, computer software, laboratory, workshop or etc. In PBL, training

activities require knowledge, strategical thinking, inquiry and additional task related skills (Phungsuk et al.,

2017). According to Ahlfeldt et al., (2005), advantages of PBL are:

PBL provides a beneficial group working environment.

Trainees actively present their group leadership skills.

Trainees enhance their communication skills for both oral and written.

Self-awareness increases.

Independent studying is supported.

Strategical thinking and analysing skills gain momentum.

Realistic problems provide more effective training activities.

Trainees should inquiry, engage, research and use their knowledge while reaching solutions.

With these aspects, PBL seems a proper alternative method for maintenance operations training of marine

engineering students in a machinery laboratory environment. Comparing with other training approaches, less

technological requirements also provide an easy implementation.

3. CASE STUDY Marine engineering students are closely engaged with machinery equipment before going on board a ship in a

specialized machinery laboratory. For PBL case study, 39 marine engineering students are chosen to engage

with different maintenance tasks. The students are in their 3rd

years of the four-year maritime faculty. Their age

scale changing from 19 to 22 and education backgrounds almost the same.


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8 maintenance tasks are available to utilize throughout the training season:

1) valve overhauls, 2) taking crankshaft deflection, 3) crankshaft, pin & piston lining, 4) oil & water tests, 5) fuel

pump overhaul, 6) fuel injector & compressor valve cover reconditioning, 7) engine performance diagram

monitoring, 8) pump – motor alignment.

As training requirements, STCW competencies are taken into account when designing task contents. As an

illustrative case, “reduced efficiency in fuel consumption” problem based scenario is shown in this paper.

3.1 COMPETENCE DESIGNATION The STCW has specified minimum training requirements in the last updated STCW’s table AIII/1. The

scenarios are established on competence list. The target competence for this course is derived and adopted

from Kandemir et al., (2018) and IMO (2018) as seen in Table 1. In this table, C1 means competence code of

the Technical knowledge, C2 for decision making and C3, C4…C9 for corrective maintenance actions.

Table 1: Target competencies for operation & maintenance course.

Technical knowledge (C1) Safe maintenance operation

planning (C5)

Decision making (C2) System monitoring (C6)

Team integrity (C3) Accomplishment of

the maintenance operations (C7)

Recording (C4) Identifying abnormalities (C8)

Corrective maintenance actions

(C9)

In order to conduct an effective training practice, specified competences in Table 1 should be fully matched with

the scenario task(s). In the scenario, different tasks can address different competences. In this sense, designed

scenario refers “an efficiency decrease in fuel consumption”, thus students should detect, report and correct

abnormalities for selected three tasks (task no:2 taking crankshaft deflection, task no:5 fuel pump overhaul,

task no:7 engine performance monitoring). Therefore, competence designation is determined as seen in the

Table 2.

Table 2: Competence designation.

Task No Competence Designation

#2 C1, C2, C3, C4, C5, C8

#5 C1, C2, C7, C8, C9

#7 C1, C4, C6, C8

The table 2 means that task no:2 corresponds with competence of C1, C2, C3, C4, C5 and C8, while task no 5

with C1, C2, C7, C8 and C9; finally task no:7 with C1, C4, C6 and C8. So, all targeted competences can be

monitored by means of this task set.

3.2 PBL INTEGRATION

Before the PBL based assessment, trainees are taken examination in traditional way and their results are

noted. In the PBL integration, in order to reach a solution; students should attempt to find reasons of “efficiency

decrease in fuel combustion”. In the laboratory, they have to engage with the specified three main tasks. Before

the practice, sufficient time is given for an initial research for revealing correlation between fuel consumption

and the tasks. The practice encourages the students for researching, investigation, decision making,

maintenance & overhaul operation, team working and reporting.


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Reports are one of the evidences for evaluation process, as all measurements and findings must suitably be

reported by students. They are also monitored during the practice and their operational engagement process is

carefully noted. After two weeks, or shortly eight hours (4+4 hours in course time), all reports, findings and

feedbacks are examined by instructors who already assessed classical examinations before the PBL

integration.

According to the results, success rate of all students increased by %15,7 when comparing with the classical

approach. Besides, 34 out of 39 students have increased their scores in operation and maintenance course.

Figure 1 shows score changes of all students as a comparison between classical approach and PBL.

Figure 1: Comparison of classical approach and PBL.

Another finding is competence results of 13 groups. Each group’s operational practice performance are

noted and their competence map is obtained. For instance, Figure 2 shows competence map of

#Group1.

Figure 2: Competence map of #Group1.

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

75,8

68,75

65

77,5

65

90

72,5

75,8

72,5

0 20 40 60 80 100

C1

C2

C3

C4

C5

C6

C7

C8

C9


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Figure 3: Competence maps of #Group2, 3, 4 and 5.



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According to Figure 2, #Group1 students coped well in system monitoring (C6), while they showed poor

performance on Decision-making (C2), Team integrity (C3), safe maintenance operation planning (C5). Other

competences are content, however open for improvement. This means that this group was not good enough on

decision-making as sometimes they confused giving priorities, they are failed to make an effective labour-

division and finally they attempted to make some hazardous actions instead of caring their own safety.

Likewise, competence maps of #Group2, #Group3, #Group4 and #Group5 are shown in the Figure 3, #Group6,

#Group7, #Group8 and #Group9 are illustrated in the Figure 4 and #Group10, Group11, #Group12 and

#Group13 are demonstrated in the Figure 5. As another finding, most of the students (%93) are expressed their

positive feedbacks for the conducted PBL based operation and maintenance activities. The rest of them

interrogates group working procedure and laboratory capacity.


4. CONCLUSION According to findings, PBL is very suitable and effective method for marine engineering students in operation

and maintenance courses. As expected, students have focused on the problem, conducted initial researches

and interrogations to reach a practical solution, communicated and interacted with the group members, utilised

their knowledge, proposed strategies and finally acted when the decisions have been made. As a result, overall

success rate is increased by %15,7 comparing with previous classical approaches. Besides, student feedbacks

for the practice are obtained as very positive.

Competence designations & scenario identifying is an important process for PBL. That is because, competence

gaining is monitored more effectively thus corrective actions can be chosen easily. In this regard, a scenario is

proposed in the study as an illustrative case; however, these scenarios can be various in accordance with

training characteristics.

For further studies, learning analytics and e-learning concepts could be integrated with PBL approach for

marine engineering students despite the challenges which are underlined in this study. If necessary


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infrastructures are provided and other challenges are achieved; operation and maintenance courses and other

MET activities could be even more effective for seafarers. In this way, human reliability of ship crew can be

enhanced in order to provide safe shipping operations.

5. ACKNOWLEDGEMENT The authors would like to express their gratitude to STATU Shipping Company and their professionals for

providing technical knowledge support to the research.

6. REFERENCES Ahlfeldt, S., Mehta, S., & Sellnow, T. (2005). Measurement and analysis of student engagement in university

classes where varying levels of PBL methods of instruction are in use. Higher Education Research &

Development, 24(1), 5-20.

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with nursing experiences. Journal of Professional Nursing,16(5), 258–266.

Cidral, W. A., Oliveira, T., Di Felice, M., & Aparicio, M. (2017). E-learning success determinants: Brazilian

empirical study. Computers & Education.

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Elias, T. (2011). Learning Analytics: The Definitions, the Processes, and the Potential.

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Hmelo-Silver, C. (2004). Problem-based learning: What and how do students learn? Educational Psychology

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of Adaptive E-learning on Learning Effectiveness of Primary School Pupils, Computers in Human

Behavior (2018), doi: 10.1016/j.chb.2018.05.033

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Certification and Watchkeeping for Seafarers, 1978. Data Retrieved: 01.05.2018, URL:

http://www.imo.org/en/OurWork/HumanElement/TrainingCertification/Pages/STCW-Convention.aspx

Kandemir, C. & Celik M. (2017a) Determining shipboard integration requirements of maintenance 4.0 concept

in marine engineering, 2nd World Conference on Technology, innovation and entrepreneurship, 12-14

May 2017, Istanbul, Turkey, ISBN: 978-605-9811-01-9

Kandemir, C. & Celik, M. (2017b) Identifying training requirements to enhance basic skills for maintenance 4.0

in marine engineering through engine room simulator, 13th International Conference on Engine Room

Simulators, 20-21 September 2017, Odessa Maritime Academy, pp: 92-101, ISBN 978-966-7591 -72-4.

Kandemir, C., Soner, O., & Celik, M. (2018). Proposing a practical training assessment technique to adopt

simulators into marine engineering education. WMU Journal of Maritime Affairs, 17(1), 1-15.

Lau, K. H., Lam, T., Kam, B. H., Nkhoma, M., Richardson, J., & Thomas, S. (2018). The role of textbook

learning resources in e-learning: A taxonomic study. Computers & Education, 118, 10-24.

Macfadyen, L. P., & Dawson, S. (2010). Mining LMS data to develop an “early warning

system” for educators: a proof of concept. Computers & Education, 54(2), 588–599.

Pantförder, D., Vogel-Heuser, B., Gramß, D., & Schweizer, K. (2016). Supporting Operators in Process Control

Tasks—Benefits of Interactive 3-D Visualization. IEEE Transactions on Human-Machine Systems,

46(6), 895-907.

Phungsuk, R., Viriyavejakul, C., & Ratanaolarn, T. (2017). Development of a problem-based learning model via

a virtual learning environment. Kasetsart Journal of Social Sciences, 38(3), 297-306.

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online graduate degree program in Thailand. Proceedings of International e-Learning Conference

2014, Bangkok, Thailand

Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in

Human Behavior, 78, 397-407.

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Society,15(3), 133–148.


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A Cognitive Mapping Approach To Identify Crew Training Needs Via

Analysing Of Psc Inspection Records On Ship Maintenance Operations

* Cagatay Kandemir

1, Metin Celik

2, Önder Aydın

3



3Statu Shipping, [email protected]

Abstract

PSC inspections and their surveying records on fleets are one of the key performance measures for ship management companies. These findings can give a broad idea for any vessel, crew or shipping company. At this point, PSC findings can be taken advantage for maritime education & training (MET) activities where learning outcomes to be determined. This proactive concept provides realistic solutions for recent major concerns of shipping operations. In order to conduct, this study utilizes a cognitive mapping approach to identify potential training needs of a MET activity. Specifically, the PSC inspections on the ship maintenance operations are considered for the case study. Consequently, critical causes which trigger major deficiencies are identified. From highest to lowest impact, the top three causes are C1c: Ineffective internal audit from the Company, C3b: Insufficient knowledge about emergency procedures, C4c: Insufficient LSA maintaining knowledge of person in charge, respectively.

Keywords: maritime education, maintenance operations, port state controls, cognitive mapping, marine

engineering.

1. INTRODUCTION Maritime safety is a critical factor of sustainability in world trade, this is because maritime transportation carries

80% of the global cargo (Asariotis et al., 2013). Besides, maritime transportation might be considered as one of

the most dangerous and global industries of the world. Therefore, maritime transportation has been regulated

for decades by International Maritime Organization (IMO), whose primary goal is maintaining a comprehensive

regulatory framework for shipping activities in the world (Wieslaw, 2012).

Accidents in shipping are caused by the combination of different factors such as human error, inclement

weather, technical failure, and other factors (Jin, Kite Powel, Talley 2008). However, overall condition of

merchant ships must be inspected systematically by responsible authorities. At international level, port state

control (PSC) regimes have been inspecting merchant ships for more than 30 years within the legal frame of

international maritime organization (IMO).

In recent years, PSC authorities have issued many standards for safety, security, and environmental issues.

The strict inspection policies are the main challenges for the ship-owners and operators. As a result of that,

ship management companies are challenged with additional difficulties when implementing standard ship

management procedures. At times, ships which under poor condition are remarked with deficiencies,

nonconformities, major-nonconformities or even detentions after the inspections. Such cases mean time,

prestige and money loss for ship owners. If a company’s ship repeatedly detained by the authorities, she may

even be banned from various sea ports.

Lately, 17840 inspections have been carried out by responsible PSCs, 9288 inspections have been resulted

with deficiencies and 683 of them finalized with detention of various ships in Paris MoU (Paris memorandum of

understanding on port state control) region. Moreover, 20 vessels have been banned for Paris MoU region thus

these ships have no permission to access for EU ports (Paris MoU, 2016). To prevent such causalities,



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responsible persons of the company must maintain the Safety Management System (SMS) for ship operations.

The SMS is also a legal obligation which is specified in the International Safety Management (ISM) Code. The

aim of this code is to maintain safety standards on board ships, and preventing ships from major and minor

accidents which may lead loss of life, injury, environmental pollution and etc. (ISM Code, 2010). However,

effectiveness of the ISM Code has been criticised by some authors. For instance, Celik (2009) utilised a

systematic approach to enhance current regulations by combining ISM code and ISO 9001:2000. The research

signals that safety management system practice on board ships can be enhanced via quality management

principles. In addition, Knudsen and Hassler (2011) expressed that there are additional efforts required to

challenge with the main causes of ship accidents. They underpin that ship accident frequency still not reduced

to a desired level.

Human factor is another dominant issue which threatens ship safety (Celik & Er, 2007). Even if international

maritime conventions are beneficial, human-based errors still occur. For this matter, newly intended

technological developments can provide some additional contributions. This may be a decision support tool for

emergency situations, an on-board passenger monitoring and communication system based on RFID

technology (Vanem & Ellis, 2010) or a video surveillance technology to get advantage for safe navigation

(LiPing et al., 2011). Nevertheless, such developments have many challenges when it comes to integrate into

merchant ships (Kandemir & Celik, 2017).

One of the most critical measures for reducing human error causalities is effective training and education of

ship crew. In order to provide an effective training activity, training needs should be identified clearly. As the

human error concept is vital for ship maintenance operations, this research focuses on this matter in order to

enhance safety management system and planned maintenance system on board ships. In this article a root-

cause analysis is conducted to develop new training outcomes. Conceptual framework of the model is

determined as Cognitive Mapping (CM) approach. As CM is considered as a strong approach, identified

training requirements are demonstrated. Application of the CM is substantially benefitted from PSC inspection

records which are closely related to poor maintenance-based deficiencies. Following, training needs are

comprehensively identified and suggestions are made at the final stage.

2. COGNITIVE MAPPING Human brain is not able to trace complex problems which contain too many variables, dynamics or factors. In

such situations, different methods can be adopted to relevant concern for obtaining an optimal solution. One of

these methods is called as “cognitive mapping" approach. In the literature, several cognitive techniques have

been researched especially in social sciences. Likewise, these techniques are utilized for wide range of

problem types. For instance, CM is used to specify subjective beliefs as well as to avoid them (Fiol & Huff,

1992). In such cases, the general approach is to extract subjective statements from all individual statements.

Therefore, particular problem domains remained within the meaningful concepts (Swan, 1997). CM is also

implemented in order to identify the critical sub cases which trigger main factors in a problem structure. The

outcome of this technique specifies a meaningful map. As one can see, CM approach has many advantages for

different issues such as ability to concentrate on the problem, helps in highlighting priorities and key factors,

provide missing information, refilling information gaps (Fiol & Huff, 1992).

Three commonly used CM techniques are (1) causal mapping, (2) semantic mapping, and (3) concept

mapping. Casual mapping is derived from Kelly (1955) as a personal construct theory. As inspired by its name,

a causal map demonstrates a set of causal relationships within a concept system which clearly demonstrates

cause-and-effect relationships (Eden, 1988). After determining relationships, centrality values are assigned

accordingly. By means of centrality values, influence level of all sub causes are revealed. Then, final results are

obtained and demonstrated properly. Afterwards, required discussions and suggestions are concluded.


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3. CASE STUDY Case study: A Turkish vessel is detained by PSC authorities in EU port is examined. During the inspection,

several major non-conformities are detected. The major non-conformities cause and its sub-causes is

discussed as:

Case 1: Engine International Air Pollution Prevention (EIAPP) Certificate – Missing

The missing certificate is issued for a marine diesel engine. The EIAPP Certificate shall accompany the engine

and it should be available on board a ship. This certificate was made mandatory for all ships which have over

than 130kW engines (See the convention of MARPOL Annex VI Reg. 13).

C1a: Lack of familiarization of master

C1b: Lack of the Company instructions

C1c: Ineffective internal audit from the Company

Case 2: There is no evidence of the payment of the seafarer’s wages for March 2018.

According to MLC 2006 convention, seafarer's wages should be pay on a monthly basis and their evidences

must be kept (i.e: bank receipts or other payment records).

C2a: Lack of the Company implementation

C2b: Insufficient important document(s) transfer and follow-up procedures

Case 3: During the Fire Drill, responsible team showed a lack of training.

On-board training in the use of the ship’s fire-extinguishing systems and appliances shall be planned and

conducted in accordance with the provisions of SOLAS regulation III/19.4.1. Every crew member shall

participate in at least one abandon ship drill and one fire drill every month.

C3a: Lack of fire drill on board

C3b: Insufficient knowledge about emergency procedures.

Case 4: During the abandon ship drill, ship crew showed a lack of training.

C4a: Lack of “abandon ship” drill

C4b: Non-effective LSA (lifesaving appliances) maintenance (Accidental damage has been occurred during the

inspection)

C4c: Insufficient LSA maintaining knowledge of PIC (person in charge)

Case 5: Two lifejackets in fore castle are not type approved. According to fire plan, six lifejackets should be

placed there and only four of them are approved type.

Type approved equipment should be affixed with the “Wheel Mark” with the unique ID number of the Authorized

Organization (Notified Body) and should be accompanied by an “EC” Declaration of Conformity issued by the

respective manufacturers.

C5: Lack of proper LSA equipment on board ship


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4. APPLICATION of the PROPOSED APPROACH

In a CM approach, centrality values are important. Centrality values indicate a reference point which specifies

the importance of a cause in a map (Eden et al., 1992). In order to compute, all values within the row and

column for a cause must be summed (Celik et al., 2010). For this study, the centrality values for each cause

has been shown in Table 1. For instance, “C1a” cause has three points in its row; one each from C3a, C3b and

C4a. It has also six points in its column; one each from C1b, C1c, C2a, C3a, C3b, C4a. As result, centrality

value for C1a is calculated as nine; sum of all (Table 2).

Table 1: Centrality values for the concepts.

C1a C1b C1c C2a C2b C3a C3b C4a C4b C4c C5

C1a 0 0 0 0 1 1 1 0 0 0 3

C1b 1 0 1 1 0 0 0 0 0 0 3

C1c 1 1 1 1 0 0 0 1 1 1 7

C2a 1 1 1 1 0 1 0 0 0 0 5

C2b 0 1 0 1 0 0 0 0 0 0 2

C3a 1 0 1 0 0 0 0 0 1 0 3

C3b 1 0 0 0 0 1 1 1 1 1 6

C4a 1 0 1 0 0 0 1 0 0 0 3

C4b 0 1 1 0 0 0 1 -1 1 1 6

C4c 0 1 1 0 0 0 1 -1 1 1 6

C5 0 0 1 0 0 0 1 0 1 1 4

6 5 6 3 3 2 6 4 4 5 4

Once the centrality values for each concept is calculated, all causes can be ranked in order. According to this,

C1c is found as the most significant sub-cause of the Case 1. Furthermore, C1c is the biggest sub-cause

among all other 11 sub-causes.

Similarly, C2a, C3b and C4c are found as the highest values for their groups. The ranking of all sub-causes

from larger to smaller are C1c, C3b, C4c, C4b, C1a, C1b=C5, C4a and C2b=C3a.

Table 2: Priority order of the causes.

Causes Cent. Values

C1a 9

C1b 8

C1c 13

C2a 8

C2b 5

C3a 5

C3b 12

C4a 7

C4b 10

C4c 11

C5 8


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5. CONCLUSION For sustainable maritime transportation, human error based deficiencies should be eliminated significantly for

upcoming years. Besides, maintenance operations are also critical activities for reliability of machinery

equipment. These two important concepts are examined via CM approach in order to reveal training needs

through a case study. Hence, CM approach is applied and training needs are identified successfully.

As the case study, a ship’s detention process has been examined. “Ineffective internal audit from the

company” is found as the most critical sub-cause in this concept. In order to eliminate this cause, effective ship

inspection trainings should be given to both company superintendents and ship’s senior officer. Second major

sub-cause is found as “insufficient knowledge about emergency procedures”. This outcome shows that ship

crew should be re-trained for emergency procedure oriented courses by responsible training companies.

Likewise, other sub-causes can be eliminated with the same philosophy.

As things stand, CM approach is a proper method for finding root causes of the real life causalities. These root

causes are mainly sourced from human factor thus effective training activities can be designed according to CM

outputs. Furthermore, the company can take effective countermeasures that is because, weak points in ship

management are underlined via CM. For further studies, numerous cases can be analysed via CM in attempt to

reach more sensitive results. Besides, technological innovations can be integrated into learning environments

of seafarers for PSC inspections. Computer based training, gaming approach, e-learning techniques have

potential to enhance current maritime training and education level. So, these approaches can be designed in

accordance with CM outputs.

6. ACKNOWLEDGEMENT The authors would like to express their gratitude to STATU Shipping Company and their professionals for

providing technical knowledge support to the research.

7. REFERENCES Asariotis, R., Benamara, H., Hoffmann, J., Jaimurzina, A., Premti, A., María Rubiato, J., Youssef, F., 2013.

Review of Maritime Transport, 2013 (No. UNCTAD/RMT/ 2013).

Celik, M., 2009. Designing of integrated quality and safety management system (IQSMS) for shipping

operations. Saf. Sci. 47, 569–577.

Celik, M., Er, I.D., 2007. Identifying the potential roles of design-based failures on human errors in shipboard

operations. In: 7th Navigational Symposium on Marine Navigation and Safety of Sea Transportation,

20–22 June, Gdynia, Poland, pp. 617–621.

Celik, M., Miri, S., Wang, J., 2010. A risk-based modelling approach to enhance shipping accident investigation.

Saf. Sci. 48, 18–27.

Eden, C. (1988). Cognitive mapping. European Journal of Operational Research, 36(1), 113.

Fiol, C.M., & Huff, A.S. (1992). Maps for managers: Where are we? Where do we go from here? Journal of

Management Studies, 29(3), 267-285.

LiPing, C., GuoJun, P., XingGu, Z., 2011. The application and research of navigation- aids inspection and

maintenance based on video surveillance. Proc. Eng. 15, 3088–3092.

Kandemir, C. & Celik M. (2017) Determining shipboard integration requirements of maintenance 4.0 concept in

marine engineering, 2nd World Conference on Technology, innovation and entrepreneurship, 12-14

May 2017, Istanbul, Turkey, ISBN: 978-605-9811-01-9.

Kelly, G.A. (1955). The psychology of personal constructs. New York: Norton & Company.

Knudsen, O.F., Hassler, B., 2011. IMO legislation and its implementation: accident risk, vessel deficiencies and

national administrative practices. Marine Policy 35 (2), 201–207.

Paris MoU (2016) Paris MoU WebSite, Data Retrieved: 15.May.2018, URL:

https://www.parismou.org/publications-category/annual-reports

Swan, J. (1997). Using cognitive mapping in management research: Decisions about technical innovation.

British Journal of Management, 8(2), 183-198.

https://www.parismou.org/publications-category/annual-reports


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Vanem, E., Ellis, J., 2010. Evaluating the cost-effectiveness of a monitoring system for improved evacuation

from passenger ships. Saf. Sci. 48, 788–802.

Wieslaw, T., 2012. Origins of ship safety requirements formulated by international maritime organization. Proc.

Eng. 45, 847–856.

Jin, D., Kite Powel, H., Talley, W.K. (2008) US ship accident research. In Talley W.K. (eds) Maritime Safety,

Security and Piracy. Informa LLP.

ISM Code 2010 Data Retrieved: 15.08.2018, URL:

http://www.imo.org/en/Publications/PublishingImages/PagesfromEB117E.pdf

http://www.imo.org/en/Publications/PublishingImages/PagesfromEB117E.pdf


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Gamifiying English Language Learning: A Quasi-Experimental Study

Examining Middle School Efl Learners’ Vocabulary Learning Motivation

*Zeynep Turan

1, Birgül Akdağ Çimen

2

1Ataturk University, Erzurum, Turkey, [email protected]

2Ataturk University, Erzurum, Turkey, [email protected]

Abstract

In this study, the effects of gamified EFL courses on learners’ vocabulary learning motivation were investigated.

The study followed a pre-test post-test quasi-experimental research design. A total of 61 7th grade students

participated in the research. The questionnaire that was used for obtaining data about learners’ vocabulary

learning motivation included 25 six point likert type questions. The participants filled the questionnaire out prior

to the study. For the study, the experimental group was taught using gamification method in EFL courses. The

control group received traditional courses that the students were familiar with. After a four-week treatment

period, the participants were asked to fill the same questionnaire out. The comparison of the data gathered

from the pre and post-test questionnaires revealed increased vocabulary learning motivation scores among the

experimental group. The findings indicate that the use of gamification method in EFL courses can benefit

foreign language learning process by enhancing students’ motivation level.

Keywords: Gamification, EFL courses, Vocabulary learning motivation

1. INTRODUCTION Foreign language competency, particularly English language competency, has been gaining popularity for a

long time. With the evolving needs of the modern age, the strategies and methods followed in foreign language

education have undergone changes through years to be able to motivate students and engage them in the

learning process.

Numerous researchers argue for the significance of motivation during the process of acquiring an additional

language (Skehan, 1991) and a growing body of research has reached findings confirming the key role of

motivation in language education (Banisaeid & Huang, 2015; Jafari, 2013; Sadeghi, 2013; Solak, 2012). EFL

educators have been trying their best to ensure high motivational levels in classrooms through various

methods, strategies and techniques. Educators have opted to boost learners’ motivation by including

technology (Chen Hsieh, Wu & Marek, 2017; Taj, Ali, Sipra & Ahmad, 2017) and games (Anyaegbu, Ting & Li,

2012; Ebrahimzadeh & Sepideh, 2017; Ono, Nakajima & Ishihara, 2017) in various ways with mainly positive

results.

Gamification, in this sense, is one of the new trends gaining popularity as a motivator in foreign language

courses. Research indicates that gamification can improve learner motivation in education (Buckley & Doyle,

2016). Gamification refers to the use of game elements in areas irrelevant to gaming such as education

(Figueroa, 2015) and several studies, so far, have reached conclusions in favour of the gamification of EFL

education (Kayımbaşıoğlu, Oktekin & Hacı, 2016). Gamification is defined as ‘ the use of game mechanics to

promote engagement and enjoyment of problem-solving in non-game situations’ (Sera & Wheeler, 2017, p.155)

and the term, in educational field, is used for teaching strategies that include elements such as competition and

reward that are fundamentally linked with games (Turan, Avinc, Kara & Goktas, 2016).

In another study, Girardelli, Barroero, and Gu (2016) explored how incorporating gamification into EFL

speaking courses influence learners’ communication skills in the target language. The results indicated

promoted oral proficiency after the application of gamified impromptu speech activities. Shatz (2015), on the

other hand, highlighted the importance of risk taking in the process of language acquisition and concluded that

* Corresponding Author: Zeynep Turan.


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gamification of EFL education can promote risk taking among learners, which is likely to lead to better learning

outcomes.

Educators have been experimenting with technology-assisted gamification of education with easier access to

technological tools such as smart boards and the internet. Previous research (Freitas & Freitas, 2013) has

revealed positive results pertaining to the inclusion of gamification through technological facilities. The study by

Yen, Chen and Huang (2016) also confirmed the benefit of technology-based gamification in EFL courses.

They concluded that technology-assisted gamification of vocabulary teaching enhanced learners’ vocabulary

performance in the target language.

Another study into technology-based gamification in foreign language courses was carried out by Palomo-

Duarte, Berns, Dodero, and Cejas (2014). For the purpose of their study, the researchers designed a gamified

application to boost students’ foreign language acquisition. The pre and post test analysis conducted revealed

findings in favour of gamification in EFL courses. The participants improved not only their autonomy but also

their proficiency in English.

Gamification of education may offer a new and more enjoyable way for students to learn, however, gamified

courses do not guarantee academic success on its own. Several studies (Dominguez et al., 2013; de Marcos,

Dominguez, Saenz-de-Navarrete & Pages, 2014), indeed, revealed positive student attitudes towards

gamification without a true enhancement in learning outcomes in the long run. As for other pedagogical

methods, for the gamification process to lead to favourable results, teachers need to adjust the activities to

learners’ needs and level (Matsumoto, 2016). According to Armstrong (2016), when applied in a collaborative

environment, an EFL curriculum that involves gamification can boost learner motivation, autonomy, and social

skills.

Introducing new and intriguing methods in EFL education is particularly important in Turkey where learners tend

to be inactive and unmotivated. Gamification of EFL courses, in this sense, might provide a solution for the

well-known and widely experienced motivation lack problem in EFL courses. The purpose of the present study

is to investigate the impact of technology-based gamification on learners’ attitudes towards EFL courses,

vocabulary learning motivation as well as their vocabulary acquisition. Within this context, the following

research question was examined:

1. Are there any differences between the control group and experimental group concerning the students’

vocabulary learning motivation?

2. METHOD The pre-test and post-test quasi-experimental research design was used to investigate the impact of

gamification on vocabulary learning motivation. The sample of this study was composed of 61 middle-school

students (29 girls, 32 boys) in the control group and experimental group. The control group composed of 33

students, the experimental group composed of 28 students in seventh grade two different classes in a school in

Turkey. The subject was taught the experimental group using gamification strategies and tools and the

traditional methods were used in control group. The implementation process took place over four weeks for two

course hours each week. The gamification tools including ClassDojo, Kahoot and JeopardyLabs.com were

used. The data were collected via a questionnaire which was developed by Tanaka (2016). This questionnaire

is as a 6-point likert scale. The questionnaire was translated to Turkish by researchers to make sure that the

participants understand the statements well before providing responses. The views of expert opinions were

received to ensure reliability and validity of the translated version.

3. FINDINGS To understand whether students’ pre-test results were significantly different in the control and experimental

groups, a t-test was run. The results of t-test showed that there was no significant difference between the

experimental and control groups’ pre-test scores (t = 0.359, p =.72 >.05). Another t-test was run to determine

whether the gamification was effective in terms of vocabulary learning motivation. A significant difference was

found between the two groups in terms of vocabulary learning motivation in post-test scores (t = -2.180, p =.033


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<.05). Based on these findings, it can be said the experimental group students ( X = 4.93, Sd = 0.80) were

more motivated than the control group students after the four-week treatment ( X = 4.44, Sd = 1.01).

4. CONCLUSIONS The findings of the present study are in line with the previously conducted study which revealed higher

motivation level among students in gamified courses (Aya, 2016; Mchucha, Ismail & Tibok, 2017). In

conclusion, in this study, students’ vocabulary learning motivation was positive when gamification strategies

and gamification tools were employed in EFL courses. On the basis of the findings, it can be concluded that

gamification method positively affects student vocabulary learning motivation. With the recent increase in

technological facilities both at home and school, it has been easier for educators to increase learner motivation.

Employing technology-based gamification method is quite new in educational field and seems promising for

spicing learning process and attracting further attention in courses. By improving decreased motivation levels

in classroom, gamification can take the quality of language learning process one step further. However, the

inclusion of gamification might not simply prove enough for enhanced language achievement on its own.

Although motivation is one of the essential requirements for learning a language, it is apparently not the only

one. Therefore, instructors need to pay attention to learners’ needs, employ educational methods that work

best with the age and background of students, and include a variety of learning activities that target different

needs of learners to maximise learning outcomes in gamified language courses.

The present study was conducted in four weeks. Future studies can expand the application period to assess

the long term impact of gamification on EFL learners’ motivation. Future studies can also look into language

achievement levels in addition to learners’ motivation to be able to discuss the impact of gamification in EFL

courses in more detail. Another suggestion for future studies is to include learners’ opinions while evaluating

the effectiveness of gamified EFL courses through focus group or one-on-one interviews since students’

opinions regarding their learning can shed light on how to better employ a method to reach the desired learning

outcomes while making the whole process more enjoyable for both students and instructors.

5. REFERENCES Anyaegbu, R., Ting, W., & Li, Y. I. (2012). Serious game motivation in an EFL classroom in Chinese primary

school. TOJET: The Turkish Online Journal of Educational Technology, 11(1), 154-164.

Armstrong, M. J. (2016). Role-playing game based learning, EFL curriculum. Master Thesis, St. Cloud State

University.

Aya, Y. (2016). The effectiveness of gamification on students' motivation in writing class. KIT progress, (24),

233-240.

Banisaeid, M., & Huang, J. (2015). The Role of motivation in self-regulated learning and language learning

strategy: In the case of Chinese EFL learners. International Journal of Applied Linguistics & English

Literature, 4(5), 36-43.

Buckley, P. & Doyle, E. (2016). Gamification and student motivation. Interactive Learning

Environments, 24(6), 1162-1175.

Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL

learning. Computer Assisted Language Learning, 30(1-2), 1-21.

de Marcos, L., Dominguez, A., Saenz-de-Navarrete, J., & Pages, C. (2014). An empirical study comparing

gamification and social networking on e-learning. Computers and Education, 75, 82-91.

Dominguez, A., Saenz-de-Navarrete, J., de Marcos, L., Fernandez-Sanz, L., Pages, C., & Martinez-Herraiz, J-

J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers &

Education, 63, 380-392.

Ebrahimzadeh, M., & Sepideh, A. (2017). The effect of digital video games on EFL students’ language learning

motivation. Teaching English with Technology, 17(2), 87-112.

Figueroa, J. F. (2015). Using gamification to enhance second language learning. Digital Education Review, 27,

32-54.

Freitas, A. A., & Freitas, M. M. (2013). Classroom live: A software-assisted gamification tool. Computer Science

Education, 23(2), 186-206.


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Girardelli, D., Barroero, P., & Gu, T. (2016, June). Gamifying Impromptu Speech for ESL/EFL Students.

In Second International Conference on Higher Education Advances, 18-25.

Jafari, S. S. (2013). Motivated learners and their success in learning a second language. Theory and Practice

in Language Studies, 3(10), 1913-1918.

Kayımbaşıoğlu, D., Oktekin, B., & Hacı, H. (2016). Integration of gamification technology in education. Procedia

Computer Science, 102, 668-676.

Matsumoto, T. (2016). The flipped classroom experience of gamified. Creative Education, 7(10), 1475-1479.

Mchucha, I. R., Ismail, Z. I., Tibok, R. P., (2017). Developing a gamification-based interactive thesaurus

application to improve English language vocabulary: A case study of undergraduate students in

Malaysia. International Journal of Management and Applied Science (IJMAS), 3(3), 46-53.

Ono, Y., Nakajima, A. & Ishihara, M. (2017). Motivational Effects of a Game-Based Automatic Quiz Generator

Using Online Educational Resources for Japanese EFL Learners. In P. Resta & S. Smith

(Eds.), Proceedings of Society for Information Technology & Teacher Education International

Conference (pp. 258-265). Austin, TX, United States: Association for the Advancement of Computing in

Education (AACE). Retrieved October 7, 2017 from https://www.learntechlib.org/p/177297/.

Palomo-Duarte, M., Berns, A., Dodero, J. M., & Cejas, A. (2014, October). Foreign language learning using a

gamificated APP to support peer-assessment. In Proceedings of the Second International Conference

on Technological Ecosystems for Enhancing Multiculturality (pp. 381-386). ACM.

Sadeghi, M. (2013). The impact of achievement motivation on vocabulary learning in intermediate EFL

learners. Journal of Basic Applied Scientific Research, 3(10), 206-213.

Sera, L., & Wheeler, E. (2017). Game on: The gamification of the pharmacy classroom. Currents in Pharmacy

Teaching and Learning, 9(1), 155-159.

Shatz, I. (2015). Using gamification and gaming in order to promote risk taking in the language learning

process. In Proceedings of the 13th Annual MEITAL National Conference, Haifa, Israel, 227-232.

Skehan, P. (1991). Individual Differences in Second Language Learning. Studies in Second Language

Acquisition, 13, 275-298.

Solak, E. (2012). Exploring the role of motivational factors in the academic achievement of EFL learners. ELT

Research Journal, 1(4), 240-254.

Taj, I. H., Ali, F., Sipra, M. A., & Ahmad, W. (2017). Effect of technology enhanced language learning on EFL

reading comprehension at tertiary level. Arab World English Journal, 8(1), 108-129.

Tanaka, M. (2016). Developing and evaluating a questionnaire to measure EFL learners' vocabulary learning

motivation. In Q. Zhang (Ed.), Pacific rim objective measurement symposium (PROMS) 2015

conference proceedings (pp. 66-97). Singapore: Springer.

Turan, Z., Avinc, Z., Kara, K., & Goktas, Y. (2016). Gamification and education: Achievements, cognitive loads,

and views of students. International Journal of Emerging Technologies in Learning, 11(7), 64-69.

Yen, L., Chen, C. M., & Huang, H. B. (2016, June). Effects of mobile game-based English vocabulary learning

app on learners' perceptions and learning performance: A case study of Taiwanese EFL learners.

In International Conference on e-Learning, 255-262.

http://ijmas.iraj.in/author.php?author=Issa%20R.%20Mchucha

http://ijmas.iraj.in/author.php?author=Zamhar%20I.%20Ismail

http://ijmas.iraj.in/author.php?author=Rose%20P.%20Tibok

https://www.learntechlib.org/p/177297/


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The Impact of Using Augmented Reality Technology (AR) to Student’s

Perception in Science Classes

Asiye Günel1

ve *Serkan Demir

2

1 Beşiktaş Science and Art Center, Social studies teacher, İstanbul, Turkey, [email protected]

2 Beşiktaş Science and Art Center, Primary school teacher, İstanbul, Turkey, [email protected]

Abstract

The purpose of this study is to examine the effect of AR practices on students' attitudes towards science. In the

study, semi-experimental design with pretest posttest-control group was used. The study group of the study

consists of 36 students attending 6th grade in a junior high school in the province of Esenyurt in the academic

year of 2017-2018. The Science and Technology Attitude Scale for Secondary School Students developed by

Keçeci and Zengin (2015) as a data collection tool was used as a pre-test and then the same test again after

the introduction of the improved AR to the students and the processing of the lesson with the improved reality

technologies . The 6th grade science course of the middle school was carried out with the topic " Life Begin

with Cell" in the Systems of Our Body section. For experiment and control group Quiver Education application

was used at the end of the course for the experimental group, provided that the conditions such as the

classroom environment, the hours at which the course was taught, and the teacher who did not teach were

equal. As a result of the analyzes made, it was determined that there was a significant difference between the

attitude posttest scores of the experimental and control groups in favor of the experimental group. Based on

this, it can be said that the teaching activities supported by the AR technology have a positive effect on the

attitudes of the students. Increased use of these practices by teachers, regardless of the branch, can be

increased to make AR widespread. Educational seminars can be organized for teachers to use these

applications consciously.

Keywords: Augmented Reality Technology. Perceptions, Sciences Classes

1. INTRODUCTION Along with the developing technology, classical education methods have been replaced by more innovative

methods. One of these methods is the increased reality applications that have recently come to the forefront.

AR is a workspace that contains a combination of data such as audio, video, graphics, GPS position

information generated between the real world and a computer. (Zachary et al., 1997) In addition to positive

effects on creativity, students' ability to see features in 3D that we can never see with naked eyes in real life

thanks to increased reality appeals to more than one sensory field and contributes to learning by amusing.

Thus, students are able to gain virtual experiences in real life thanks to the increased reality practices and have

the opportunity to embody some concepts that are abstract to them. AR technology came into being in 1960,

when Ivan Stherland and his students began working on computer graphics at Harvard and Utah in the 1970s.

(Demirer and Erbas, 2015) Research that claims that increased reality practices have diverse effects on

students' perceptions and motivations suggests that increased reality applications to students at the secondary

level of Di Serio, Ibanez and Kloos (2013), as well as increased motivation and interest in the classroom, At the

same time, the increase in concentration levels and attention span are also prolonged. In this study, it is aimed

to investigate the effectiveness of the AR technologies in educational environments and to increase the use of

the AR technologies in the schools. For this reason, the opinions of middle school students about the increased

AR have an important place. From here it is the study of the effect of the applications developed with the aimed

enhanced technologies on the attitudes of the students to the course

2. METHOD

In the study, semi-experimental design with pretest posttest-control group was used. The experimental design

is defined as research designs that are used to explore cause-and-effect relationships between variables

(Büyüköztürk, 2007). The study group of the study consists of 36 students attending 6th grade in a junior high

* Sorumlu Yazar




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school in the province of Esenyurt in the academic year of 2017-2018. In the process of determining the sample

of the researchers, it was considered that the students who will be included in the sampling will be included in

the 5th Grade World Achievement Test Pre-test scores, preliminary information about the unit to be carried out

and 5th grade science and technology course year-end measurements which are determined as important

factors that may affect the readiness level of the students. . The reason for this is to ensure that the target

behaviors of the students are equal to each other in terms of the level of having precursor behaviors (Sönmez,

2009). The Science and Technology Attitude Scale for Secondary School Students developed by Keçeci and

Zengin (2015) as a data collection tool was used as a pre-test and then the same test again after the

introduction of the improved reality technologies to the students and the processing of the lesson with the

improved reality technologies . In the 6th grade science class of the middle school, 6th grade science lesson

was done with the topic "Begin with the vitality cell" in the Systems section of our body. For the experiment

group and the control group, at the end of the lesson to the experimental group, with the conditions such as the

class environment, It is said that quiver education students will be able to dye the plants and animal cells given

to them by the pupils who have taken out the outputs of the plant and animal cells (Figure 1-2)

Figure 1: Animal Cell

Figure 2: Plant Cell

Quarter (QK) data on the plants and animal cells painted with Quiver application downloaded to the students'

tablets were displayed on the web camera, and a virtual 3D view of the tablet and phone screens was watched.

Students are asked to compare the differences between plants and animal cells in terms of shape and

organellar.


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3. FINDINGS Findings Related to the First Subproblem

The independent t-test findings of the sub-problem 'Are there significant differences between the posttest mean

scores of the students in the experimental and control groups?

Table 1. Independent samples t-test results of success post-test averages of experimental and control groups

Groups N X Sd T P

Posttest Experimentals 18 4.28 3.34

2.06

0,04 Control 18 3.41 2.13

It was found that there was a statistically significant difference between the groups according to the results of

the t-test for the posttest attitude scores of the students in the experimental and control groups (t = 2.06, p.04).

This demonstrates that the execution of lessons with activities supported by increased reality applications in the

experimental group in the study is effective in student attitudes.

Findings related to the Second Subproblem

The t-test findings for the dependent groups related to the sub-problem are given in Table 2, where there is a

significant difference between the pre-test and post-test averages of the students in the experimental group.

Table 2. T-test results of dependent samples of pretest and posttest point averages of the experimental group

N X Sd T P

Pretest 18 3.07 3.07

1.18

0,02 Posttest 18 4.28 2.13

There was a statistically significant difference between the pretest and posttest scores of the students in the

experimental group (t = 1.18, p: 0.02). In this case, increased reality shows that the students' attitudes are

influenced positively.


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4. CONCLUSIONS In this study, the effect of the use of Augmented Reality technology in science lessons on students' attitudes

towards the lessons has been examined. As a result of the analyzes made, it was determined that there was a

significant difference between the attitude posttest scores of the experimental and control groups in favor of the

experimental group. Based on this, it can be said that the teaching activities supported by the AR technology

have a positive effect on the attitudes of the students.

Through AR technology, it has been seen that students who see objects in three dimensions are more eager to

attend classes and learn concepts that are difficult to learn more easily. Megahed's work in architecture in 2014

also makes it easier to learn factors such as three-dimensional models, pictures, videos, animations that

improve students' perception and creativity in an interactive way. Since students who actively participate in the

course are in constant interaction with each other and with their teachers during the course of practice,

cooperation has improved between student-teacher and student-student.

Given the current use of these devices, it is anticipated that mobile enhanced reality applications will become

more prevalent in educational settings and that students will learn to use enriched content and materials. The

following suggestions can be made in this direction:

1. The necessary technical infrastructure for the inclusion of AR in the classroom environment can be provided

for active use,

2. Increased use of these practices by teachers, regardless of the branch, in order to make the increased reality

technology widespread. Educational seminars can be organized for the teachers to use these applications

consciously,

3. ARtechnology can be used outside of the classroom environment as they can be used with mobile devices,

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Di Serio, A., Ibanez, M.B.,&Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation

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Sönmez, V. (2009). Program Geliştirmede Öğretmen El Kitabı. Anı Yayıncılık, Ankara

Zachary, W. , Ryder, J. , Hicinbothom, V. Bracken, k. (1997). The Use of Simulation_ based Intelligent

Embedded Training. Proceedings of Human Factors Society 41st. Annual Meeting. (pp 1118-1122).

Santa Monica, CA: Human Factors Society


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The Children’s Perception Of Privacy On The Photographs Shared By The

Parents On Active Social Media

*Ali Armanc Günel

1, Asiye Günel

2

1Dr. Ayla Savaş Middle School 5. Grade Student, İstanbul, Turkey, [email protected]

2 Istanbul Beşiktaş Science and Arts Center Social Studies Teacher, İstanbul, Turkey,

[email protected]

Abstract

Is it important for children to share their photos with or without permission on the social media, which has a great prospect for communication along with the developing technology? Does social media have an influence on children's ethical perception and especially on the perception of privacy? Therefore, this study was carried out in order to learn the feelings that the children who are sharing the photos of the children are seen as individuals and have not received the permission from the children, and the children who are sharing their photos in the social media felt such a situation. A study group of 200 5th and 8th grade students going to same school has been appointed for our research. And a questionnaire consisting of 11 questions was taken. In the study, it is revealed that although families share photos for their "love" for their children, it is important for the students to ask for their permission while sharing the photos. As a result of the research, there is no significant difference between the sexes of the children. Looking at these results, families need to be aware of issues such as social media use, personal privacy, digital footprint. Key words: Social media, photography, individual, privacy, child.

INTRODUCTION

In recent years, sharing photos in social media is a very common behavior. People share many photographs of their own and others with other people from various social media accounts. One of the frequently shared photographs is the pictures of the children. Many psychologists and pedagogues address the drawbacks of sharing children's pictures on social media and think that they can invite various threats. The purpose of this research is to learn the attitudes of children in a certain age range to their own unauthorized sharing of their photographs. In addition, the results of the research are to create a data for parents, to think about children as an individual, and to share various personal images (photos, videos) of children, to think about the interests of children first and to think about how to

respect and appreciate children as individuals. 1.The goal of the project The aim of our work is to find out whether children are treated as an individual and whether children have respect for it when they share their children's photos from various social media accounts, and determine if the children have changed according to their age group. To share the results with parents by keeping their personal information confidential and to make them aware of what their children feel in general, and to raise awareness of the need for parents to consider the outcome of the study when sharing. Research Questions 1. Is it common for parents to share their children's photos on social media? Do your kids have anything to do with their age? 2. Is it common for parents to share their photos on social media without getting permission from their children? 3. What are the children's feelings and thoughts about the photo sharing of the children / children's social media children? 4. Is it important that children get their permission while sharing a photo of their own on social media, even if they are parents? 5. Are there pictures of a period when children are disturbed if they are shared by parents? 6. Is it common for parents to share their photographs with their level of education and children's permission? 2.Material Methods and Operations

* Contact Author




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METHOD

Data Analysis The study group was selected from the 5th and 8th grade students using the random selection method. The number of children in the study group is 200, of which 100 are 5th grade and 100 are 8th grade students. In addition, 100 students and 200 students are considered to have the same number of girls and boys in the study group. When we look at the educational status of mothers and fathers, the number of 5th grade students, both mother and father university graduates, is 31%, while the number of 8th grade students, both mother and father university graduates, is 17%. The percentage of the answers given to the questionnaire by the 11-question questionnaire and the comments that can be made according to these percentages are as follows: Question 1: Do you have any social media accounts? The participants' responses were;

5th grade 8th grade

51% of Grade 5 students stated that they had no social media accounts and 49% said they did not have any social media accounts. 94% of the 8th grade students stated that they had a social media account and 6% said they did not have any social media accounts. With this question asked, the use of social media seems to be increasing depending on age. Question 2: Mother has at least one social media account. The participants' responses were;

5th grade 8th grade

93% of Grade 5 students stated that their mother used any social media account, while 7% indicated that their mother had no social media account. 90% of Grade 8 students indicated that their mothers had any social media accounts, while 10% indicated that their mothers had no social media accounts.

51%

49% Yes

No94%

6%

Yes

No

93%

7%

Yes

No

90%

10%

Yes

No


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Question 3: My father has at least one social media account. The participants' responses were;

5th grade 8th grade

89% of 5th grade students stated that their parents used any social media account, while 11% stated that their father had no social media account. While 87% of Grade 8 students stated that their father had any social media account, 13% stated that their father had no social media account. Looking at these results, it is concluded that mothers use social media more than mothers. Question 4: My parents share my photos from social media accounts. The participants' responses were;

5th grade 8th grade

Grade 5 students gave me 41% Yes, 44% Partly, 15% no answer for my parents sharing my photos from social media accounts. 8th graders gave 43% Yes, 38% Partly, 19% No answer to the same question. For this reason, we can say that the proportion of the answers given to the 4th question together with the results of the answers given to the 2 nd and 3 rd questions jointly share the children's photographs with the mothers.

Question 5: My parents share my photos because they love me in social media. answers given by participants

5th grade 8th grade

89%

11%

Yes

No

87%

13%

Yes

No

41%

44%

15% Yes

Partly

No

43%

38%

19% Yes

Partly

No

66%

20%

14% Yes

Partly

No 71%

10% 19% Yes

Partly

No


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Grade 5 students gave me 66% Yes, 20% Partly, 14% No, because my parents shared my photos because they love me from their social accounts. 8th grade students gave 71% Yes, 10% Partially, 19% No answer to the same question. With these results, it is seen that the proportion of the students in the two groups who answered Yes response is about the same, but it is seen that among the 8th grade students, the share of the photographs that parents share for their love is more than 5th grade students .Uzundumlu (2015) "In the early 1800s, photography was perceived as an artistic form rather than an art form as it was influenced by one side, but on the other hand it was perceived as a proof and document because of the close relationship it had actually entered" Question 6:My parents share my photos to get liked in the social media. The participants' responses were;

5th grade 8th grade

My parents gave me 92% of the 5th grade students No,% 4% Partially, 4% answered No because my father shared my photos to get the social media. 8th grade students are 97% No to the same question; % 2 Has answered Yes if it is partially% 1. Although similar ratios are observed in the previous question, the results are consistent with the results obtained from the 6th question. Students generally think that their parents share their own photos because they are loved by their parents. Question 7: My parents take permission from me while sharing my photos. The participants' responses were;

5th grade 8th grade

Share of my parents' photos of my 5th grade use of my parents 52% Yes, 29% Partially, 19% No answer. 28% answered yes, 25% responded Partially, 47% answered No.

4% 4%

92%

Yes

Partly

No

1% 2%

97%

Yes

Partly

No

52% 29%

19% Yes

Partly

No

28%

25%

47% Yes

Partly

No


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Question 8: I am sharing my photos with my parents, so I take care of my permission. Appropriate answers to the questions to prepare;

5th grade 8th grade

54% of 5th grade students gave Yes, 25% Partially, 21% answered No, in order to take my permission while my parents share my photographs. 8th grade students gave the same answer 51% Yes, 15% Partially 34% No answer. From these answers, it is more common to share photos of children in the social media with the permission of their children among 5th and 5th grade students. Again, from the answers given to this question, it has been examined whether parental education level has an effect on this and it is considered that the education level of the parents of the 5th grade students is higher than the parents of the 8th grade students and the education situation is related to getting the permission from the children. Question 9: It makes me happy to share my photos taken without bibliography. The participants' responses were;

5th grade 8th grade

9% Yes, 11% Partly, 80% No answer given by 5th grade students. In the same question, 8th grade students gave 3% Yes, 13% Partially, 84% No answer. In general, children have stated that they are not happy about sharing photos taken without their knowledge.

54% 25%

21% Yes

Partly

No51%

15%

34% Yes

Partly

No

9% 11%

80%

Yes

Partly

No

3%

13%

84%

Yes

Partly

No


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Question 10: It makes me happy to share my baby photo. The participants' responses were;

5th grade 8th grade While 5th grade students said that they shared their photos of 55% infantile period, 28% answered Partially and 17% answered No. In the same question, 33% of the 8th grade students answered Yes, 32% of them answered Partially, 35% answered no. According to these results, we can say that the 8th grade students in adolescence are not happy to share their baby pictures by their parents. This result seems to fit the characteristics of being ashamed of other people of adolescence period, being cautious in social relations and afraid of being ridiculous.Kulaksızoğlu (2005) Question 11: I like to share photos in funny situations. The participants' responses were;

5th grade 8th grade

5. 17% answered Yes, 25%, 58%. 8 to the same question. 10% of the students answered yes, 19% partially, 71% no. Although the ratio of the answers to this question is approximate, it is seen in the 8th period of adolescence. 10% of the students answered Yes. 5. according to the class students, less people would like it. We can also conclude that he's more afraid of being mocked, depending on the characteristics of his adolescence.

As Smith said “In fact, as parents create these sharesor identities, this may be a problem for the childrenespecially when they come to the age of adolescence. As they have online identities,theymight find these shares as interference to theiridentities and this will lead to some problems,during the formation of their own identities” (Smith2013).

FINDINGS

Although the rate of social media use among children is high, this rate increases with age. The results of this study show that the sharing of children's photos in social media is not only a common behavior, but also that it is not common for families to get permission from children when sharing photos. As a result of this research, it has been revealed that children are given permission to share their photographs, although they regard them as loved ones because of the fact that parents share their photographs. Students in the group who stated that they were allowed

55% 28%

17% Yes

Partly

No

33%

32%

35% Yes

Partly

No

17%

25% 58%

Yes

Partly

No

10%

19%

71%

Yes

Partly

No


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to share pictures show that their parents education level was higher than those of the group who stated that they were not allowed to share pictures. As the level of Education of parents increases, the ratio of sharing pictures of their children in social media decreases, but it becomes common to share pictures by taking permission from their children. In addition, parents ' use of social media is more common than fathers, which may result in children sharing pictures of mothers more. After the survey questions were evaluated, the parents were returned and the results were shared with the parents.

CONCLUSIONS

Current use of social media literacy education should be given to both parents and children. Both parents and pupils should be aware of cyber security. In schools, not only the students but also parents should be given training on values education. Parents and children should receive education on personal privacy. Social media should be allowed before the photos of children are shared, even if they are young. Public spots can be prepared about digital footprint. Children may be embarrassed or embarrassed in the future, especially in adolescence should not be shared photographs. Children should be respected as individuals. After the survey questions were evaluated, the parents were returned and the results were shared with the parents. In later studies, the first and last test can be carried out to the extent that the return given to the parents is useful

REFERENCES

Uzundumlu,Ö.(2015).Bir iletişim Formu Olarak Sosyal Medyada Fotoğraf Paylaşımı: Selfie Örneği

(Yayınlanmamış Yüksek Lisans Tezi).Atatürk Üniversitesi, Radyo, Televizyon ve Sinema Anabilim Dalı,

Erzurum

Kulaksızoğlu, A.(2005). Ergenlik Dönemi Psikolojisi, Remzi Kitapevi, İstanbul

Smith S 2013. “Are you guilty of oversharenting?”From<www.smh.com.au/lifestyle/life/are-you-guilty-of-

oversharenting-20130701-2p7uh.html> (Re-trieved on 20 Feburary 2016).


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Using Weka Data-Mining Analysis To Determine Ship Emergency

Preparedness Level In Case Of Fire

*Burcu Ozturk Tac

1, Metin Celik

2, Emre Akyuz

3

1Istanbul Technical University, İstanbul, Turkey, [email protected]



Abstract

Emergency preparedness has major impact on sea service environment due to special characteristics on

board. The training, drills and exercises are the key elements of ship emergency preparedness process. The

improvement in preparedness deals with the effectiveness of such efforts. In this study fire has been chosen as

emergency situation since fire on-board ship is one of the most challenging and fatal events at sea. This study

is expected to predict ship emergency preparedness level of commercial vessels in case of fire by analyzing

drills carried out on board ship. After critical factors affecting firefighting drill are determined, WEKA software is

used for data mining. The proposed method can be applied to investigate various emergency situations on

boards. In conclusion, it is proposed that maritime safety training with respect to the ship drills should be

supported with simulations to enhance awareness of ship emergency preparedness.

Keywords: emergency preparedness, data mining, fire drills

INTRODUCTION

The environmental conditions of the sea poses the highest of all hazards with respect to assessment of risks to

cases of vessel, cargo loss and damage, injuries and fatalities (Lu and Tsai, 2008). Compared with all the other

dangers at ship, fire is one of the most terrible accidents for a ship (Kuo and Chang, 2003). According to

Baalisampang et al. (2018) the number of fatalities from fire and explosion accidents in shipping is

comparatively higher than that of other types of accidents. Statistics showed that the losses caused by ship

fires are accounted for more than 11% total loss in all marine accidents (Kang et al. 2017). Darbra and Casal

(2004) found that 29% and 17% of accidents in seaports are caused by fires and explosions respectively.

Kang et al. (2017) stated that every ship is equipped with appropriate firefighting and evacuation equipment

and facilities that follow the International Maritime Organization (IMO) safety of life at sea (SOLAS)

requirements and rules for classification. According to authors; although every ship is equipped with various

firefighting systems as per these requirements, ship fires continue to occur and a ship fire can spread rapidly

and is difficult to extinguish due to complicated internal structure, short line-of-sight, dark interior, rapid heat

transfer via the steel structure and toxic smoke. One of the most disastrous situations threatening

passengers/occupants in ships and related constructions is fire, which comes with high risk and uncertainty

(Kang et al. 2017).

Hakkarainen et al. (2009) stated that once a fire occurs, the preliminary countermeasures are important to

ensure that enough time is available to prevent the fire from spreading and allow egress. The consequence of

ship fire and explosion depends on the presence and amount of hazardous materials and the employed

preventive and control mechanisms. In the absence of appropriate protection and response, even a small error

that leads to a fire and explosion event has potential to cause loss of vessels, environmental pollution, injuries,

and deaths due to the instantaneous nature of ship fires (Shichuan et al. 2012). According to Salem 2016, in

the event of a fire in one of ship's compartments, the crew/ passenger on board may be subjected to untenable

conditions that may lead to their death.


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According to Kang et al. (2017); ships that lack a modern damage control system (DCS) incorporating effective

fire/smoke detection and an incident management system (IMS) and insufficient onboard firefighting equipment,

are vulnerable to fires. Therefore, appropriate ship design for fire safety is important. Moreover, repetitive

onboard firefighting and abandon ship drills linked to fire safety management during a ship's life cycle are also

important (Kang et al. 2013; McDonald et al. 2002).

The existing literature regarding fire on board focuses particularly on hazard identification and root cause

analysis. Soner et al. (2015) proposed HFACS and FCM model to analyses the fire related deficiency database

in order to identify and prioritize the consistent root causes of fire on board. According to Ikeagwuani and John

(2013); failures and uncertainties that can lead to machinery fires can be tackled using hazard identification and

risk techniques and also proposing control options for reducing their likelihood. According to Baalisampang et

al. (2018); fire and explosion still pose a risk to maritime transportation despite technological progress.

Therefore, a comprehensive review of all contributing factors is essential in order to avoid fire and explosion

accidents. Wu et al. (2014) highlighted that; as an important part of ship management, effectiveness evaluation

of drills should be carried on board in order to determine current level of emergency preparedness. The fire drill

provides the opportunity to plan and exercise command and control techniques, and to allow fire team

members the opportunity to see, feel, and use equipment they need to extinguish a real fire (Lloyd’s Register

Marine, 2015).

Apparently, current studies related fire on board do not provide a consistent approach on analyzing and

measuring emergency preparedness in case of fire. In the light of literature review, it is decided to predict ship

emergency preparedness level by analyzing drills carried out on board. It is believed that the present study

raises the possibility of determining ship emergency preparedness level. In this context, the paper is organized

as follows. This section gives motivation behind the paper. Section 2 introduces methodologies used in the

paper. Section 3 discusses findings. The final section concludes research and gives contribution of the study.

METHOD

In the paper, it is tried to determine critical factors which could affect drill performance in negative and increase

drill duration. To achieve this purpose, fuzzy DEMATEL technique is used. A fuzzy DEMATEL method is

beneficial in finding out the relationships among the factors and ordering the criteria based on the type of

relationships and severity of their effects on each other factors (Akyuz and Celik, 2015; Wu and Lee, 2007).

The main advantage of fuzzy sets integrated DEMATEL is to consider the condition of the fuzziness and handle

with flexibly with fuzziness situation (Wu, 2012). This method is superior to conventional techniques due to

exposing the relationships between criteria, ranking the criteria relating to the type of relationships and

revealing intensity of their effects on each criterion (Seker and Zavadskas, 2017). After evaluating critical

factors affecting firefighting drill, entire firefighting drill durations are collected from 45 commercial vessels by

their ship operators which do not include any determined critical factors. After data is being gathered, outlier

analyses are carried out via Minitab version 18.1 statistical software since the presence of outliers in a dataset

can drastically undermine the analysis and any subsequent results based on the data (Thennadil et al. 2018).

Existence of outlier data among the observation data leads to inaccurate results in modeling (Nadimi, 2013).

Then, Input Analyzer tool in Arena software is used and reached the average response time for total drill

durations. Arena provides data analysis facilities via its Input Analyzer tool, whose main objective is to fit

distributions to a given sample. The Arena Input Analyzer functionality includes fitting a distribution to sample

data. The user can specify a particular class of distributions and request the Input Analyzer to recommend

associated parameters that provide the best fit. Threshold values to determine preparedness conditions are

accepted up to 15% of average response time for drill duration.

Finally, Waikato Environment for Knowledge Analysis or WEKA, Version 3.4.3 is used for data mining. The

WEKA was developed at the University of Waikato in New Zealand (Witten and Frank, 2005), written in Java

and comprises a variety of data-mining algorithms. It provides a uniform interface to many different learning


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algorithms, along with methods for pre- and post-processing and for evaluating the result of learning schemes

on any given dataset (Witten et al., 2016). Weka is approved widely and is one of most complete tools in data

mining. As a public data mining platform, weka gathers many machine learning algorithms to mine data,

including data pretreatment, classification, regression, cluster class, association rule mining and visualization

on new interface (Zhong, 2011). In our study, the WEKA software is applied to 45 commercial vessels data

along with weighted critical factors to predict emergency preparedness conditions of the vessels in Artificial

Neural Network models.

FINDINGS

First of all, critical factors affecting firefighting drill have been determined and found as: training/scenario,

personnel, equipment, others. Whole operational firefighting drill has been divided into 13 steps which starts

with sounding fire alarm and ends with putting back the equipments used in drill.

After critical factors effect on each step of firefighting drill have been evaluated, entire firefighting drill durations

were collected from 45 commercial vessels by their ship operators which do not include any determined critical

factors. Outlier analyses have been carried out via Minitab version 18.1 statistical software and 5 datas

(3,10,41,47 and 60) have been removed since they deviate the analyze. When arithmetic mean of drill duration

calculated, it is found 26,35 minutes however in order to make more meaningful analyze and find the best

distribution, Input Analyzer tool in Arena software was used and average drill duration found as 27,47 minutes.

Then, threshold values to determine preparedness conditions are accepted up to 15% of average response

time for drill duration.

Finally, Waikato Environment for Knowledge Analysis or WEKA, Version 3.4.3 was used for data mining.

According to the analysis established by modeling the structure of the neural networks, when the steps

determined by the critical factors are examined according to the threshold value, the error coefficient in the

classification made is seen as 0 which is given in Figure 1. Error per epoch = 0. This result supports our

hypothesis when the weighted critical factors and threshold values have taken into consideration.

Figure 1: ANN model of fire drill


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Table 1: The accuracy rate of classification.

The accuracy rate of classification (correctly classified instance) based on critical factors, determined fire steps,

and threshold value is calculated as 67% according to voted perception classification calculation, which is the

simple artificial neural network model structure mentioned in Table 1.

CONCLUSIONS

The aim of this study is to predict ship emergency preparedness level of commercial vessels. To achieve this

purpose, critical factors which influence drill duration negatively have been determined and then real durations

have been collected from commercial vessels. Outlier analysis have been carried out in order to prevent

inaccurate results. Then average respond time has been reached via Input Analyzer tool in Arena software.

Finally, the WEKA software is used for data mining to predict level of ship emergency preparedness.

The evaluation of emergency, disaster and crisis management exercises supports both individual and

organizational learning, facilitates the development of response capabilities, and helps to determine whether

the current level of preparedness is good enough (Beerens and Tehler, 2016). However, according to

Kristiansen (2005), one of the main critics of the SOLAS (The Convention for the Safety of Life At Sea)

regarding emergency situation is unrealistic test conditions such as under normal circumstances. On the other

hands, most of the drills cannot be carried out under normal circumstances. As a response, the IMO has

introduced regulations that address the use of simulation approaches in the assessment of life-saving

effectiveness. With respect to maritime simulators, the new methods and tools are currently developed in order

to prevent accidents and to increase the situational awareness of mariners (Last et al. 2017). According to

Armstrong (2009) training is a systematic development of knowledge, skills and attitudes (KSA) required by an

individual to perform adequately a given task or job’’. Authors also stated that; a training simulator is a virtual

medium through which various types of knowledge, skills and attitudes can be acquired. Transportation

simulators have been used extensively in many contexts to teach/improve (basic) skills and prepare operators

for complex and demanding situations that may occur in navigation (Quan-Gen et al., 2005). According to

findings of this study, enhancement of maritime safety trainings and development of new scenarios used in

simulations supported with drills carried on board will increase of ship emergency preparedness level.


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In conclusion, this paper indicates how a comprehensive insight into the ship emergency preparedness level

can be gained by maritime safety managers and professionals. The study can be applicable to other

emergency situations such as collision, abandon ship, MOB (Man over board), grounding, flooding, emergency

steering failure, etc. to predict ship emergency preparedness level on-board ship.

ACKNOWLEDGEMENT

This study is partially produced from PhD dissertation entitled ‘‘A model proposal on analysing ship emergency

preparedness level” which will be executed in Maritime Transportation Engineering Program of ITU Graduate

School of Science Engineering and Technology.

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In Terms of Data Mining, Scope And Limitations Of The Relationship

Between Business Intelligence And Knowlodge Management

Veri Madenciliği Açısından, İş Zekası ve Bilgi Yönetimi İlişkisinin Kapsam

ve Sınırlılıkları

Gökçe Karahan Adalı

Haliç Üniversitesi, İstanbul, Turkey, [email protected]

Abstract

In today’s world, technology tools are needed to use the rapidly increasing data accurately and effectively. In this process, “Business intelligence (BI) is a set of methodologies, processes, architectures, and technologies that transform raw data into meaningful and useful information used to enable more effective strategic, tactical, and operational insights and decision-making. “Knowledge management (KM) is the process of creating, sharing, using and managing the knowledge and information of an organisation to achieve organisational objectives by making the best use of knowledge”. Similar to business intelligence, knowledge management improves the use of information and the information available within the organization. Knowledge management differs from most other aspects of business intelligence. Knowledge management deals with non-structural information and implicit knowledge that business intellligence has difficulty to access (tacit knowlodge) (Marwick, 2001). In this scope, data mining (DM) is seen as a backbone between BI and KM and also a powerful enterprise intelligence tool for information technology. This study is a literature review showing the importance of BI and KM Integration with the scope of data minig. In this study, concepts of business intelligence and knowledge management are introduced. The scope and limitations of the relationship between the two concepts are also discussed in terms of data mining. Organizations will have the competitive advantage in the digital age by the successful integration of BI and KM.

Öz

Günümüzde hızla artan veriyi doğru ve etkin bir şekilde kullanabilmek için teknoloji araçlarına ihtiyaç duyulmaktadır. Kurumsal zeka (KZ), bu süreçte veriyi enformasyona (information), enformasyonu bilgiye (knowledge), bilgiyi organizasyona rehberlik eden planlara dönüştürmemize yardımcı olan süreçler, teknolojiler ve araçlar bütünüdür. Bilgi Yönetimi (BY), kuruluşun performansını arttırmak için, bir dizi yaratma, geliştirme ve bilgi uygulamasıdır. Kurumsal zekaya benzer şekilde, bilgi yönetimi de enformasyonun ve kuruluş içerisinde var olan bilginin kullanımını geliştirmektedir. Ancak Bilgi Yönetimi bir çok yönden kurumsal zeka’ dan farklıdır. Bilgi yönetimi, kurumsal zekanın erişmekte zorlandığı yapısal olmayan ve örtük bilgi ile ilgilenmektedir (tacit knowlodge) (Marwick, 2001). Veri madenciliği (VM) ise, kurumsal zeka ve bilgi yönetimini bir arada tutan omurga olarak görülmektedir. Veri madenciliği, bilgi keşfi için güçlü bir kurumsal zeka aracıdır. Bu çalışma, KZ ve BY entegrasyonunun önemini veri madenciliği çerçevesinde gösteren bir literatür taramasıdır. Çalışmada, kurumsal zeka ve bilgi yönetimi kavramları sunulmuş, iki kavram arasındaki ilişkinin kapsamı ve sınırlılıkları da veri madenciliği açısından ele alınmıştır. Kuruluşlar, tartışılmakta olan bu iki kavram; KZ ve BY'nin başarılı entegrasyonu ile içinde bulunduğumuz dijital çağda rekabet avantajını ellerinde tutabileceklerdir.

Keywords: Knowlodge Management, Business Intelligence, Data Mining.

Anahtar Sözcükler: Bilgi Yönetimi, İş Zekası, Veri Madenciliği.

1. GİRİŞ

Kurumsal zeka kavramı, 1980’lerde ortaya çıkan Üst Yönetim Bilişim Sistemlerinin (ÜYBS) genişletilmesi ve

geliştirilmesi ile ortaya çıkmıştır. Özellikle ÜYBS’nin çok boyutlu veri işleme, olağandışı raporlama,

ayrıntılandırma, kritik başarı etmenleri gibi niteliklerinin daha da geliştirilmesiyle ÜYBS’leri 1990’lı yıllarda

kurumsal zeka sistemlerine dönüşmeye başlamıştır. Daha sonraları ise, yapay zeka gibi çeşitli ileri düzey akıllı

araçların eklenmesiyle kurumsal zeka sistemlerinin yetenekleri daha da gelişmeye başlamıştır (Dinçmen,

2010). İnsanlar günlük hayatlarında birçok konuda karar vermek durumunda kalmaktadırlar. Alınan bu kararlar

olumlu sonuçlara sebep olabileceği gibi, olumsuz sonuçlar da doğurabilmektedir. Bu nedenle karar verme


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süreci dikkatli olunması gereken, tüm verilerin değerlendirilerek, analiz edilerek gerçekleştirilmesi gereken bir

süreçtir. Bilginin doğru kullanıldığı karar süreçlerinde sonuç genelde olumlu olmaktadır. Dolayısıyla karar

vermeden önce, konuyla ilgili verilere ulaşılmalı ve doğru analizlerle bilgi sahibi olunmalıdır.

Bilgi üretimi ve yönetimi kapsamında kullanılan zeka teriminin önüne konulan kurumsal veya örgütsel

sıfatlarının vurguladığı temel bir kavram vardır; yapılan işlemin örgüt veya kurumun tümü tarafından

gerçekleştirilmesini temsil etmektedir. Bu kapsamda tanımlanan kurumsal zeka, yöneticilerin daha sağlıklı karar

verebilmeleri adına büyük miktardaki verinin toplanması, bir araya getirilmesi, işlenmesi ve bu veri setine

kolaylıkla erişilmesini sağlayan bilişim teknolojileri ürünü olan yazılım ve donanım araçlarını ifade etmektedir (E.

Çağıltay, 2010). Diğer bir tanımla kurumsal zeka, veriyi enformasyona (information), enformasyonu bilgiye

(knowledge), bilgiyi organizasyona rehberlik eden planlara dönüştürmemize yardımcı olan süreçler, teknolojiler

ve araçlar bütünüdür.

Kurumsal zeka uygulamaları, bu amaçla geçmiş veriler ile, o anda ki durumu yansıtan verileri ve çeşitli ölçütleri

inceleyerek, mevcut olanakları sunarak, kurumun akıllıca ve gerçeğe dayalı kararlar almasını sağlamaktadır

(Dinçmen, 2010). Bu sistemlerin temel amacı, eldeki verilerin bilgiye dönüştürülerek karar vericilere

sunulmasıdır. Bu şekilde iş performansının optimize edilmesi hedeflenmektedir. Howard Dresner (1989)

“Kurumsal Zeka” kavramı için gerçeklere dayalı destek sistemlerini kullanarak bir takım metotları ve anlayışları

bir araya getirmesi itibari ile “şemsiye” terimini kullanmıştır.

Kurumsal Zeka Açısından Bilgi Yönetimi

Kurumsal zeka ve bilgi yönetimi, her ikisi de bilgi sermayesinin üretimi ve yönetiminde yer alan önemli

kavramlardandır. Kurumlar için önemi giderek yükselen kurumsal zekanın önemini ortaya koymanın bir diğer

yolu, ilişkili olduğu, iş ve yönetimle ilgili öncülleri ile birlikte ele almaktır. Bunlardan biri olan bilgi yönetimi birden

fazla disiplin temeline dayanmaktadır. Bu nedenle bu kavramı, farklı bakış açılarından tanımlamak mümkündür.

BY, kurumlarda rekabeti canlı tutabilmek için, bilginin geliştirilmesi işlemidir. En az dört ana süreç içermektedir.

Bunlar; bilginin yaratılması, bilginin depolanması, bilginin transferi ve bilgi uygulamalarıdır (Alavi ve Leidner,

2001). Jashapara (2004), BY’ nin birden çok disiplinin ortak ürünü olduğunu göz önünde bulundurarak, farklı

boyutları bir araya getiren BY’ yi şu şekilde tanımlamaktadır: “Araştırma, işletme ve bir kuruluşun entelektüel

sermaye ve performansını artırmak için uygun teknoloji ve kültürel ortamı kullanan insan bilgisinin (açık ve

örtük) paylaşımı ile birleştirilen etkili öğrenme süreçleridir”. Bilgi Yönetimi bir kurumdaki Entelektüel Sermaye

bilgisini oluşturmak için stratejik bir araç olarak görülmektedir.

Bilgi Yönetimi, işbirliği, içerik yönetimi, organizasyonel davranış bilimleri ve teknolojilerine göre tanımlanmıştır.

Genelikle BY Teknolojileri, süreçlere olan yardımları, metinsel bilgi ve verileri düzenleyerek arama kabiliyetlerini

arttırma yetenekleri ile birlikte düşünülmektedir. Böylelikle yeni fırsatların farkına varmayı kolaylaştırdığı gibi

mevcut problemlerin çözümüne de katkı sağlamaktadır.

McKnight (2002), kurumun devamlılığı için gerekli işlemlerin ne kadar etkin bir şekilde gerçekleştirildiği ile ilgili

istihbaratı (intelligence) paylaşmasından dolayı, BY’nin kurumsal zekanın ara yüzü olduğunu savunmaktadır.

Hamilia (2001), BY ’yi kurumsal zekanın yardımcısı olarak kabul etmektedir. Nemati vd. (2002), işletme genelini

kapsayan gerçek bir BY çözümünün kurumsal zeka tabanlı tanımlayıcı bir veri deposu olmadan var

olamayacağını savunmaktadır. Aslında, tanımlayıcı veri deposu, BY çözümünün bel kemiğidir. Öyle ki,

kurumsal zeka tabanlı tanımlayıcı veri deposu, piyasada rekabet avantajı yaratmak için, bilgiyi toplamakta,

saklamakta, analiz etmekte ve kurumsal bilgi olarak yaymaktadır. Veri, enformasyon, bilgi olarak

nitelendirebileceğimiz bu entellektüel sermaye hem teknik hem işletme ile ilgilidir. BY ve kurumsal zekayı

teknoloji olarak tanımlamaktansa BY ve kurumsal zekadaki teknolojinin rolünü tanımlamak, Cook ve Cook

(2000) tarafından aralarındaki farkları netleştirmek adına daha gerçekçi bir yol olarak gösterilmektedir.


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Şekil 1 : Karar vermede kurumsal zekanın rolü (Zdraveski, 2010)

Cook ve Cook kurumsal zekanın albenisinin, kurumlara operasyonları yönetmek adına dış kaynaklı büyük

miktarlardaki verileri depolamak, onlara erişmek, modellemek ve analiz etmek için hızlı ve güçlü araçlar

sunması olduğunu ileri sürmektedir. Kurumsal zeka, analiz fonksiyonlarını kullanarak, firmalar iş

operasyonlarına farklı açılardan bakabilmekte ve performanslarını etkileyen faktörleri rahatlıkla

belirleyebilmektedir.

Temel olarak kurumsal zeka ve BY’nin aynı ya da ortak amaçları vardır. Her ikisi de iş performansını

arttırmaya, rekabet avantajı kazanmaya odaklanmışlardır. Literatürü gözden geçirdiğimizde, Wang ve Wang

(2008)’ in da, BY ve KZ arasında benzerlik ve farklılıklar bulduğu görülmektedir. BY, organizasyon

performansını arttırmak için bilginin oluşturulması, geliştirilmesi için gerekli uygulamalar toplamıdır. Kurumsal

zekaya benzer olarak, organizasyonun erişebildiği enformasyon ve bilginin kullanımını geliştirmektedir. Diğer

taraftan, uğraştıkları enformasyon ve bilginin türüne göre farklılık arz etmektedirler. BY objektif veriden uzak,

insan öznelli bilgi ile ilgilenmektedir. Bu yüzden BY’ de uygulanan pek çok model teknoloji odaklı değildir. Hem

örtük hem açık bilgiyi göz önünde bulundurmaktadır. BY, kurumsal zekanın görüntülemekte zorlandığı yapısal

olmayan ve örtük bilgiyi ele almaktadır (Wang ve Wang, 2008).

2. YÖNTEM

Bu çalışmada literatür çalışması yapılmış olup, kurumsal zeka ve bilgi yönetimi aarsındak ilişkinin kapsamlı bir

analizi yapılmıştır. Kurumsal zeka ve bilgi yönetimi arasındaki ilişki veri madenciliği çerçevesinden ele

alınmıştır. Bu üç kavramın işletmeler açısından bir arada ele alınmasının, aralarında kurulacak olan

entegrasyonun işletme açısından faydalarına yer verilmeye çalışılmıştır.

3. BULGULAR

Çalışmada, kurumsal zeka, veri madenciliği ve bilgi yönetimi kavramları arasındaki ilişki incelenmiş ve bu

kavramların teorik ve uygulama alanlarındaki benzerlikleri, farklılıkları, kapsam ve sınırlılıkları ortaya konmaya

çalışılmıştır. Bulgular kurumsal zeka, bilgi yönetimi ve veri madenciliği ikili ilişkilerine mercek tutacak alt

başlıkları şeklinde ele alınmıştır.

Kurumsal Zeka - BY Entegrasyonu

Organizasyonel öğrenme ve etkili karar vermeyi arttırmak adına, kurumsal zeka ve BY’nin entegre edilmesi

gerektiğine dair görüşler bulunmaktadır. Cook ve Cook’a göre, kurumsal zeka etkinliği organizasyon için bilgi

iyileştirmeye dayalı ölçülmelidir. Bununla birlikte, kurumsal zeka ve BY entegrasyonu vizyonları

çeşitlenmektedir. Herschel ve Jones’ a göre, BY’ nin kurumsal zekanın bir alt kümesi olarak görülmesi gerektiği

yada tam tersinin olabileceği halen bir tartışma konusudur.

Veri Enformasyon Bilgi Karar

Rekabet

iyileştirmesi

Özetten detaya

inme (data

drilling) (veri

madenciliği)

Analizler

(OLAP, sorgu

cümlecikleri,

anlık sorgular)

Veri toplama ve

birleştirme

(ETL, veri

ambarları,verita

banları)


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Şekil 2: İnsan merkezli KZ ve BY (Sonar, 2011)

Literatürde, kurumsal zeka ve BY entegrasyonu için çok çeşitli modellere yer verilmiştir. Kurumsal zeka ve bilgi

yönetiminin aynı amaca farklı noktolardan yaklaştığı savunulmaktadır. BY sistemleri insan merkezli olup, kişiler

bilgiyi yaratmakta, paylaşmakta, yaymakta, kullanmakta ve uygulamaktadır. KZ sistemleri ise kararları insanlar

tarafından alınan bir çok araç içermektedir. Şekil 2’ de KZ araçları ve BY araçlarının her ikisinin de İnsan

öznelinden geçerek kendi anlayışlarına odaklandığı görülmektedir. Kavramsal düzeyde, Malhotra (2004)

sıradan yapılandırılmış bilgi işleme ve sıradan olmayan anlamlandırma için genel BY, kurumsal zeka

entegrasyon modelleri önermiştir. White (2005), kurumsal zekanın BY içeriğindeki kullanımını açıkça belirten

bir akış şeması öngörmüştür. Bahsedilen akış şeması, sosyalleşme için bilgi çalışanları arasındaki etkileşimi ve

işbirliği katılımını göstermektedir. Ancak bu kavramsal çerçevelerin, çok daha detaylı uygulamalar için hayata

geçirilmesi gerekmektedir.

Şekil 3: KZ BY Entegrasyonunun Teorik Çerçevesi (Surbakti & Azman, 2017)

Şekil 3’ de KZ BY entegrasyonu Surbakti & Azman tarafından işletmlerin rekabet avantajını sağlamak adına

birbirleri ile entegreli halde çalışarak daha iyi sonuçlar elde edebileceğini öne sürmektedir. Bilgi yönetimi OLAP,

veri madenciliği gibi kurumsal zeka araçlarına bilgi yönetimi sürecinden geçirerek elde ettikleri doğru, tutarlı

bilgiyi sunarak daha etkin ve tutarlı bilgiyi işlemektedir.


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Veri Madenciliği Açısından Bilgi Yönetimi ve Kurumsal Zeka

Veri Madenciliği (VM), veriler arasında önceden bilinmeyen ilişkilerin bulunması için, verilerin taranması

işlemidir. Veri madenciliği bilinmeyen ve saklı örüntüyü ortaya çıkarmak için algoritmalar üretirken, BY iş

süreçlerini desteklemek için varolan bilgiyi (hem örtük hem açık) kullanmaktadır. Kurumsal zeka ve BY’nin ise,

aynı ya da ortak amaçları vardır. Her ikisi de iş performansını arttırmaya, rekabet avantajı kazanmaya

odaklanmışlardır. Kurumsal zeka, BY ile aynı amaca, farklı noktalardan yaklaşmaktadır.

Cook ve Cook ve William ve William’ a göre; kurumsal zeka, kurumların etkili kararlar verebilmeleri adına,

büyük miktardaki verilere erişilmesi, verilerin bir araya getirilmesi, ve analiz edilmesini içeren geniş uygulamalar

ve teknolojiler kategorisidir. Tipik kurumsal zeka teknolojileri, iş kuralı modelleme, veri profilleme, bilgi

depolama, çevrimiçi analitik işlem ve veri madenciliğini içermektedir. Kurumsal zekanın ana teması, kuruluşlara

rekabet avantajı kazandırmak için, büyük veriyi değerlendirmektir. Diğer taraftan Bilgi Yönetimi, kuruluşun

performansını arttırmak için, bir dizi yaratma, geliştirme ve bilgi uygulamasıdır. Kurumsal zekaya benzer

şekilde, Bilgi Yönetimi de enformasyonun ve kuruluş içerisinde var olan bilginin kullanımını geliştirmektedir.

Ancak Bilgi Yönetimi bir çok yönden kurumsal zeka’ dan farklıdır. Bilgi yönetimi, kurumsal zekanın erişmekte

zorlandığı yapısal olmayan bilgi ve örtük bilgi ile ilgilenmektedir (tacit knowlodge) (Marwick, 2001). Bilgi

Yönetiminde kullanılan modellerin çoğunluğu (örtük ve açık bilgi çerçevesi), teknoloji odaklı olmayan

yöntemlerdir.

Veri madenciliği kurumsal zeka ve bilgi yönetimi arasındaki omurga olarak görülmektedir. Veri madenciliği, bilgi

keşfi için güçlü bir kurumsal zeka aracıdır. Veri madenciliği süreci insan odaklı bilgi içerdiği için bir bilgi yönetimi

sürecidir. Veri madenciliği bu yönü ile kurumsal zeka ve bilgi yönetimini

birbirine bağlamaktadır.

Şekil 4’ de literatür taramasına göre; BY, kurumsal zeka arasındaki ilişki gösterilmektedir. Her iki kavram da,

daha iyi karar vermeyi desteklemektedir.

Şekil 4: KZ-BY ilişkisi (Zarghamifard, Reza, 2012)


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4. SONUÇ

Bu çalışmada, kurumsal zeka, bilgi yönetimi ilişkisi veri madenciliği çerçevesinde ele alınmıştır. Bilginin

üretilmesi ve aktarılması için bilgi yönetiminde iş zekası teknikleri kullanılmaktadır. Her iki kavram da

kurumlarda iş performansını arttırmaya, rekabet avantajı kazanmaya odaklanmışlardır. Bilgi yönetimi de,

kurumsal zekaya benzer olarak organizasyonun erişebildiği enformasyon ve bilginin kullanımını

geliştirmektedir. Uğraştıkları enformasyon ve bilginin türüne göre farklılık arz etmektedirler. Bilgi Yönetimi, veri

yada objektif bilgi ile değil, insan öznelli bilgi ile ilgilenmekte iken, kurumsal zeka teknoloji odakllıdır. Bilgi

yönetimi kurumsal zekanın erişmekte zorlandığı yapısal olmayan ve örtük bilgi ile ilgilenmektedir.

Kurumlar açısından bakıldığında, bilgi yönetimi ve iş zekası arasında başarılı bir entegrasyon ile, içinde

bulunduğumuz dijital çağda rekabet avantajını elinde tutabilecektir. Veri madenciliği, bilgi keşfi için güçlü bir

kurumsal zeka aracıdır. İnsan odaklı bilgi içerdiği için ise bilgi yönetim süreci olarak değerlendirilmektedir.

Kurumsal zeka ve bilgi yönetimi arasındaki omurga olarak görülmektedir. Veri madenciliği bu yönü ile kurumsal

zeka ve bilgi yönetimini birbirine bağlamaktadır. İşletmenin bilgi yönetimi ve iş zekası entegrasyonunu etkileyen

faktörler iyi bir şekilde tanımlanır ve anlaşılırsa, işletmeler için daha iyi entegrasyon stratejileri

tasarlanabilecektir.

Gelecekte, KZ kullanıcıları gerçek yada gerçeğe yakın zamanlı kurumsal zeka analizleri kullanmak isteyecektir.

Günlük veri beklentisi artacaktır. Aylık hatta haftalık veriler yeterli olmayacaktır. Kurumsal zekayı bugün,

geceleri bilgi yüklemesi yapan ve geçmişe dair raporlama yapan “gazete okumak” eylemi gibi düşünürsek,

gelecekte gerçek zamanlı olaylara daha fazla odaklanarak, yarının başlıklarını tahmin edecektir. Gelecekte

daha fazla sektöre özel analitik araçlar piyasayı doldurucak olup, böylelikle her türlü analizin en üst kademedeki

yöneticiden, kullanıcı seviyesine kadar bilinçli karar vermeyi kolaylaştırması beklenmektedir.

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Arslan, V., & Yılmaz, G. (2010). Karar Destek Sistemlerinin Kullanımı İçin Uygun Bir Model Geliştirilmesi.

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Balaban, M. E., & Kartal, E. (2015). Veri Madenciliği ve Makine Öğrenmesi. Çağlayan Kitabevi.

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Maker Movement and Applications in Turkey

Maker Hareketi ve Türkiye’deki Uygulamalar

Esra Şahin1, Nilgün Tosun

2

1Fatih Sultan Mehmet İlkokulu, İstanbul, Türkiye, [email protected]

2 Trakya Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Edirne, Türkiye.

[email protected]

Abstract This study was carried out to provide information about the development process of the maker movement, which has been popular also in our country in the recent years, and it practices especially in Turkey. In this study with the descriptive survey model, first, a brief information about the meaning of the maker concept, the cause of the origin of the maker movement in the world, and its early practices shall be given. Then the beginning of the maker movement in Turkey, its development process, the existing practices and formations, and the people supporting the movement will be mentioned. Then, some findings and recommendations that are expected to contribute to maker movement's development in Turkey will be presented. In addition, criticism of the maker movement will be mentioned.The study is expected to shed light on teachers, students, administrators, parents, and the entrepreneurs who are interested in this field, want to produce, want to teach to produce, want to do academic research on this subject.

Öz Bu çalışma, son yıllarda ülkemizde de adından sıkça söz ettirmeye başlayan maker hareketinin, özellikle Türkiye’deki gelişim süreci ve uygulamalar hakkında bilgi vermek amacıyla yapılmıştır. Tarama modelinde betimsel nitelikte olan bu çalışmada; maker kavramının anlamı, maker hareketinin dünyada çıkış nedeni ve ilk uygulamaları hakkında kısaca bilgi verildikten sonra, Türkiye’de maker hareketinin başlangıcı, gelişim süreci, mevcut uygulama ve oluşumlar ile destek veren kişilerden ve maker hareketine yapılan eleştirilerden bahsedilecektir. Ardından, maker hareketinin Türkiye’deki gelişimine katkı sağlayacağı umulan bazı tespit ve önerilere yer verilecektir. Çalışmanın, bu alana ilgi gösteren, üretmek isteyen, üretmeyi öğretmek isteyen, konuyla ilgili akademik araştırma yapmak isteyen, öğretmen, öğrenci, yönetici, veli ve girişimcilere ışık tutması umulmaktadır. Keywords: Maker, Maker Movement, Do it Yourself, Technological Transformation. Anahtar Kelimeler: Maker, Maker Hareketi, Kendin Yap, Teknolojik Dönüşüm.

1. GİRİŞ

Avcılıkla yaşama tutunmaya çalışan toplumlardan bugünün akıllı cihazlar üreten ve robotikte uzmanlaşan

toplumlarına kadar geçen uzun süreçte teknoloji, insan yaşamını çeşitli boyutlarıyla ve farklı alanlarda

etkilemiştir. Öyle ki, teknolojik dönüşümler toplumlara isim olarak verilmiştir. Avcı toplum, tarım toplumu, sanayi

toplumu, bilgi toplumu gibi. 2017 yılından itibaren ise Endüstri 4.0 devrimi, “süper akıllı toplum” açılımıyla

bilinen Toplum 5.0 kavramını konuşulur hale getirmiştir. Süper akıllı toplumlar için yapılan tanımlamalarda en

dikkat çeken özelliklerden biri, insan ve teknolojiyi, insanların yarar ve çıkarlarını gözeterek birleştirmek, akıllı

cihazları insan yaşamını kolaylaştıracak şekilde kullanmaktır (İşbakan, 2018). Üreten insan profilleri

oluşturmak, süper akıllı toplumların temel koşuludur. Dünya her ne kadar globalleşiyorsa da, Toplum 5.0

niteliklerini taşıyan, bir başka ifadeyle teknolojiyi sadece tüketen değil aynı zamanda üreten ve pazarlayabilen

toplumlar, önemli birer güç haline gelmeye başlamıştır. Bu gerçeğin farkında olan ülkeler, bireylerini üretkenliğe

teşvik etmeyi, toplum yararlı teknolojiler ortaya koymayı amaçlayan çalışmalar yürütmektedir. Bu çalışmalardan

biriyle, dünyada hızla yaygınlaşan ve “kendin yap” kültürü ile teknolojiyi birleştiren Maker Hareketi ortaya

çıkmıştır (URL1). Bu araştırmada, Maker Hareketi’nin tanımı ile beraber, önemi, ortaya çıkışı ve Türkiye’de bu

hareket kapsamında yapılan çalışmalar hakkında bilgi verilecek, Türkiye’den örnek uygulamalar sunulacak,

eleştirilere yer verilecektir. Bu çalışmayla, Maker Hareketi ve eğitim teknolojileri ile ilgilenen araştırmacı ve

uygulayıcılara katkı sağlanacağı düşünülmektedir.


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2. YÖNTEM

Bu çalışma, tarama modelinde betimsel bir çalışmadır. Tarama modeli; geçmişte ya da o anda var olan bir

durumu var olduğu şekliyle betimlemeyen, tanımlamayı amaçlayan araştırma yaklaşımıdır. Bu modelde,

araştırmaya konu olan her neyse onları değiştirme ve etkileme çabası yoktur. Bilinmek istenen ortadadır.

Amaç, bilineni doğru bir şekilde gözlemleyip ifade edebilmektir. Asıl amaç, değiştirmeye kalkmadan gözlemektir

(Karasar,1984).

3. MAKER HAREKETİ VE DÜNYADA İLKLER

Maker hareketinin kapsamını açıklamadan önce, maker kavramını tanımlamakta fayda bulunmaktadır. Maker,

“üreten” kelimesi ile eş anlamlı kullanılmaktadır ve farklı tanımları mevcuttur. Kalil (2013)’e göre maker, kendi

hızında tasarım yapan ve tasarımı üretime dönüştüren kişi olarak tanımlanmaktadır. Bir başka tanıma göre ise

maker, teknolojiyle oynayıp, onu öğrenen kişilerdir (Dougherty, 2013). Maker ruhuna sahip bireyler bugün, tüm

dünyada hızla yayılan bir akıma da ön ayak olmaktadırlar.

Maker Hareketi (Maker Movement), teknoloji ile kendi ürününü ortaya koyma kültürünün birleşmesiyle oluşan

ve kısa bir süre içinde globalleşen bir akım olarak değerlendirilmektedir. Spesifik bir şekilde belirli bir uygulama

alanı ve şekli olmayan bu hareketin odak noktası, üretim sürecine “maker ruhu” katılmasıdır. Maker ruhuyla

yapılan her üretim, bu hareketin kapsamında değerlendirilir ve bu süreç oyuncak yapmak, yemek pişirmek, ev

dekorasyonundan tutun da 3 boyutlu yazıcı yapmaya kadar uzanan geniş bir yelpazeyi kapsayan üretim biçimi

şeklinde değerlendirilir (URL 2). Hareketin kurucusu Dale Dougherty’nin tanımına göre, maker ruhunun

temelinde rekabet yerine paylaşım, para yerine yetenek, ezber yerine deneyim vardır. Artık, internetten

bulunacak modellerle, üç boyutlu yazıcılar yardımı ile eskiden haftalarca süren ve pahalıya mal olan prototipler,

bugün çok daha hızlı, ucuz ve kolay yapılabilmektedir (Innolab, 2018). Peppler ve Bender (2013) ise maker

hareketini, neredeyse her şeyi yapmak şeklinde tanımlamaktadır. Hoffman, Bureau, & Lallement (2015), maker

hareketinin teknolojik donanımları kullanan bir mantıkla, yeni paylaşım biçimleri, ortak üretim ve tüketim

modellerine dayalı alanların kullanımı prensibini içinde barındırdığını ifade etmektedir. Bu üretim alanları

arasında fablab’ler (fabrication-laboratory), hackerspace’ler, makerspace’ler, yaşama laboratuvarları ve

teknoloji atölyeleri sayılabilir. İnsanların işbirliği yaparak çalışmalarına olanak tanıyan bu üretim alanlarının

geçmişi, 1970’li yılların başında Kaliforniya’da kurulan Homebrew Bilgisayar Kulübü’ne kadar uzanmaktadır.

2000’li yılların başında MIT’de Fablab’ların kurulması ile devam eden süreç, 3. Sanayi Devrimi ve kapitalizmden

kurtulmanın günümüz yöntemi olarak gösterilmektedir. Bir şeyleri satın almanın değerli olmadığını, eşyayı

istenilen şekilde, üreterek elde etmenin insanları daha çok mutlu ettiğini gösteren araştırmalar mevcuttur. Alpat

(2018)’a göre üretim sürecinde maker hareketi, ustalık ve zanaatkarlık ile karıştırılmamalıdır. Maker’lık,

probleme yönelik çözüm üretmeyi amaçlar ve yaratıcılık gerektirir. Buna karşılık ustalık ve zanaatkarlık, sadece

işi yapmak için var olan mesleklerdir.

Maker hareketi, maker topluluklarının ve alanlarının oluşmasına olanak sağlaması açısından da önem taşıyan

bir akımdır. Özellikle son yıllarda teknoloji destekli uygulamaları, tasarım, işbirliği, paylaşım gibi platformları

içeren bu toplulukların sayısı gün geçtikçe artmaktadır. Hackerspace, Makerspace, Fablab gibi isimlerle anılan

bu topluluklar, maker hareketinin uygulama alanları arasında sayılabilir (Öztürk, 2016). Hackerspace, en bilinen

maker topluluklarından biridir. Geçmişi 1970’lere dayanmaktadır. Kaliforniya’da kurulan toplulukta, hackerlar

tarafından bilgi paylaşımı yapılmaktadır. Topluluğun eğitim amaçlı çalışmaları da mevcuttur. Özkırdeniz (2014)

hackerspace’i, teknoloji ve elektroniğe ilgi duyan kişilerin beraber çalışabilecekleri, etkinlikler

düzenleyebilecekleri, projelerini hayata geçirebilecekleri, bir araya gelebilecekleri bir yapı olarak

tanımlamaktadır. Bir başka maker topluluğu olan Fablab ise, 2001 yılının başında Massachusetts Teknoloji

Enstitüsü’nde kurulduktan sonra, dünyadaki tüm Fab Lab’ları bir araya getirmek için de Fab Foundation

oluşumuna gidilmiştir (Hoffman ve diğ., 2015).

İlk örneklerine 2006 yılında ABD’de rastlanan ve Yaratım Atölyeleri olarak bilinen makerspace alanları,

çocukların sınıflarda öğrendikleri bilgileri somut ürünlere çevirmelerine olanak vererek, bilgilerin uygulamaya

dönüştürülmesine olanak sağlamaktadır (Erenoğlu, 2014). Maker hareketi kapsamında faaliyet gösteren Maker

Faire, maker hareketi ile ilgili ürünlerin sergilendiği Maker Panayırları olarak tanımlanabilir. Bu etkinlik ilk kez,


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2013 yılında ABD’de MAKE Dergisi’ni çıkaran Maker Media tarafından organize edilmiştir (Makers Türkiye,

2014).

Maker hareketi kapsamında topluluklar dışında, konuya ilgi gösterenlerin bilgilendirilmesi ve güncel bilgi

akışının sağlanmasına yönelik basılı materyaller de hizmete sunulmaya başlanmıştır. Make Dergisi de

bunlardan biridir. Dergi, Kendin Yap (Do It Yourself) teknolojilerine yer veren ilk dergi olma özelliğini

taşımaktadır (URL 3).

Maker hareketi konusunda farkındalık oluşturmak ve ilgi duyanları bir araya getirmek amacıyla, kurumsal ve

planlı farklı girişimler de gerçekleştirilmektedir. Örneğin, Polonya’da bulunan School of Form Üniversitesi’nde,

“SWPS University of Social Sciences and Humanities” adı altında bir eğitim programı açılmıştır. Tasarım

alanında çeşitli ihtiyaçların hissedilmesi sonucunda kurulan bu lisans programı; insancıl, yaratıcı, özgün

tasarımcılar yetiştirmeyi amaçlarken, kültürün getirmiş olduğu yansımaları teknoloji ile birleştirip aletler

kullanabilmeyi de öğretmeyi amaçlamaktadır. Tasarım ve Humanities ismiyle bölümün kurulmasındaki amaç

ise, tasarımla beşeri bilimlerinin birleştirilmesi, doğal ve yapay olan ile arada bir denge kurulmasıdır (Jacobson-

Cielecka, Klekot ve Halawa, 2018). 1906 yılında Kudüs’te kurulan Bezalel Sanat ve Tasarım Akademisi de,

teknoloji ve tasarım odaklı çalışmaların yapıldığı uygulama okuludur. Bu okulda mekanik şekilde üretim

yapmaktan kaçınılıp, tasarımları çok yönüyle düşünerek üretim yapmak öğretilmektedir (Ganchrow, 2018).

Maker hareketinin gelişimine katkı sağlamayı hedefleyen Opendesk, Londra ve Chicago’lu makerlerin bir araya

gelerek oluşturduğu bir platformdur. Platformun çalışmaları arasında, herhangi bir bağlantıya gerek duymadan

takılabilen mobilyalar üretmek ilk sırada yer almaktadır. Dijital tasarımı yerel üreticilerin yaptıklarıyla

birleştirmeyi hedefleyen platform, birçok ülkede insanların ilgisini çekmiştir (Steiner, 2018). Katlanıp taşınabilen

ve iç içe geçirilebilen opendesk ile çeşitli masa ve kitaplık modelleri yapılmaktadır. Çevrimiçi ağlarda veya

fiziksel mekanlarda bir araya gelen üretici, kullanıcı ve tasarımcılarla gittikçe daha çok küresel boyuta ulaşan

opendesk platformu, yeni nesil bir mobilya anlayışını da temsil etmektedir (Çelebi, 2017).

Maker hareketi kapsamında dikkat çekici kişisel girişim ve üretimlere de rastlanmaktadır. En dikkat çekici

olanlardan biri, Tamar Frachtenberg’in tasarladığı, 3B baskı ile çıktısı alınıp kullanılabilen bir alettir. Bu alet ile

kolayca saç kesimi yapılmakta ve kişiye göre saç şekli kendiliğinden ayarlanabilmektedir (Ganchrow, 2018).

Endüstri tasarımcısı Frachtenberg aynı zamanda işlevsel bisikletler, pisuar ve sehpa gibi ürünler de

tasarlamaktadır (URL 4). Marc Sturzl, sağlık merkezleri içintasarımlar ve üretimler yapan bir makerdır. Proje

planlaması, robotik, yazılım, mekanik gibi alanlar üzerine çeşitli eğitimler vermekte ve alanıyla ilgili atölyeler

düzenlemektedir (URL 5). Bir başka örnek maker olan Christian Rıstov, hidrolik bir sistemle çalışan büyük bir

robotik el tasarlamıştır. Büyük araçları kaldıran, taşıyan veya isteğe göre değişik şekillere dönüştürebilen bu

aletin, hidrolik teknolojisinin önemli ürünlerinden olduğu söylenmektedir (URL 6). Danny Kirk ise, New York Hall

of Science Maker Space takımında bulunan, 3D yazıcılar, kartondan el sanatları gibi çeşitli alanlarda tasarımlar

yapıp üretimde bulunan bir makerdır (URL 7).

4. TÜRKİYE’DE MAKER HAREKETİ VE İLKLER

Temelinde “kendin yap” felsefesi yatan maker hareketinin Türkiye’deki geçmişi oldukça eskilere dayanmaktadır.

Türk havacılık tarihinin önemli isimlerinden biri olarak tarihimizde yer edinen Vecihi Hürkuş, ilk Türk yapımı

uçak ünvanına sahip Vecihi K-6’yı üretmiştir (URL 8). Bu üretim itibariyle Vecihi Hürkuş, ilk Türk maker’lardan

biridir denilebilir. Maker hareketi kapsamında Türkiye’nin ilk örneklerinden biri de, Gaziantep’te yaşayan,

Memnan Usta olarak tanınan sanayici Memnan Aksoy’dur. Yurt dışından getirilen yedek parça ve makinelerin

pahalı olmasından rahatsız olan Aksoy, bir TÜBİTAK projesi gerçekleştirmiştir. Aksoy, zamanla ekibiyle ortak

ürettiği iplik makine çeşidini on beşe kadar yükseltip, dünya pazarında Türkiye’nin bu alanda başarılı olmasını

sağlaması açısından başarılı bir maker olarak nitelendirilebilir (Gaziantep Şehir Rehberi, 2015). Bugünkü anlam

ve kapsamıyla maker hareketinin Türkiye’deki ilk önemli girişimlerinden biri de, 2013 yılında maker hareketinin

kurucusu Dougherty’nin İstanbul’a gelerek, Türkiye’nin önde gelen makerlarının katıldığı bir toplantı

organizasyonudur. Toplantıda, herkesin hareketi yaymak adına gönüllüleri toplantılara davet edebileceği,

üniversitelerle liselere gidilip bu fikri yaymaları gerektiği görüşülmüştür. Bu toplantıdan önce Türkiye’de hiç

maker ile ilgili mekan olmamasına rağmen, 2016 yılında elliden fazla mekan açılmıştır. Hareketin geniş bir


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kitleye yayılmasıyla bloglar açılmaya, kitaplar ve dergiler basılmaya başlanmıştır (Aksu ve Oğuz, 2017).

Türkiye’de ilk Maker Faire ise, Turkcell Teknoloji Zirvesi ev sahipliğinde, Haliç Kongre Merkezi’nde

gerçekleştirilmiştir. Yaklaşık 100 projenin sergilendiği bu Maker Panayırı’nı 5000’den fazla kişinin ziyaret ettiği

kaydedilmiştir (Makers Türkiye, 2014). Bu ilk adımlar, Türkiye’de maker hareketinin çeşitli proje, oluşum ve

uygulamalarla geniş kitlelere yayılmasında önemli birer mihenk taşı olmuştur.

5. TÜRKİYE’DE MAKER HAREKETİNİ DESTEKLEYEN PROJELER, UYGULAMALAR VE KİŞİLER

Dünyada olduğu gibi Türkiye’de de, maker hareketini başlatan ve yaygınlaşması için çalışmalar yapan çok

sayıda kişi ve kurum mevcuttur. Bunlar, gerçekleştirdikleri çeşitli uygulama ve projelerle, Türkiye’de maker

hareketi farkındalığının oluşumu için çaba harcamaktadır.Türkiye’de maker hareketi yaygınlaşmaya

başladığından bu yana, üretim kültürünü destekleyen Makerspace ya da MakerLab olarak adlandırılan

atölyeler açılmaya başlanmıştır. Atölyeleri destekleyen bir çok proje ve uygulama da mevcuttur (Makers

Türkiye, 2016). 2013 yılında Dale Doygherty’nin Türkiye’ye gelişiyle ilk önemli adım atılan maker hareketi

kapsamında, Türkiye’de geniş bir etki alanına sahip, maker atölyeleri kuran Maker Çocuk, Makers Türkiye,

Öğrenenler gibi girişimcilik projeleri yapılmaya başlamıştır. Bu proje ve girişimler, hızla uygulamaya geçmeye

devam etmektedir. Maker hareketi kapsamındaki ilk oluşumlardan biri de Bursa’da 2010 yılında kurulan Bilim

Okulu’dur. Yaz kampları düzenleyen ve öğrencilere 21. yüzyıl becerileri kazandırmayı hedeflemektedir (URL 9).

Maker Çocuk, 2015 yılında kurulan, Maker Atölye’de etkinlikler yapan, kurulduğu günden itibaren çok sayıda

çocuk ve yetişkine maker hareketini öğreten bir başka oluşumdur (URL 10). Maker atölyelerinden biri olan

Atölye İstanbul, içinde bir tasarım stüdyosunu bulunan, disiplinler arası bir inovasyon geliştirmeyi hedefleyen

atölyelerden biri olarak bilinmektedir (URL 11). Türkiye’de Maker Hareketi’nin gelişimi için faaliyet gösteren bir

diğer grup ise İstanbul Maker Faire’dir. Maker Faire Festivalleri’ni ülkemizde düzenleyerek önemli yer edinen

gruplardan biridir (URL 12). Maker hareketinin Türkiye’de yayılmasını sağlayan oluşumlara bir örnek de Maker

Eskişehir’dir. 2016 yılı itibariyle faaliyete başlayan, z neslinin teknolojiyi kullanarak aktif ve yaratıcı hale

gelmelerini sağlamayı hedeflemektedir (URL 13). Teknoloji ve İnsan Kolejleri de, teknolojiyi yaşamına ve

hayatına en iyi şekilde yerleştirecek, teknoloji okuryazarı bireyler yetiştirmeyi hedefleyen kurumlar arasında yer

almaktadır (URL 14). Maker hareketi kapsamında önemli çalışmalara imza atan bir başka kuruluş ise Atölye’dir.

İnsanı merkeze alan, tasarım, yeni projeler üretme ve projeler üretmek isteyeni de stüdyoları aracılığıyla

desteklemeyi hedeflemektedir. Tasarım ve girişimcilik gibi alanlarda değişik etkinliklerin sunulması için ev

sahipliği yapan Atölye, farklı etkinliklere de yer vererek değişik ilgi alanlarına sahip insanların etkileşim

içerisinde olmalarını sağlamaktadır. Prototipleme Lap’da kişilerin belirli ilgileri ve donanımlarına göre farklı

programlar uygulanmaktadır (Atölye, 2018). Atlas, Harran ilçesinde hayata geçirilen ve keçe, ahşap, seramik,

dokuma tezgahı gibi atölyelerle Mezopotamya’nın kültürünü ve tarihimizde birikip gelmiş söylemleri referans

alan bir projedir. Proje, alanında uzman bir çok akademisyenin de dahil olduğu bir komisyon tarafından

sürdürülmektedir. Hem çevrede bulunan kadınların hem de Suriyeli mülteci kadınların ekonomik özgürlüklerine

destek olma amacı taşımaktadır. Üretilenlerin pratik, kolay yapılabilen, alıcısını bulmada zorluk yaşatmayacak

olmasına dikkat edilmektedir. Bu sayede, üretim teşvikinin yereldeki kadınlar için sürdürülebilir hale getirilmesi

sağlanmaktadır (URL 15).

Topluluk, platform ve eğitim kurumlarının yanı sıra, Türkiye’de Maker Hareketi farkındalığı oluşturmaya destek

veren basılı ve elektronik materyaller de mevcuttur. Yılda altı kez yayınlanan Çırak Dergisi, yaratıcı ve girişimci

fikirleri olanların, üretenlerin kendilerini ifade edebilecekleri bir dergi özelliğini taşımaktadır. Dergi, maker

hareketinin şu ana kadar olan tüm birikimini belgelemekle beraber, hareketin eğitim sistemine entegrasyonunu

desteklemeyi de hedeflemektedir. Derginin hedefleri arasında, her yıl seçilecek projeler için Maker Oscarları

verilmesi de yer almaktadır (URL 16). ABA Yayıncılık bünyesinde ise, maker hareketi ile ilgili ürünlerin

kitaplaştırılması ve akademik yayınlar yapılırken, bu yayınların satışına da yer verilmektedir (URL 17). 3D

yazıcılar hakkında Türkçe içerik paylaşımları yapan bir girişim olan Priyoid.com, teknolojinin tarihinden

günümüze kadar 3D tarama, 3d tasarım ve eğitim teknolojisi konusunda ziyaretçilerini bilgilendirmektedir (URL

18). Üretmeyi Öğretmek sloganıyla yola çıkan bir grup öğrenci tarafından 2010 yılında kurulan Robotistan, bir

e-ticaret sitesi, aynı zamanda bir maker markettir (URL 19).


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Türkiye’de maker hareketi kapsamında öğretmen, öğrenci, yönetici, veli ve teknoloji gönüllülerini bir araya

getirmeyi hedefleyen organizasyonlar da gerçekleştirilmektedir. Teknoloji ve Eğitim Fuarı, eğitim teknolojileri

alanında çalışma yapan birçok kurum ve kişinin, ulusal ya da uluslararası düzeyde ürünlerini sunmalarına

olanak sağlayan, dayanışma bilincini önemseyen fuarlardan biridir (URL 20). VEX Robotics Türkiye

Şampiyonası ise, maker hareketi kapsamında bilinen önemli etkinlikle arasındadır. Guinnes Rekorlar Kitabı’na

giren VEX Robotics’in Türkiye’deki ilk yarışması 13 Ocak 2018 tarihinde gerçekleştirilmiştir. 51 takımın 6 farklı

şehirden geldiği bu yarışmada, öğrencilerin mühendislik becerilerini robot mücadelesi üzerinde uyguladıkları

görülmüştür (Özdemir, 2018). Alanda bir başka etkinlik olan First Lego League Junior, Bilim Kahramanları

Derneği tarafından 6-10 yaş çocuklar için rekabetçi olmayan, el becerisi gerektiren STEM programı olarak her

yıl çocukların yaratıcılıklarını ateşleyen bir etkinlik olarak gerçekleştirilmektedir. Çocukların LEGO parçalarıyla

temel mühendislik ve programlama becerileri geliştirmesine destek olunmaktadır (URL 21). Robert Koleji

öğrenci ve öğretmenleri tarafından, maker hareketini yaygınlaştırma amacı güden RCMAKERS da, geleceği

yakalamak adına yaptıkları yeni teknolojileri ve buluşları paylaşmayı hedefleyen bir oluşumdur (URL 22).

Maker hareketini desteklemek adına bazı üniversitelerde de adımlar atılmaktadır. Özyeğin Üniversitesi’nde

2017 yılında Maker101 müfredatının PROTotipleme dersi altında tasarım uygulamaları ve yaratıcılık ile ilgili

müfredata girdiği görülmektedir. Dersin içeriğinde maker hareketini destekleyen kazanımlara da yer verilmiştir

(URL 23).

Türkiye’de maker hareketinin gelişimine katkı sağlayan kurum ve kuruluşlar dışında, bireysel girişimler de

önemli yer tutmaktadır. Türkiye’nin ilk ve en büyük inovasyon topluluğu olan Makers Türkiye’nin kurucusu olan

Ongun Tan, bir inovasyon sergisi olan MakerSpot’un yaratıcısıdır. Çeşitli kurumlara inovasyon ve yaratıcı

atölye danışmanlıkları yapan Tan, Türkiye’de maker hareketinin gelişmesi ve yaygınlaşması konusunda önemli

katkılar sağlamaktadır (URL 24). Maker kelimesinin Türkçe karşılığı olarak “üretmen” kelimesini kullanmayı

öneren Bager Akbay da Türkiye’nin önde gelen makerları arasındadır. İskele47 Atölyesi’nin de öğretmeni olan

Akbay, aynı zamanda bir yapay zeka ürünü olan Deniz Yılmaz isimli robot şairi de üreten kişidir (URL 25).

Makine dizaynı, üretim ve minyatür sanatlarıyla ilgilenen, minyatür ürünler ortaya koyan İbrahim Kaçar, torna,

zımpara makinesi, kesici makineler, bükme makineler üreterek çeşitli ürünlerle maker üretim sürecine katkıda

bulunmaktadır (URL 26). Üç boyutlu yazıcılarla ürettiği quadrocopterler bulunan, sanal gerçeklik, programlama

ve elektronik üzerine çalışmalar yapan Suat Batuhan Esirger çok sayıda mimari projede yer alan önemli

makerlardan biridir (URL 27). TURTA isimli bir markanın yaratıcısı, bu marka altında donanımlar üreten ve

tasarlayan Umut Erkal, Türkiye’de donanım geliştirici bir diğer maker’dır. Erkal, Türkiye’deki Maker Faire

etkinliklerine de katılmaktadır (Teknik Sohbet S3B3, 2018). Fatih Bölük, evindeki malzemelerle kolaylıkla

tasarladığı ABBAS isimli 3D yazıcı ile tanınan bir makerdır (Yurtsever, 2015). Öğrenenler isimli platformun

kurucusu Selçuk Keser ise, maker hareketiyle paralel ilerleyen, bir insanın bir şeyden başka bir şey üretmesini

sağlayan öğren-öğret-üret kültürlerini birleştirerek etkinlikler üreten girişimci makerlardan biridir (URL 28).

Akademisyen ve sanatçı Sanver Özgüven de, üç boyutlu tasarım programlarında görselleştiremediği bazı

formlar için yazılım kodlarını öğrenip kullanmaya başlamıştır (Aksu ve Oğuz, 2017). Ahmet Alpat’ın, kızı

Alya’nın bebeklikte karşılaştığı sorunlardan ilham alarak geliştirdiği ve daha sonra da oyuncak maliyetlerini

düşürmek için kullandığı yazıcı, kızının ihtiyaçları doğrultusunda yeniden tasarlanarak Alya 3D adıyla lanse

edilmiştir (Alpat, 2018). Türkiye’nin önemli makerlarından biri olarak bilinen Ahmet Sertaç Öztürk, metal dövme

ve elektromekanik heykellerle çalışmalar yapmaktadır. Aynı zamanda seminerler verip çalıştaylara da katılan

Öztürk, bir kaç üniversitede konu özelinde dersler vermektedir (Öztürk, 2018a).

Benay Gürsoy, Penn State Üniversitesi’nde çalışan, İstanbul Bilgi Üniversitesi’nde derslere giren ve maker

alanında çalıştaylara katılan bir akademisyendir. Bilgi Üniversitesi’nde öğrencileriyle birlikte endüstriyel robot

kullanarak maker alanında üretime katkıda bulunmaktadır (Gürsoy, 2018). Türkiye’de maker hareketine ivme

kazandıran bir başka önemli kişi Bilge Nur Saltık’tır. Kendi adını taşıdığı Studio Bilge Nur Saltık’ı kurarak

modern objeler tasarlayan Saltık, farklı kültürlerin etkisiyle yeni ve özgün tasarımlar üretmektedir. Tek bir çiçek

konulan vazoyu, büyük bir çiçek demeti gibi gösteren cam tasarlamanın yanı sıra, akustik paneller ve sünger

vazolar da tasarlayan Saltık, bu alanda gerçekleştirilen uluslararası organizasyonlara da katılmaktadır (Saltık,

2018). Gizem Renklidağ, maker alanında çeşitli etkinliklerde yer almakla beraber, organizatörlük, öğretmenlik

ve çeşitli faaliyetlerde bulunan biridir. FISPIS isimli bir resim tekniği geliştirerek sprey şişeleri ile fırçasız


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çalışmalar yapmaktadır. Techné Sergisi’ne katılmış, maker alanında çalışan ve üreten diğer sanatla yapma işini

tek çatı altında birleştiren sanatçılarla çalışmıştır (Renklidağ, 2018). Nur Horasanlı da, sokakta gördüğü farklı

tasarımları gözlemleyerek ürün tasarımı sürecine ilgi duyan önemli makerlardan biridir. İnsanların sorunlar

karşısında farklı bakış açıları ile üretim sürecine pratik çözümler getirmesi, ilgi alanını oluşturmaktadır.

Horasanlı bu gözlemlerini 70 örnekle derleyip çözüm üreticilerle söyleşiler de yaparak, araştırmasını kitap

haline getirmiştir. Gündelik hayattaki pratik detayların analiz edilip sunulduğu kitap, tasarım kültürünün

kaybolmamasını, üretimde kaynak teşkil etmesi açısından önemli bir kaynak olma niteliği taşımaktadır

(Horasanlı, 2018). Ülkemizin önemli makerlarından biri olan Pınar Akkurt, yurtiçi ve yurtdışında çeşitli

etkinliklere konuşmacı olarak katılmakta, üniversitelerde “kendin yap” odaklı atölyeler düzenlemektedir. Geri

dönüşümü önemseyen ve bu alanda projeler yapmakta, gelecekte “İleri Dönüşüm Kütüphanesi” kurmak gibi bir

hedefi bulunmaktadır (Akkurt, 2018).

Hızlı ve sürekli bir değişim ve gelişim halinde olan teknoloji ışığında, adı geçen kurum, kuruluş ve kişilerin,

üretmeyi seven bireyleri keşfetmek, onları desteklemek ve bir arada olmalarını sağlamak adına yürüttükleri

çalışmalar, ilerleyen zamanlarda etkisini daha çok hissettirecektir. Önemli bir genç nüfusa sahip ülkemizde, bu

tür girişimlerin giderek artması ümit edilmektedir.

6. MAKER HAREKETİNİN GELECEĞİNE YÖNELİK ELEŞTİRİLER

Bu bildiri metninde olduğu gibi birçok kaynakta, maker hareketinin olumlu ve faydalı yönlerinden

bahsedilmektedir. Bu kadar pozitif özelliğe karşılık, bu harekete yönelik bazı eleştiriler de yapılmaktadır.

Kanıpak (2018)’a göre, maker hareketinin dünyadaki gelişimi hızla devam etmektedir. Bununla beraber, hızlı

değişim ve tüketim içinde olan toplumların bu gelişmelerden etkilenmeyip, aksine bir şeyler üretmeye çalışan

girişimcilerin globalleşmiş şirketler tarafından satın alınıp yok edilmesi üzerine kurgulanmış bir sistem

mevcuttur. Hal böyleyken bu hareketin planlanmamış bir şekilde ilerlemesi umut verici midir diye

düşünülebilinir.

Türkiye’de maker hareketine ilgi duyanlar ve bu konuda üretimde bulunan insanlar çeşitli etkinliklerle bir araya

gelmeye başlamıştır. Bu toplantılarda gözlemlenen maker kelimesinin evrildiği, dijital bilgilerin üç boyutlu

yazıcılarla üretimine doğru bir ivme kazandığı görülmektedir (Öztürk, 2018b).

7. SONUÇ ve ÖNERİLER

Bu çalışmada, Maker Hareketi’nin tanımı ile beraber, önemi, ilk ortaya çıkışı ve Türkiye’de bu akım kapsamında

yapılan çalışmalar hakkında bilgi verilmesi, örnek uygulamalar ve girişimler sunulması amaçlanmıştır. Ayrıca,

maker hareketine yönelik eleştirilere de çalışmada yer verilmiştir. Çalışma, maker hareketinin Türkiye’deki

mevcut durumunun ortaya konması açısından önem arz etmektedir.

Üreten kelimesiyle karşılık bulan maker’ların, çeşitli kanallarla biraraya gelmesi ile maker hareketinin temelleri

atılmıştır. “Üretme”, “Yaratıcılık”, “Girişimcilik”, “İşbirliği” gibi önemli kavramları içinde barındıran maker hareketi,

dünyada olduğu gibi Türkiye’de de gelişmeye ve yaygınlaşmaya devam etmektedir. Türkiye’de özellikle son

yıllarda teknoloji sevdalısı, üretmeyi seven, üretmeyi öğretmeyi seven kişi ve kuruluşların çabalarıyla maker

hareketi ivme kazanmaya başlamıştır. Kurulan lab’lar, gerçekleştirilen fuar ve organizasyonlar, yarışmalar, web

siteleri, bloglar, akademik ve diğer basılı materyaller, maker hareketini destekleyici nitelikte çalışmalar arasında

yer almaktadır. Bu çalışmalar, maker hareketinin Türkiye’deki etki alanını artırmak, farkındalık oluşturmak ve ilgi

duyan bireyleri bir araya getirmek adına önemli girişimlerdir.

Globalleşen dünyada akıl almaz bir hızla gerçekleşen teknolojik dönüşüm sürecinde, gelişmiş ülkelerin en

önemli silahı, teknolojiyi kullanandan çok üreten bir nesile sahip olmaktır. Bu gerçekten hareketle bir çok ülke,

maker ruhu taşıyan bireyleri desteklemek adına girişimlerde bulunurken, aynı zamanda eğitim sistemlerine

entegrasyonu adına da çalışmalar yürütmektedir. Dünya düzeninde söz sahibi olabilmek, ekonomik üstünlük

sağlamak adına, Türkiye’de de maker niteliklerini taşıyan öğrencileri erken yaşlarda tespit etmek, becerileri ve

ilgileri doğrultusunda gerekli ortam, materyal ve bilgi desteğini sağlamak, oldukça önem arz etmektedir. Bu


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nedenle, eğitim kurumlarında seçmeli dersler açılması, yarışma ve projeler yapılması, alanın tanınan ve önde

gelen isimleriyle öğrencilerin bir araya geldiği panel, atölye çalışması gibi organizasyonlar, öğrencilerin

ödüllendirilmesi, maker hareketinin geniş kitlelere yayılmasında olduğu kadar, öğrencilerin cesaretlendirilmesi

adına da ciddi etkiler oluşturacaktır.

Tüm bu uygulama ve çalışmalara verilecek mali destek de önemlidir. Eğitim kurumlarının ya da bireysel

girişimcilerin, tasarım ve üretim aşamalarında zaman zaman mali destek ihtiyacı olabilmektedir. Bu kişi ve

kuruluşlara, devlet eliyle destekler verilmesine ve bu desteklerin denetlenmesine yönelik yasal düzenlemelerin

iyileştirilmesine ihtiyaç bulunmaktadır. Maker hareketi adı altında üretilen her çıktının doğru analiz edilmesi,

devlet desteğinin denetimi ve bütçenin doğru pay edilmesi açısından oluşturulan ekibin yetkinliğinin kabul

edilebilir olması gerekir. Özellikle kalkınma ajanslarının maker atölyelerini desteklemesi, denetlemesi, iş

güvenliğine aykırı atölyelerin tespitini yapması ve bu konuda bilgilendirici eğitimler düzenlenmesi, maker

hareketlerinin gelişimi açısından beklenen girişimlerdir.

Türkiye’de özellikle “maker” kelimesinin tanımıyla ilgili fikir birliğine varılması açısından, Türk Dil Kurumu’nun

kelimeye Türkçe karşılık önermesi, maker hareketi ile ilgili yapılması gereken öncelikli bir iş olarak önerilebilir.

Maker kelimesinin tanımı tam olarak yapıldığında, kelimenin karşılığına denk gelen projelerin ve uygulamaların

desteklenmesi açısından, genel bir çerçevenin çizilmesi de kolaylaşacaktır.

Oluşumun desteklenmesi ve yaygınlaşması açısından Maker’lar Odası, Maker’lar Sendikası veya Maker’lar

Derneği gibi harekete destek veren maker’ların birlik olabileceği kuruluşların yaygınlaşması sağlanabilir.

Maker ürünlerinin sergilendiği fuarlarda, ürünlerin sergilenmesi ve sunulması esnasında ciddi sorunlar

yaşanmaktadır. Öyle ki, organizasyonların kapasitesinin üzerinde maker ağırlaması sonucu, yakın zamanda

planlanan fuarların yapılmadığı görülebilmektedir. Bu kargaşanın çözülmesi, maker’lara ürünlerini

sergileyebilecekleri ve paylaşımda bulunup etki alanlarını geliştirecekleri alanların sunulması, çeşitlendirilmesi,

devlet desteğinin fuarlarda da geçerli olması önemlidir.

Maker’lar, çalışmalarında kullanacakları materyallere yurt içi ve yurt dışı satış merkezlerinden erişim

sağlamakta, genelde ithal edilen ürünleri dövizle almaktadırlar. Ayrıca, ürünleri satın almak için yüksek vergiler

de ödemek zorundadırlar. Bu da, mali açıdan makerları zor durumda bırakmaktadır. Maker ürünlerini üretme

konusunda dünya pazarını elinde bulunduran Çin, her ne kadar kargo iletimi uzun sürse de, ülkemize maker

materyalleri gönderimini genelde ücretsiz yaptığı için maker’lar tarafından ürün alma konusunda tercih

edilmektedir. Maker hareketinin Türkiye’de gelişimi açısından maker’ların ihtiyacı olan bu materyallerin yerli

üretimlerinin sağlanması ve maker’lara ulaşımının maliyetinin düşürülmesi, üretim sürecini kolaylaştıracağı için,

üretim sürecine önemli bir destek olarak düşünülebilir.

8. REFERANSLAR

Aba Yayıncılık (2018). Aba Yayıncılık, 22.06. 2018 tarihinde https://www.abayayincilik.com/dergiler.html

adresinden alındı.

Adana Maker Teknoloji (2018). Maker Hareketi, 10.08.2018 tarihinde http://www.makerteknoloji.com/maker-

hareketi-nedir adresinden alındı.

Akbay, B. (2018). Bager Akbay, 28.06.2018 tarihinde http://bagerakbay.com/deniz-yilmaz/ adresinden alındı.

Akkurt, P. (2018). Pınar Akkurt. Design Unlimited Magazine, 66.

Aksu, H. ve Oğuz, Ö. (2017). Yaşanılası bir dünya ı̇çin üretmek. Çırak Dergisi, 24 Temmuz 2017. (05.07.2018

tarihinde http://www.cirakdergi.com/sayi1/cirak/yasanilasi-bir-dunya-icin-uretmek-halil-aksu-ozcan-

oguz/ adresinden alındı.)

Alpat, A. (2018). Türkiye maker ekonomisine yeni model önerisi. Design Unlimited Magazine, 19-20.

Atlas (2018). Atlas, 25.06.2018 tarihinde http://www.atlasharran.com/ adresinden alındı.

Atölye. (2018). ATÖLYE, Design Unlimited Magazine, 54.

Bilim Okulu (2018). Bilim Okulu Steam & Maker, 21.05.2018 tarihinde http://www.bilimokulu.com/biz-kimiz



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Bilim Kahramanları Derneği (2018). Bilim Kahramanları Derneği, 25.05.2018 tarihinde

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Learning of Persons Serving a Sentence of Imprisonment

Róbert Jáger

Matej Bel University in Banská Bystrica, Faculty of Law, Banská Bystrica, Slovakia

Abstract

The study describes the possibilities of introducing new technological elements into the educational process of

persons serving a custodial sentence. In the introduction, the importance of such education is described. The

training of prisoners is considered a comprehensive resocialization program aimed at eliminating

(predominantly in juvenile delinquents) unwanted forms of behavior and habits, restructuring their personality

and helping them to integrate better into society. In the next phase of the study, the legislative and practical

framework for the carrying out the education of persons serving the sentence of imprisonment, highlighting the

specifics and limitations in its execution, is described. Consequently, it is pointed out how to improve the quality

of such education by introducing new technological methods such as online learning.

Key words: Learning, prison, prisoners

1. INTRODUCTION

The study of human behavior related to criminal activity is dealt with by several sciences belonging to a wider

range of criminal law sciences.* Criminology investigates why some people commit crimes, criminalistics

examines methods of detecting offenders and penology examines how a custodial sentence is to be executed

to bring about the desired effect (which is the correction of the perpetrator and not the cause his or her injury).

As we describe the possibilities of educating people in the execution of a custodial sentence (hereinafter

referred to as "the prisoner") in this article, we will also refer to the knowledge of andragogy, an education

discipline focused on adult learning. To better understand the practical implementation of the training of

prisoners and the possibilities for changing this system, we will describe the basic characteristics of the system

of the execution of a custodial sentence. We will then point to the specifics that have a major impact on the

training of prisoners.

The execution of a custodial sentence is specific in each country, but in general it is possible to create two

counterparts of how punishment is practiced. An older model of serving a custodial sentence, which has been

implemented for several centuries (with many bigger or smaller changes and improvements), is the model that

exists (not only in the US but also) in most countries of today's world. It is a model in which a prison sentence is

executed for the purpose of a formally declared resocialization of a prisoner. However, the practical execution

of the punishment is carried out in such a way that ultimately there is no resocialization of the prisoner, but his

criminalization. After being released, the former prisoner is unable to socialize, and is committing an even more

serious criminal offenses than the one for which he was convicted. Although the attempt to rectify the prisoner

is formally declared, the prisoner is not corrected. Most often this is caused not by a person of the prisoner, but

by the environment in which he finds himself.

For the system of practical execution of imprisonment in the US it is possible to use the words of a former long-

term prison officer: "Do not blame anyone for being here, for your situation. ... You have chosen a crime, you

have to bear the consequences. Prisons are not supposed to be comfortable, the society is to feel comfortable -

the prisoners are there for losing humanity - for violence, crimes, murders, rape ... Prisoners just manipulate the

system, who cares how they feel?" From the said it can be noted that the philosophy of punishment in the US is

based on the idea of "Lock them up!". The execution of the prison sentence in the US is to a large extent in this

form, with the re-socialization role neglected, and the repressive side of the punishment is put to the fore: the

prisoner is to be punished and separated from society.

* This article is the output of the grant project APVV-16-0362 Privatization of Criminal Law - the substantive,

procedural, criminological, organizational and technical aspects.


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On the opposite side of the spectrum of an approach to serving a custodial sentence, we will point out how the

prison sentence looks like in some Scandinavian countries. Here, a new (yet experimental) form of execution of

a custodial sentence is carried out that could be characterized by the slogan "Iron hand in silk gloves". This

system is a kind of experiment: it is based on the premise that if we treat somebody as the animal, he begins to

behave like an animal. This led the Norwegian authorities to decide that there is a need for rehabilitation

instead of repression. A specific example is the Halden prison. It is the institution with the highest security, the

punishment is being carried out by violent persons, murderers and pedophiles.

Despite this, however, according to Amelie Gentleman's (Kadlubeková, 2015, p.18) experience, the

atmosphere inside is peaceful, there are almost no signs of violence there. The prison is located in the woods

and its distinction lies in its elaborate interior and exterior design. Each prison cell is equipped with a TV set,

refrigerator, cabinet, writing table, toilet, bathroom with doors, windows are without bars. In one group, the eight

convicts live together. As Are Høidal, director of this facility, said, "... we do not think that punishable treatment

will make them better. In the Norwegian prison system, we do not think of retaliation. We are more focused on

rehabilitation. This building makes these people softer."

Interestingly, prison staff are mostly unarmed because weapons create unnecessary tension, act intimidatingly,

and are the cause of social distances. Half of them make are women, which reduces tension and promotes the

good behavior of the convicted. The workload of prison staff also includes an obligation to motivate the prisoner

"so that their punishment is meaningful, instructive and rehabilitative ...." Employees are encouraged to co-

operate with prisoners, talk to them, provide counseling, often talk and sport together. They are coaches,

motivators and models.

Such an approach is also reflected in education and leisure activities. During the day, prisoners are encouraged

to work or take part in educational activities for 7 euros a day. "If you do very little, your prisoners are getting

more and more aggressive. If they sit all day, I do not think it's good for a man. If they are busy, they are

happier. We try not to let them institutionalize, "says Are Höidal. For example, prisoners are provided with

cooking courses, healthy nutrition courses, a library with a wealth of books, newspapers and magazines where

they can spend their free time or learn; inside the building there is a grocery store where they buy and learn

how to manage finances (Kadlubeková, 2015, p.19).

However, the two approaches to serving the custodial sentence are "borderline", they are two counterparts on

the opposite sides of the spectrum of opinion. In each country there is a system of execution of a country-

specific prison sentence, according to their social and cultural specifics. Similarly, in a particular country,

different levels of prison facilities exist. Most often it is a three-tier system. The first institution with a minimal

degree of protection (in this institution the prisoners mostly move freely, and can leave the institute freely during

the specified hours), the second one is an institution with a medium degree of protection (in this institution the

prisoners mostly move freely only inside the institute, they may not leave it). The third is the institution with the

highest degree of protection, in which the prisoners are closed in rooms or cells and they cannot move freely

not even inside the institution. What degree of protection the penitentiary institution is classified as has an

impact on the environment in which the prisoner is located and the extent to which he is able to communicate

with the outside world. It is precisely limited communication with the outside world that is specific to the

execution of the custodial sentence.

Prisoners´ education options

The legal orders of most countries have in their national legislation standards governing the conduct of

convicts, their rights and obligations. In a large part of these legal orders, standards can also be found which

guarantee prisoners also the right to education. Most often, the right to education is carried out through a

variety of short or long-term courses. Courses can take the form of easier cooking courses, healthy lifestyle or

leisure activities courses. There may also be courses to help prisoners to obtain or complete their primary or

secondary education, in some countries there is also the possibility for prisoners to pursue university education

(but this possibility is rather rare).


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The basic specificities we can encounter in educating prisoners are that they have limited personal freedom.

Restrictions of personal liberty lie not only in the fact that they cannot (except for exceptions) freely leave the

penitentiary institution (jail), but cannot even freely communicate with people outside the institution, not even

through telecommunication means or the Internet. Therefore, they cannot freely attend educational institutions

located outside the prison. Practically, education of convicted is being implemented most often directly in the

institution. The practical problem, however, is that, in order to provide prisoners with education, teachers or

lecturers must enter prison. As a teacher or a lecturer has to undergo a security inspection at the entrance, and

since prison affects the layman with a very uncomfortable feeling, it is often the case that teachers refuse to

work longer in prisons. There is a situation that most prisoners cannot leave prison to deepen or expand their

education, but on the other hand, the offer of education in prisons is very narrow or even none.

Another restriction on prisoners' education is that prisoners very often do not have access to the Internet. If

there is an access to the Internet, its use is limited not only in time, but also by viewing only some sites, such as

legislation sites. (Access to other sites, such as those that are explicitly allowed, is blocked). This limitation is

justified by the legal point of view: it prevents the prisoner from communicating with the outside world and thus

the possibility of committing criminal offenses, for example, by "giving orders" to persons outside the prison. On

the other hand, however, restricting access to the Internet prevents prisoners from accessing many forms of

online education. There are currently a great many quality and interesting educational activities, either in the

form of courses of interest or courses that extend basic, secondary or university education, but also enable

basic, secondary or university education.

What recommendations would we provide for legal practice to improve the education of prisoners? It is

undisputed that prisoners who have the option of learning or expanding their education, or having completed

their education courses, will be better prepared for adaptation not only on the labor market but also easier to

socialize. It is therefore appropriate to allow them to undertake educational activities. If the prisoners are placed

in a facility with a minimum degree of protection with possible free movement out of jail, their situation is the

easiest. They can carry out educational activities of their choice at a place close to their imprisonment without

serious restrictions. Those prisoners can even move outside their prisons in their civilian clothing so that other

people involved in the relevant educational activity may not even know that their classmate or pupil is a

prisoner.

For prisoners who do not have the freedom to move outside of prison, it is necessary to organize sufficient

training activities directly in prison. It is necessary for prisoners to have a choice between several educational

activities so that they can choose not only the education they need but is also interesting to them. The use of

leisure time is considered to be the main factor of successful resocialization after the release from prison. To

that end, it is necessary to reduce administrative barriers to the provision of education directly in prison. Also,

as far as possible, it would be desirable to reduce the impact of stressors of the prison environment on teachers

to avoid frequent teacher fluctuations or the lack of implementation of education directly in prison only because

of the discomfort of teachers involved in prison education.

Another specific problem of prison education is their access to literature. Many prisons have their own library,

but in many countries prison libraries are mainly books of fiction. If there is professional literature, it is more of a

general nature and is a book of an earlier edition. It is very important to ensure the quality of education of

prisoners. Such literature is found in many professional or university libraries, but if the prisoner does not have

the ability to move out of prison, his access to literature is severely limited. Therefore, at least, online access

should be considered for prisoners to university or professional libraries, in which a variety of documents are

also available in electronic form.

There is great potential for training people in prison through online education. While restricting access of

prisoners to the Internet is justified from the point of view of criminal law, at least limited access to the Internet

should be considered, particularly because of almost unlimited access not only to information, but also to online

courses or online education. If there is a suspicion that the prisoner can communicate with the rest of the world


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via the Internet and continue to commit crime, he may not have direct access to the Internet, but at least have

installed programs or browsing applications at least on the computer (even without direct access to the

network) or application allowing watching videos with educational themes. However, if possible, prisoners

should be given at least limited access to the Internet through which they could attend at least online courses,

while allowing them to communicate online with a teacher or a lecturer.

In order to rule out the suspicion that such communication could receive or send information for the purpose of

committing crime, such communication may be monitored. We are of the opinion that the exclusion of access

not only to the Internet but also to online communication with teachers or instructors only because of the

possible continuation of criminal activity is nowadays unacceptable. There are many possibilities to allow

access to useful information on the Internet, but also to prevent or at least monitor the activity of the prisoner on

the Internet, which could continue the crime. It is by completing online learning activities that many obstacles

would be removed as well as the financial difficulty of implementing prison education directly in prison. As

technically such a solution is manageable, it is only up to us lawyers to convince legislators of the need to

change the hitherto valid legislation limiting the education of prisoners. The training of prisoners is the main

means of fulfilling the purpose of the punishment, and that is the resocialization of the prisoner.

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Digital In Higher Education: The Challenge Of Teaching Architecture

Differently

Ouafa Saighi

Laboratory : « Architecture, Ville, Métiers et Formation », - University of Constantine3 Salah Boubnider, La Nouvelle

Ville Ali Mendjeli, Algeria, [email protected]

Abstract

The worldwide landscape of higher education is marked by an evolution of teaching practices and learners from digital culture. The teaching of architecture seems to have a dual character; on one hand, the use of Information and Communication Technologies becomes an indispensable criterion for the quality of training. On the other hand, the adoption of this discipline of new digital technologies in the whole process of the project seems to be “self-evident”. This paper presents the current state of architectural education in Algeria on the basis of a survey with students and teachers in four architectural education institutions, while analyzing the academic environment and the educational policies. The investigation has shown that our university uses poorly adapted models, not only to the new challenges of higher education, but also to the nature of architecture which is a discipline in close contact with new digital technologies in continuous development, and also to a generation of up-to-date learners in software and training. This research aims to improve the quality of teaching and learning of architecture in our universities.

Keywords: Architecture Teaching, ICT, Quality. Digital technologies.

INTRODUCTION

The world today is witness to a very advanced technological evolution that occupies our daily life and affecting

all disciplines. Architecture is not excluded, it is one of the most affected discipline in a more concrete way by

its achievements. Digital in architecture has developed considerably in the last decades; virtual, augmented

and mixed realities applications and all new digital technologies are used in this discipline. Using it, architects

produce marvels “everywhere” in the world, in the United States, Europe, Asia and in the Middle East with the

common point or formal complexity. Technological advances lead architects to adopt digital as an ally

throughout the project process: design, representation, simulation and even manufacturing: from CAD

(Computer Aided Design) to CAM (Computer Aided manufacturing)

On the side of higher education and in a context of full transformation, where technological tools are

increasingly accessible, it seems necessary to question us about their pedagogical uses and their advantages.

Indeed, it is increasingly common to see activities multiply during the courses on laptops and smartphones.

Websites, blogs, and social networks have also taken a wide place in the behaviors of our students.

At the beginning of this century, architecture students in Algeria hesitated between purchasing a T-square and

the computer. But today, these latest generations who are born “the head in screens”, walk around with a

laptop acquired well before starting university studies. In front of screens, these students “have fun” by

producing 3D, generating renders and launching images. Online resources, e-data, virtual libraries are the

essential references for them. However, actually, the digital technologies available across developed countries

are not entirely available in Algeria (the example of the Faculty of architecture of Zurich (ETH) that owns

Robots since 2005: Figure 1). The gap seems wide enough.



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Figure 1: Some available materials at the ETH of Zurich. Author, 2014

Referring to this statement, we wonder about the teaching mode of this discipline (architecture) in the digital

age, such a concern is shared by many actors in higher education and by myself as a member of the Insurance

Cell Quality, representative of architecture and urbanism faculty at the University of Constantine 3.

METHOD

To achieve our goal, a fieldwork was conducted aiming the information gathering. It is about:

An observation work carried out through our activity of teaching ;

Questionnaires addressed to students;

Online questionnaires addressed to teachers.

This fieldwork is confronted by the exploitation of a part of results of the self-assessment operation relating to

ICT in higher education in my workplace.

Four architectural education institutions were targeted in this work with a geographical representativeness

(Department of Architecture and Urbanism of Constantine, Department of Architecture and Urbanism of Biskra,

Department of Architecture of Oran, Polytechnic School of Architecture and Urbanism of Algiers). The

investigation was carried out with 645 students and 23 teachers from these institutions.

FINDINGS

The results of this work relate to the:

Assimilation degree of digital technologies used by students;

Reaction of teachers facing such use;

Existing modes of teaching / educational policy;

Quality of education related to ICT integration.

Assimilation degree of digital technologies used by students

Architectural students are keen to acquire a computer for their learning, designing and for corrections with

teachers. The results show that each student has a laptop and each two students have a desktop computer.

The survey has shown that the laptop is increasingly privileged in recent years.


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In addition to acquiring a computer, architectural students are keen to train in CAD-BIM software in order to

improve their skills during their curriculum and to prepare their future professional career. They are fully aware

that mastering computer tools is an important criterion for getting a job. The role of software is important, some

theorists even manage to link the evolution of architecture with the development of software (Razavi, 2008: 56)

75,98% of the questioned students are trained in these software (Figure 2). The percentage increases from one

year to another. The more the student advances in his studies, the more he develops interests in such training.

The statistical analysis confirms the existence of a significant correlation between the training and the year of

study (Sig<0,05, Chi-Square = 6,447)

Figure 2: Student Training in CAO-BIM Software. Author, 2014.

Unfortunately, this training took place outside the university for 70,05% of students (Figure 3). Our universities

do not provide or weakly provide training in CAD-BIM software. A negative point leading to a gap between the

level of students and an inability to control the knowledge acquired outside classes.

Figure 3: Student training location for the four institutions. Author, 2014.

Students use a variety of software for several tasks. A census of all used software in the four institutions and

their corresponding tasks was established in this work. Differences in software and tasks have been raised

between the institutions and the study years. According to the survey, our students are up to date regarding

software. However, on the four institutions, three software took the head of the list, in order, AutoCAD,

SketchUp and ArchiCAD.

In parallel with the helping factors, some points hindering the good integration of digital into architectural

education have been discussed. The first and most important point –in our view- lies in the lack of mastery of

the entire digital process, whether in academic or professional environments. If our students are trying to be up-

13,04%

31,11% 28,81% 25,93%

86,96%

68,89% 71,19% 74,07%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

100,00%

Constantine Biskra Oran Algiers

NO YES

70,05%

44,92%

21,93%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

Training outside theinstitution

Self training Training inside theinstitution


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to-date with digital software and technologies, the practice is something else; the production chain of

construction does not adhere to their ambitions.

Reaction of teachers facing such use

The survey conducted with teachers allowed us to understand their opinions and to identify the pros and cons

of such use. Generally, these teachers are in favor of integrating the computer tools into student projects. The

investigation has shown that 80,95% of the surveyed students answered yes to the question about their

teachers’ “authorization” to use computer, although the percentage vary from one year to another and from one

institution to another (Figure 4).

Figure 4: Teachers’ "authorization" to use the computer tool. Author, 2014.

The advantages and their priorities expressed by the teachers were confirmed by the answers to a question

verifying the first utility of the computer tool (Figure 5). Teachers think (even if this goal is not achieved by their

students) that the first utility of the computer tool is the improvement of creativity with a percentage equal to

30.43%. In the second place, they chose the improvement of the graphic quality (21,74%).

Figure 5: First utility of the computer tool according to the teachers. Author, 2015.

Some teachers remain against the “abusive” use of the tool, especially in the early stages of the project,

adopting a “discriminating” between analog techniques and digital techniques (Bourbonnais, 2014 : 12). The

collected disadvantages through the online questionnaire were grouped into the following points:

The lack of sensitivity;

The architectural project has become an object reduced to its technical and functional character, setting aside

the artistic and symbolic dimension. Some teachers wonder how a machine with a "simple" technical program

20,59%

35,56%

22,41%

6,17%

79,41%

64,44%

77,59%

93,83%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

100,00%

Constantine Biskra Oran Algiers

NO YES

30,43%

21,74% 17,39%

13,04%

8,70%

8,70%

Creativity improvement

Graphic quality improvement

Without Object

Decision support

Design improvement

Others


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can produce a human architecture. Such opinion is shared by some architects in the world as the example of

Lemoine (Lemoine, 1997: 49)

The problem of scale;

In CAD-BIM, projects are drawn on a scale of 1: 1, so teachers can not view the entire project on screen. They

agree with Picon by questioning the notion of scale (Picon, 2008: 99). To remedy this problem, they impose

corrections on paper.

The “déjà-vu”;

Some teachers agree with the idea that projects are similar, they have no identity constituting a universal

architectural product.

The limiting and restrictive aspect of the tool;

Based on the fact that computer can only solve the problem as it was posed, some teachers think that the

machine does not help the student, on the contrary, it limits its capabilities.

Its non-mastery by students.

Despite these opinions and the percentages given through the questionnaire addressed to students, the results

of the conducted survey with teachers show that 78,95% of them leave the initiative to their students regarding

the choice of the tool. (Figure 6)

These teachers are on average (between the four institutions) to 60,87% trained in CAD-BIM software. The

survey and statistical analysis showed us that teachers are trained in this tool at all ages, reversing the idea

stipulating that teachers of the “old generation” are frozen in a classical vision and are not up-to-date in terms of

training in CAD-BIM. Another fact to point out that, like students, teachers are not trained in their workplaces.

The university, once again, doesn’t take care of their teachers’ training.

Figure 6: The use of computer tool in the process of the project. Author, 2015.

Teachers do not deny the benefits of the computer for graphic representation, modifications possibilities and

printing with different scales, but they reproach the complete use of computer during the design phase, which

can eliminate the individual creativity. They explain that students have become prisoners of the “machine”, their

projects are conditioned by the programs and software available on the market. Thus, there are no more

classical skills, in terms of artistic abilities, freehand drawing and mastery of lines.

78,95%

36,84%

5,26% 5,26%

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

80,00%

90,00%

Initiative of yourstudents

Suggested byyour

educationalapproach

Imposed byyour

educationalapproach

Other


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Existing modes of teaching / educational policy

The investigation shows that architectural education remains similar to previous years. Project teaching is done

“always” in “classical” workshops with “classical” methods. Other courses are insured in conferences rooms,

computer rooms and models workshops (Figure 7)

Figure 7: Spaces and teaching modes at architecture institutions. Author, 2012-2015.

The second point to cite among the elements hindering the good integration of digital into architectural learning

lies in the absence of a policy of teaching, encouraging the use of the computer tools, specifying the year from

which the tools can be used and in which phase of the process. Even if teachers discuss this use in their

coordination meetings and pedagogical committees as shown by the survey results.

The third point lies in that universities are not equipped with a material facilitating the integration of digital into

architectural learning. Research laboratories are not interested in acquiring such expensive digital technologies.

But, even, if the university manages to provide some high performance equipment, we wonder if the practice

can follow this progress.

This point is closely related to the mastering of the entire digital process, or what Baucé and Cache call "the

culture of digital production" (Baucé, Cache, 2006:55) whether in the academic or professional environment. If

our students are trying to be up to date on software and digital technologies, the practice is something else; the

production line of the construction does not adhere to their ambitions.

Quality of education related to ICT integration

Through the operation of the self-evaluation, and after an exploration of the fields and criteria related to the

integration of the ICT (Area of formation), it was found at the faculty of architecture and urbanism, that their

average is equal only to 0,69/4. However, a certain promising evolving institutional policies in favor of ICT are

noted in recent years. This evolution is oriented towards:

The accompaniment of teachers in the pedagogical uses of digital. Since two years, the University of Constantine has established a mandatory a training for new recruits. Among the taught subjects: the use of ICT in education;

The acquisition of a material facilitating the integration of ICT, such as interactive whiteboards, etc.

The launch of a platform reserved for students and teachers (courses, notes, …) (in the testing stage);


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The signing of agreements between the software companies and the university in order to provide it (students and teachers) with necessary software and training (one is in progress)

The adoption of the Insurance Quality approach, which covers several areas, including teaching and ICT. The conducted work by the members of this Cell gives us an idea of the situation related to the integration of ICT in the Faculty of architecture and urbanism and in the university (notation, graphics, proposals and recommendation)

CONCLUSIONS

The current state identified through the fieldwork has shown that the architectural education uses poorly

adapted models, not only comparing it to the new challenges in higher education, but also to the nature of

architecture that is a discipline in permanent contact with new digital technologies in continuous development,

and also to a generation of up-to-date learners considered as digital natives.

It appears necessary –in our humble opinion- the need to update the way in which CAD/CAM are taught, to

promote new teaching methods and to rethink all the components of learning with more model workshops,

cutting workshops (CNC : Computerized Numerical Control). The specialized workshops in computing and its

applications in the construction are useful, as the example of « Media and Design Laboratory LDM»: École

polytechnique fédérale de Lausanne. The idea of “fab labs” (if the means exist) is very interesting, ETH of

Zurich and the Institute for Computational Design and Construction (University of Stuttgart) are the leaders in

this field.

We aspire to enhance and promote the pedagogical commitment of teachers, to establish a digital policy in

higher education and to rethink certain teaching practices… This suggests facing new challenges…

REFERENCES

Beaucé, P. & Cache, B. (Juillet-Aout 2006). Vers un mode de production non-standard. Archithese, n° 4, 55.

Bourbonnais, S. (2014). Sensibilités technologiques : expérimentations et explorations en architecture

numérique 1987-2010. (Doctoral dissertation, Université Paris-Est).

Dortaa, T., Pérezb, E. & Lesageb, A. (March 2008). The ideation gap: hybrid tools, design flow and practice.

Design Studies, 29(2), 121-141.

Lemoine B. (Mars 1997). Conception et informatique. amc, n° 78, 46-61.

Picon A. (Novembre 2008). Le projet au risque du numérique. Le visiteur, n° 12, 92-101.

Razavi, A. (Décembre 2008). Digital design. Architecture intérieure CREE, n° 339, 54-63.

Violeau, J-L. (dir.) (1999). Quel enseignement pour l’architecture ? Continuités et ouvertures. Paris :

Recherches.


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Analysis of the Values in Math Textbooks A Case Study of Jordanian 4th

Grade Textbook

Sumailah Sabbagh

Al-Balqa. Applied University, Es- Salt, Jordan, [email protected]

Abstract

The study aimed at analyzing the values in 4th grade Mathematics textbook which has been taught in Jordan in the light of (NCTM, 2000). To achieve the purpose of the study, researcher will developed a Model for analysis derived from the document of (NCTM, 2000), content analysis methodology will be used to calculate the frequency and percentage of values in the units . The results showed that the percentage of moral values was low, ranging from (0-9%), and the frequency of creative values ranged from (2% to 14%), and finally the mathematical values frequency was between (0-58%).The study recommends that the values of different types be more commonly included.

Keywords: Analysis of Values in 4th Grade Mathematics Book, National Standards (NCTM, 2000).

1. INTRODUCTION

The basic academic goals of the 21st century require many important skills to succeed in work and life. This

requires a qualitative shift in education to provide individuals with the required skills, such as critical and

creative thinking to analyze attitudes and adapt to them, solve life problems and communicate ideas effectively

(National Council of Teachers of Mathematics, NCTM, 2014).

In 2000, the National Council of Teachers of Mathematics issued the Curriculum and Evaluation Standards for

the School Mathematics Curriculum and Evaluation. These standards laid out the national standards for

mathematics content, mathematics operations such as problem solving and communication, for the principles

such as learning and teaching mathematics, and values that formed the basis for guiding the development of

educational curriculum such as cooperation, respect, curiosity and persistence (NCTM, 2000: 5).

This document has been addressed educational development changes to enable students to engage

confidently in mathematical tasks to develop mathematical skills, until they approach the same mathematical

concepts and ideas from different mathematical perspectives, this will help students to find their way for

understanding mathematics. These high mathematical ability, will improve thinking and justification, effective

mathematical communication, and focus on relationships among mathematical concepts. Mathematical

operations especially problem solving are an important component of mathematics because it connects

mathematics to values and life situations which are the most important aspects of living. The change must be

inclusive of mathematical content, mathematical values that add quality to life. The environment for the

development of these capabilities is the safe environment for both the student and teacher, where students feel

free to make mistakes and discuss and learn from them. (NCTM, 2000: 17-18; Common Core Standards

Initiative, 2010: 72).

The study of mathematics has immunized students with the intellectual habits and ethical values necessary for

a successful participant in modern society. Therefore, learning mathematics effectively can help students adapt

to the challenges they face in their lives and gain positive values towards mathematics (Ministry of Education in

Jordan, MOD, 2013) .

The separation between mathematics and the reality of life and its values and problems is a separation of the

natural context from which it originated. Mathematical structures is a powerful self-help learning tool that

provides students with a framework for generating ideas, reasoning, thinking and applying values that relevant

to their lives, needed to prepare the students for the challenges and problems they face during their life (Al-

Sabbagh, 2005).



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Jordan has been a member of the Programmers for International Student Assessment (TIMSS) and The

Programmers for International Student Assessment (PISA) for two years. The mathematics proficiency of

students in Jordan, as measured by (TIMSS) lags behind the performance of students worldwide (TIMSS,

2015). This result is in line with PISA results which ranks Jordan 51 out of 70 and has remained stagnant for

many years (PISA, 2016). This reflect the crucial reason for the common dislike of mathematics by students is

probably not the nature of mathematics itself, but the way the subject is portrayed and taught.. This means

Jordan needs to develop mathematics education to meet the requirement. The curriculum is the main means

of changing and upgrading any society. It is the main resource for developing the capabilities of the individual

who can adapt to the requirements of the technology age. It has the largest and most important role in

developing educational value to cope with the changes taking place in the world. Providing students with the

necessary skills to communicate, justify and solve mathematical problems which are related to values

(NCTM,2014).

The curricula and textbooks are involved in the responsibility for providing students with cognitive and

emotional needs . We suggest that instead of a mathematics curriculum that focuses on concepts and

techniques, it might be more productive if the mathematics curriculum emphasizes values One of the

cornerstones of curriculum is the development of the textbook, which is the most important tool of teaching and

learning. It is the highest level of educational experiences geared towards achieving the desired educational

goals, and it’s the original and the easiest educational resource available to the teachers and student (Abu

Zina, 2010:23- 25).

In the same context, Khawaldeh adds that the textbook has a high educational value, which must be carefully

designed and published in terms of testing its’ components: knowledge and values. He describes value as true

behavioral standards, abstract concepts or beliefs linked to personal goals and standards which directs his life

and daily behavior. If you notice someone's behavior, you can determine his values.. Therefore textbooks

should contribute the educational goals and values that the students adapts to their academic, social,

professional and value life requirements(Kawelda, 2003:303).

The Ministry of Education in Jordan has implemented several educational development projects , one of them

was school textbooks, the most recent of which is the year 2017.The project designed to prepare students for

life and work skills. New curricula and books were applied to all grades in the year 2018. (Ministry of Education,

2017).

The content of the mathematics curriculum, like the rest of the curriculum, has a great impact on providing

learners with the value system. Values are guidelines that contribute to individual development in all its

aspects: social, physical, mental, emotional and spiritual. Thus becoming the primary drivers of guiding the

individual in his life.

The value in mathematics, like other values, has a cognitive and emotional element. The first component is

scientific and constant versus the second is human and personal (Mokdadi,,1997:60).

Any human activity, thought or idea, feeling, or emotion, which promotes self development of an individual,

constitutes a value. A value system is the backbone of the society and usually varies from one society to

another and from time to time (Bishop et al., 2010).

Values are hierarchy of importance as they rank in each order are subject to change as a result of change of

circumstances and interests, but there are values that remain long in the souls of people, and it’s mostly related

to religion , morality and the status of universality all are based on cultural differences (Smith et al.1994).

Previous studies indicate the value component consists of three elements: a mental cognitive component which

is selective, and emotional component which is appreciated, and a behavioral component which focuses on


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processes that help the individual to organize and direct his energies for doing. Achieving values are one of the

most important needs of education and its functions (Ashour,1990:11).

Values are human activity, thought, idea, feeling, emotion, or emotion that enhance one's self-confidence and

form positive tendencies towards life, thereby achieving joy, satisfaction and peace. Thus, one can say that any

value system is the backbone of society, and this reflects the difference of values from one society to another

and from time to time, so must provide the learner with ethical habits acquired through the school curriculum

theoretical and practical (Ernest, 2004).

What is a value ? Values are those inner standards that motivate the individual to act and others to judge

behavior . Values classified as what is important and worthwhile, and usually it guides individuals and

institutions...Usually Individuals’ values based on many aspects : family, religion, peers, culture, race, social

background, and gender (NCTM,2014).

Characteristics of Values

1. Value choice is freely chosen, and if the individual is forced to choose it, it does not become valuable.

2. Value is chosen from among several alternatives and is not the only alternative to the individual.

3. Value has a positive impact on an individual's life.

4. You are ready to face up to defend your values

5. Your values appear in every aspect of your life.

6. Your values are repeated in your daily behavior. (Clarkson, et al., (2010).

7. From the above it is clear to us the importance of conducting a study on the values embedded in

mathematics books in Jordan. The aim of this study is aimed at analyzing the values in 4th grade

Mathematics textbook which has been taught in Jordan in the light of (NCTM, 2000) .

Previous studies:

The textbook is the core of the educational process, plays the fundamental role in it, and it is assumed to have

prominent place in our educational system, because it is the main tool for the implementation of the curriculum.

A lot of studies and research dealt with the analysis and evaluation of curricula and textbooks, but the

researcher notice that the studies dealt with the analysis of the values are language books in particular Arabic

language such as:(Ashour, 1990; Mokdadi,,1997;El-Kawalda,2003;Hamadneh & El Mageed,2011) . And

English language books such as (Abbas ,2011; Dweikat,&. Shbeitah, 2013) . The result of most of the previous

study revealed that values in such books are highly frequent.

According to the researcher's knowledge that she could not find a study to analyze values in mathematics in

Jordan, not even at the level of the Arab world. The researcher derived from the previous studies in the

recognition of theoretical values and background, as well as benefited from the procedures and analysis of the

results

Study Problem and Questions of the study:

This study aims to identify the moral values, creative values and the Individual Mathematical Value in 4th grade

Mathematics textbook which has been taught in Jordan in the light of (NCTM, 2000) .The study used qualitative

content analysis. Any analysis of the textbook contributes to the provision of information that can be useful in

an assessment of this textbook and the development of the educational process. Also the analysis will reveal

the values contained in the textbook to check if it achieving educational goals, to reassure the educational

institution on the role of curricula education in achieving the desired goals. This study attempted to answer the

following questions:

1. The frequency and percentage of moral values in 4th grade Mathematics textbook in Jordan in the light

of Ministry of Education value standards ?

2. The frequency and percentage of Creative values in 4th grade Mathematics textbook in Jordan in the

light of (NCTM, 2000) ?

3. The frequency and percentage of Mathematical values in 4th grade Mathematics textbook in Jordan in

the light of (NCTM, 2000) ?


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Significance of the Study

The importance of the study is as follows:

1. Being concerned with the analysis of 4th grade mathematics book of basic education in Jordan, where

these books and this age occupies great importance in the construction of personality and graduate a

generation capable of carrying out its responsibilities.

2. The focus of research in this study is moral values, which will consolidate the principles of tolerant

Islam In the students.

3. To make recommendations and suggestions for the development of school curricula, and to develop

these curricula which is compatible with the individual’ personality and the needs of society ; thus this

will improve the level of textbooks for the better.

4. Moreover, the results of this study might be useful for the decision- makers at the Ministry of Education

in Jordan to improve textbooks values .

5. To the best of the researchers' knowledge, there is no studies have dealt with value analysis for

mathematics textbook.. For this reason, this research might bring helpful information to the literature in

this area .

Reliability of Content Analysis

To establish the reliability of the content analysis of this book. The researcher developed a coding system to

increase the reliability of the coding. Therefore, the following procedures were followed:

1. The researchers developed a system of coding to assure consistently and coherently during the

analysis phase of all the units of the book and the difference of the analyst.

2. .A set of different values to be used in 4th grade textbook analysis so as ensure the consistency of the

analysis have been pre-defined

3. The researchers started reading through the text and manually writing down the values frequencies for

each value using the coding system .

4. .After one week, the analysis have been repeated the by the researcher using the same procedures.

Consequently, the researcher calculate the co -efficiency between the two analyses. It was found that

the consistency was (0.88) which indicated a high correspondence between the two analyses for such

study.

Limitations of study

1. This study is limited to the analysis of 4th grade mathematics books in Jordan for the first and second

semesters, first Edition,2017

2. The results of the study are determined in light of the list of values to be presented in the study.

3. The results of this study cannot be generalize to mathematics books for other grades.

Definitions of Terms:

Values: A set of principles and standards emanating from mathematic standards (NCTM,2000) that is related

to the Jordanian community believes and motivate the individual behavior to represented their attitudes and

concepts. The total number of values in this study include were (10) as specify in table (1).

Grade 4th mathematics textbook for the 1st and 2nd semesters: It’s the mathematics textbook published

by the Ministry of Education in Jordan in 2017, and scheduled by the Ministry of Education in Jordan for

the year 2017-2018.

2. METHOD

The current study is based on the analytical descriptive approach, which represents an investigation survey

focusing on an educational phenomenon as it actually exists, with the purpose of diagnosing and detecting its

aspects by monitoring the its rate of replicates, and the researchers use the method of content analysis to

reach to the required values.


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Table 1: The Values Included in the Study

Table 2: show the units and number of pages in grade 4th mathematics book.

Unit of analysis

For the consistency of this study, it has been defined the term "unit" to represent group of pages related to the

same topic. The sentence level is the base analysis used in this study . In this case, the researchers depend on

the definition of sentence given by Longman dictionary (2008) which is " a sentence is “a group of words that

forms a statement, a problem, a question, a discussion usually contains a subject and a verb".

Analysis Tool

The content analysis of this textbook was conducted using the analysis tool prepared by the researcher which

approved by (NCTM,2000) standards and related literature , reviewed by two mathematics teaching professors

This tool involved 10 mathematical , creative and moral values (mentioned above) that were established and

defined precisely prior to the analysis process so as to code the frequency of the required value consistently

and coherently.

Procedure The researcher analyzed the 4th grade textbook by reading sentence by sentence and writing down

the frequent occurrences using the coding system for each value. Then the results were tallied by frequency

and percentage so as to transform and represent the results into tables to make inferences and conclusions.

Name of the Value

Classification Definition of the value

Respect Moal (M) Valuing self, others and environment with appropriate actions

Honesty Moral (M) Acting straightforwardly and fairly

Curiosity Moral (M) Actively seeking, using and creating knowledge, asking questions

Empathy Moral (M) Willingness and ability to consider the needs, views, beliefs and situations of others

Persistence Creative Pursuing questions, ideas and learning towards a conclusion despite barriers and challenges

Cooperation Moral (M) Working willingly with others to accomplish something

Elaboration Creative (C) The ability to add more details

Fluency Creative (C) the ability to respond quickly and smoothly

Representation

Mathematics (Ma)

The ability to use graphs, tables, models to represent a problem or a situation .,

Reasoning Mathematics (Ma)

Ability to think through and justify

Unit Topic No. of

Lessons

No. of

Pages

No. Of

sentences

1 Numbers and Operations: Addition and

Subtraction

5 33 25

2 Numbers and Operations: Multiplication 3 24 15

3 Numbers and Operations: Division 5 25 22

4 Fraction and fractional numbers 5 35 21

5 Decimals 4 25 17

6 Geometry 7 50 30

7 Measurement 8 41 30

8 Patterns 3 24 15

9 Statistics and Probability 4 21 15


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3. FINDINGS

1-Results related to the first question: The frequency and percentage of moral values in 4th grade Mathematics

textbook in Jordan in the light of Ministry of Education value standards ?

To answer this question, the researchers analyzed 4th grade mathematics textbook unit by unit and sentence

by sentence to count the existence and/or the frequency and the percentage of the moral l values using the

criteria prepared by researcher

Table 3: The frequency and percentage of moral values in 4th grade Mathematics Textbook

Table (3) shows that very low percentage of moral values included in grade 4th mathematics textbook in

Jordan; where the higher percentage was3% and the lower percent was 0%. This means that moral values

have no place in the fourth mathematics textbook. This result is contrary to the International Standards of

Mathematics (NCTM, 2000: 17-18) ,the Common Core Standards. Initiative, (2010: 72) . These standards laid

out the national level of content, processes , intellectual skills, and values that formed the basis for guiding the

development of educational curriculum , also the standards of the Jordanian Ministry of Education ((Ministry of

Education, 2017). And what researchers admit that moral values for students are necessary part of the

curriculum and they are the principles that guide us throughout our lives (Kuehn, 2017; Kaur,2015;Wasthi,2014

;Das,2018;Sharma,2017;Abu Zeinah, 2010; Kawelda: 2003).

Table 4: The frequency and percentage of Creative values in 4th grade Mathematics Textbook

unit Creative Values

7.Elab.

(C)

8.Flu

(C)

No.

of sentences

Frequency Percentage

1 1 3 60 4 7%

2 1 3 36 4 11%

3 0 1 64 1 2%

4 0 3 60 3 5%

5 2 1 48 3 6%

6 10 1 85 11 13%

7 8 0 95 8 8%

8 5 0 36 5 14%

9 0 0 48 0 0%

Total 27 12 532 39 7%

Percent .05% .02%

unit Creative Values

7.Elab.

(C)

8.Flu

(C)

No.

of sentences

Frequency Percentage

1 1 3 60 4 7%

2 1 3 36 4 11%

3 0 1 64 1 2%

4 0 3 60 3 5%

5 2 1 48 3 6%

6 10 1 85 11 13%

7 8 0 95 8 8%

8 5 0 36 5 14%

9 0 0 48 0 0%

Total 27 12 532 39 7%

Percent .05% .02%


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2-Results related to the second question: 2.The frequency and percentage of Creative values in 4-grade

Mathematics textbook in Jordan in the light of (NCTM, 2000)?


by sentence to count the existence and/or the frequency and the percentage of the creative values using the

criteria prepared by researcher.

Table (4) shows that very low percentage of the creative values included in grade 4th mathematics textbook

in Jordan; where the higher percentage was14% and the lower percent was 0%. This means that creativity

values have low percentage in the fourth grade mathematics textbook. This result is contrary to the

International Standards of Mathematics that “tasks…draw on knowledge from a wide variety of mathematical

topics, sometimes approaching the same problem from different mathematical perspectives or representing the

mathematics in different ways until they find methods that enable them to make progress. (NCTM, 2000, p. 3).

Also many researcher emphasize the importance of develop mathematics creativity , for example Sternberg

(1996) summarized conversations with a number of mathematicians when he wrote: one can get away with

good analytical but weak creative thinking until one reaches the highest levels of mathematics. (p. 313).

Also Devlin (2000) identifies four faces of mathematics as (1) computational, formal reasoning and problem

solving, (2) a way of knowing, (3) a creative medium, and (4) applications. Of these four, he states that current

educational practices in elementary and secondary education focus on the first and touch on the fourth,

ignoring the other two.

Results related to the question: 3. The frequency and percentage of Mathematical values in 4th grade

Mathematics textbook in Jordan in the light of (NCTM, 2000) ?


by sentence to count the existence and/or the frequency and the percentage of the mathematical values using

the criteria prepared by researcher.

Table 5: The frequency and percentage of Mathematical values in 4th grade Mathematics Textbook

Table (5) shows that very moderate percentage of mathematical values included in grade 4th mathematics

textbook in Jordan; where the higher percentage was 58 % and the lower percent was 0%. This means that

mathematical values have medium rate in the fourth grade mathematics textbook. This result is contrary to the

International Standards of Mathematics (NCTM, 2000) and Common Core Standards Initiative, 2010), the

standards of the Jordanian Ministry of Education (2017), all indicate that mathematics is understanding not

procedural subject to be memorized. Also since values are one of the pillars of the educational process,

Units Mathematical Values No.

of sentences

Frequency and percent

9.Representatio

n (MA)

10.Reasoning

(MA)

1 0 14 60 14 23%

2 0 0 36 0 0%

3 1 10 64 11 17%

4 6 14 60 20 33%

5 20 0 48 20 42%

6 15 0 85 15 18%

7 15 5 95 20 21%

8 5 5 36 10 28%

9 20 8 48 28 58%

Total 82 56 532 138 26%

Percent .15% .11%


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101

achieving them is one of the most important purposes of education and its functions(Ernest, 2004). And what

researchers admit that mathematics values are necessary part of the curriculum for love mathematics and have

confidence in their math ability(Kuehn, 2017; Kaur,2015;Wasthi,2014 ;Abu Zeinah, 2010).

4. CONCLUSIONS

In the light of the findings , the researches recommended the following:

1- It is important for the Ministry of Education to prepare a list of Values for the mathematics authors to be

included in the textbooks for all educational stages.

2-There is an urgent needs to analyze the mathematics textbooks to be sure that they do include moral,

creative, and mathematical values .

3-Also, the content and the teaching approaches of the textbook need concentrate in skills and values students’

needs, and this recommendation calls for new national curricula and teaching towards value at the Jordanian

Ministry of Education.

5. REFERENCES

Abbas, Insaf (2011).Palestinian and global cultural dimensions in English for Palestine Textbooks for Grades

11 & 12. Journal of Al-Quds Open University for Research & Studies, pp. 69-91).

Abu Zeina, Farid (2010). Developing and teaching school mathematics curricula. Amman: Dar Wael Publishing

and Distribution, 1 (17-23).

Al-Barakat, Abdullah (1996). Identifying and evaluating concepts and values in English language curriculum in

Jordan. ( Unpublished doctoral dissertation), Um-Durman Islamic University. Sudan.

Ashour, Ratef Kassem (1990). Social Values in Reading Books for the First Four Students in Jordan,

Unpublished Master Thesis, Yarmouk University, Irbid, Jordan.

Bishop, A. J., Gunstone, D., Clarke, B., & Corrigan, D. (2010). Values in mathematics and science education:

Researchers' and teachers' views on the similarities and differences for the Learning of Mathematics,

26(1), 7–11.

Clarkson, P. C., Bishop, A. J., & Seah, W.T. (2010). Mathematics education and student values: The cultivation

of mathematical wellbeing. In T. Lovat, R. Toomey & N. Clement (Eds.). International research

handbook on values education and student wellbeing (pp.111-136). Dordrecht: Springer.

Common Core State Standards Initiative. (2010). Common Core State Standards for mathematics. Retrieved

from http://www.corestandardsorg/assets/CCSSI _Math%20 Standards.pdf

Cummings, S. Harlow (2000), The constructivist roots of moral education, The Educational Forum, 2000, 64,

300-307.

Das, Arijit. What is the benefit of moral value for students. Available at: https://www. quora.com/What-is-the-

importance-of-moral-values-in-our-life

Dweikat,K.&. Shbeitah, G (2013).Investigating the Cultural Values in EFL Textbooks :A Case Study of North

Star Intermediate Textbook. Educational and psychological Islamic Journal , No 1:563-589,(2013).

Devlin, K., (2002). The four faces of mathematics. In M. J. Burke & F. R. Curcio (Eds.), Learning mathematics

for a new century (pp. 16-27). Reston, VA: National Council of Teachers of Mathematics.

Ernest, P. (2004), Relevance versus utility: Some ideas on what it means to know

mathematics, In B Clarke, DM Clarke, C Emanuelson, B Johansson, DV Lambin, FK

Lester, A Wallby & K Wallby (Eds), International perspectives on learning and

teaching mathematics, National Centre for Mathematics Education, Göteborg

University, Göteborg, Sweden.

Hammadneh, Adeeb Diab and Al-Moghid, Omar Ahmed. Islamic values in the Arabic language books for the

first and second grades of basic education in Jordan. Journal of the Islamic University, Series of

Humanitarian Studies, Volume 19, First Issue, pp. 487-517, January 2011, Gaza. Palestine.

Kaur S. Moral Values In Education, IOSR Journal Of Humanities And Social Science. 2015, 20(3).

Khawaldeh, Adnan Muhammad (2003). Islamic values in Arabic language books for the first four grades of the

basic stage in Jordan, unpublished master thesis, Yarmouk University, Irbid, Jordan.

https://www/


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Kuehn,P (2017). Moral Values for Students: A Necessary Part of the Curriculum .Available at:

https://soapboxie.com/social-issues/Teaching-Moral-Values-in-School

Ministry of Education, Jordan (2017). Mathematics book for the upper grades, Amman, Jordan.

National Council of Teachers of Mathematics (NCTM,2000). Curriculum and Education standards for School

Mathematics. Reston , VA: The Council, pp: 5-6,17-18,44-53.

National Council of Teachers of Mathematics (NCTM), (2008).Principles and Standards for School

Mathematics, Retrieved 15/8/2008 from http:// standards. nctm. org/document/ index. htm.

National Council of Teachers of Mathematics (NCTM). 2014. Principles to Actions: Ensuring Mathematical

Success for All. Reston, VA: NCTM.

Sabbagh, Sumailah (2005). The extent to which school mathematics textbooks represent the basic stage of

Jordan for the criterion of solving the mathematical problem in the light of the international standards of

mathematics curricula, the textbook, published by the Lebanese Association for Educational Sciences,

1, 2007: 297-320.

Shatnawi, Mohammad Hussein (2005).The cultural dimension in TEFL:A case study of the cutting edge Series .

(Unpublished doctoral Dissertation) Amman Arab University for Graduate Studies. Amman, Jordan.

Sharma,S.(2017) . What is the importance of moral values in our life? Available at:

https://www.quora.com/What-is-the-importance-of-moral-values-in-our-life.

Sternberg, R. J. (1996).What is mathematical thinking? In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of

mathematical thinking (pp. 303-318). Mahwah, NJ: Lawrence Erlbaum ,Associates, Inc.

The Programme for International Student Assessment (PISA) The results of the 2015 assessment were

published on 6th December 2016. https://www. oecd.org/pisa/aboutpisa/

TIMSS Jordan, 2015, National Center for Human Resources Development, Amman, Jordan

Wasthi D.(2014). Value based Education is the only Solution to the Problem of Crisis of Moral Values among

the Youth of India, Global Journal for Research Analysis. 2014, 3 (9).


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Opportunities and Challenges of Hybrid MOOCs for Instructors

*Oğuz Ak

1, Sevinç Gülseçen

2

Bogazici University, İstanbul, Turkey, [email protected]

İstanbul University Department of Informatics, İstanbul, Turkey, [email protected]

Abstract

In last decade, Massively Open Online Courses (MOOCs) gain importance. And the existing MOOCs could be implemented into traditional face to face courses. But it is an important aspect that how this implementation is perceived by course teachers? What would be opportunities and challenges of this method? To answer these questions, researcher implemented an existing MOOC to a campus course. The course is studied as a type of hybrit MOOC and 29 students attained in 2 sections, they study some hours face to face some hours from MOOC. Study conducted for 10 weeks and the instructor of the course reported his perceived challenges and opportunities. Five opportunities and 4 challenges are listed under 4 dimensions and these are psychological factors, quality of teaching, effort efficiency and content adaptation. Teacher perceptions showed that the method seems to have a value for teachers and there would be ways of dealing with the stated challenges.

Keywords: MOOCs, Teacher perception, Hybrid MOOCs.

INTRODUCTION

Technology improves education and change the way people learn. Prensky (2001) advocated that with the

advancement in technologies, the learning need of students is changed. So it seems for the current generation,

new learning methodologies are needed. Now, many different learning resources available that can be used to

support learning. Students could easily reach many content via computers or smart phones via world wide web

whenever they needed. One of the structured resource in the web is Massively Open Online Courses (MOOCs)

that are given via top universities since 2008 (Liyanagunawardena, Adams, & Williams, 2013). Students can

take various courses from the MOOC platforms mainly for free. Even they could take certificates by providing

some money. Although these courses are used for informal learning, they could also support face to face (f2f)

courses (Perez-Sanagustin, Hilliger, Alario-Hoyos, Kloos, & Rayyan, 2017). The focus of this study is to

understand teachers’ perceptions when available MOOCs are integrated into f2f courses. In this study only one

instructor experiences the method. So the question is what are the perceptions of the course instructor when an

available MOOC integrated into his traditional course?

Using MOOCs to support traditional courses is called as hybrid MOOC (Perez-Sanagustin et al., 2017). In the

literature there are some examples of hybrid MOOCs (Bruff, Fisher, McEwen, & Smith, 2013; Gardair et al.,

2017; Konstan, Walker, Brooks, Brown, & Ekstrand, 2015; Swinnerton, Morris, Hotchkiss, & Pickering, 2017). In

some studies, the effect of this implantation to instructors is analyzed (Czerniewicz, Deacon, Glover, & Walji,

2017; Evans & Myrick, 2015; Najafi, Rolheiser, Harrison, & Håklev, 2015; Salmon, Gregory, Dona, & Ross,

2015; Watson, Watson, Richardson, & Loizzo, 2016). When the MOOC instructors are researched, it is

observed that they are mainly experienced faculty members but interestingly they are not experienced online

learning before (Evans & Myrick, 2015). Moreover the studies shows that when instructors experiencing

MOOCs then they reshaped their f2f courses. For example, 8 instructors of the University of Toronto reported

that MOOC changes their teaching practice, they revised their credit courses; they increase opportunities for

active learning and using MOOC resources to flip their classrooms (Najafi et al., 2015). These findings show

that MOOC implementation usually positively affect the course instructor but particular hybrid MOOC

experience is not included on them. Therefore, there is still a need for studying effect of hybrid MOOCs on

instructors. For this reason, author (who is also instructor of the course) made a hybrid MOOC study. He

implemented an existing MOOC into a f2f course for 10 weeks and reported all the challenges and


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opportunities from the instructor view. According to this view although some challenges exist, hybrid MOOCs

includes good opportunities for the instructors.

METHOD

For testing the implementation effect, one of the hybrid MOOC implementation methodology which is “MOOC

as operator” that is defined by Perez-Sanagustin et al. (2017) is used. In this methodology faculty support is

high and the MOOC curriculum is parallel with f2f course curriculum. As a course, Introduction to Database

Management System is selected. A database MOOC that is provided by Stanford University (that is given by

Jennifer Widom) is implemented to the f2f course. Twenty-nine valid 1st grade university students took the

course in 2 sections. Students took the half of the course f2f and the other half from MOOC for 10 weeks. Each

week instructor assigned a MOOC content that is parallel to f2f course content and give some small

assignment about MOOC content. For 10 weeks, teacher takes notes about opportunities and challenges

regularly. At the end of the implementation period researcher list instructor’s perceptional data and put the

opportunities and challenges under 4 categories that are; psychological factors, quality of teaching, effort

efficiency and content adaptation.

FINDINGS

Depending on the instructor perceptions many opportunities are listed under 4 categories. Table 1 shows these

categories. As findings each category can be described as follows:

Table 1: Challenges and opportunities of hybrid MOOC method with respected to traditional f2f learning

Category Name Challenges Opportunities

Psychological factors (c1) Fear of completing course

content on time

(c2) Feeling of limited control over

MOOC content

(o1) Feeling of more flexible

(o2) Feeling of easier content

preparation

Quality of teaching (c3) Pedagogy differences (o3) Credible course perception

Effort efficiency - (o4) Taking less time

(o5) Time saving and creating frame in

new course preparation

Content adaptation (c4) Difficulty of content adaptation -

Psychological Factors: One of the opportunity of the method is (o1) perceiving the course as more flexible.

Instructor observed that instead of fixing 8 hour for the course, he needed to fix only 4 hours. Instead, he could

work for the other 4 hours to organize materials of the MOOC in a flexible time. Moreover, (o2) instructor feels

that the method made the course preparation easier. Because the half of the course materials was already

available, he just need to select and assign the MOOC content for students. On the other hand, psychologically

there were some challenges as well. (c1) Instructor felt a sense of fear to not complete the course content on

course hour. It is because, previously if he could not complete some content he could compensate it in other f2f

hours of the course, but now this time is not available because it is devoted to MOOC. Another challenge was;

(c2) instructor has very limited control over the MOOC content. Sometimes the MOOC content is more detailed

than the instructor needs sometimes vice versa. Because he could not change the content he feels restricted.

Quality of teaching: There were some challenges to ensure a good teaching quality. The first is (c3) the

differences about the pedagogies of f2f and MOOC. In some parts of the course the MOOC instructor’s

pedagogy is different than f2f course instructor’s pedagogy and this could result in some confusion for the

students. On the other hand, as an opportunity, (o3) instructor belief that the MOOC content possibly more

reliable than many of the f2f course content. It is because the content is open and it is developed and provided

by one of the top universities and by a professional instructor. It creates a sense of teaching quality.


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Effort efficiency: Time devoted for the course has opportunities. Normally teacher devoted 8 hours for the 2

sections for teaching, this decreased to 4 hours. But there is also MOOC content and assignment work is

added. However, it does not exceed 1 or 2 hours weekly. So (o4) still MOOC implementation takes less time

than fully f2f type. Moreover, as an additional opportunity, (o5) if an instructor gives the course for the first time,

he needs to devote a significant time to prepare course materials, but if he uses a MOOC, it will give a guide for

the course and provide important content. So instructor beliefs that the MOOC implementation would be a good

idea for the instructors who give the course for the first time.

Content adaptation: (c4) Although the MOOC provides good materials for the course, it is a challenge to adopt

it to an existing course. It is because the way the MOOC instructor organize course content in terms of order

and depth of the subject would differ from the f2f instructor. In the content implementation instructor face with

many difficulties. To solve them, teacher change order of the content of MOOC (the MOOC is prepared small

parts by the instructor and it was allowing to change order), and he made some small differences in f2f course

content. Despite this difficulties, instructor make the MOOC and f2f content parallel.

As a result, 4 challenges and 5 opportunities are listed under 4 categories. Instructor deal

with the challenges during the course period and they did not result in problems.

CONCLUSIONS

In this research, a hybrid MOOC application conducted, opportunities and challenges for instructors is studied.

Results showed that there are more opportunities than challenges. Feeling of studying flexible is a good

opportunity. It is because sometimes it would be difficult to attain f2f classes in a certain time. For example,

instructors would need to cancel course because of illness or some different problem, this flexibility decreases

this kind of risks. Moreover, this method seems to provide time saving in preparing content and implementing it

during learning period. Similarly, instructor perceived that with that method providing the course is easier.

Finally, learners could feel that course is more credible. These are good reasons to use the method. These

opportunities are supporting the argument that MOOCs are professional development areas and they motivate

instructors to develop their practices (Salmon et al., 2015). In addition possibly because of these kind of

opportunities, Czerniewicz et al. (2017) reported that the MOOC applications effected African instructors

positively.

Moreover, the challenges of the hybrid MOOC application need to taking into account. To make this method

more suitable the ways of overcoming the challenges need to be generated. In this application, in f2f hours the

fear of risk of not completing the course in time, is just a natural result. In a limited time, instructor just need to

provide better time management. To prevent this fear, some optional times for the course could be scheduled.

For example, normally course would be in Thursday but if there is a problem Friday course could be done by

announcing one day before. Another challenge is limited control over MOOC content. To deal with this problem

there could be 2 options; instructors could design the course around the MOOC, even if he do not like some

parts or he could just implement only required parts to his course just like the instructor of this course is made.

These solutions could also help the pedagogy ad content adaptation challenges. These challenges could be

supported by the findings of Watson et al. (2016), they stated that instructors and learning designers find the

MOOCs challenging. Similarly, as author suggest in a similar application Bruff et al. (2013) advice that teacher

could use alternative resource from various sources to support learning instead of solely implementing a

MOOC.

Depending on the findings author advice that teachers could implement existing MOOCs into their courses.

This would possibly increase the quality of learning. Moreover, during the application period, teacher needs to

find solutions to challenges. As described, using alternative materials for the course could solve many

challenges.


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This work is also had some limitations. Firstly, data belongs to only one instructor. It is more like a case study

and instructor’s perceptions is still important. But in other studies more number of teachers could experience

this method. After collecting data from more instructor, findings could be more generalizable. Moreover, the

application of the method in different type of courses like mathematics, geography etc. is recommended to

better generalize findings.

REFERENCES

Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an

experiment in blended learning. Journal of Online Learning and Teaching, 9(2), 187.

Czerniewicz, L., Deacon, A., Glover, M., & Walji, S. (2017). MOOC-making and open educational practices.

Journal of Computing in Higher Education, 29(1), 81-97. doi:10.1007/s12528-016-9128-7

Evans, S., & Myrick, J. G. (2015). How MOOC instructors view the pedagogy and purposes of massive open

online courses. Distance Education, 36(3), 295-311. doi:10.1080/01587919.2015.1081736

Gardair, C., Bousquet, G., de Bazelaire, C., Lehmann-Che, J., de Cremoux, P., Van Nhieu, J. T., . . . Bertheau,

P. (2017). Results of the Massive Open Online Course (MOOC) on cancer diagnosis and evaluation of

its impact on the perception of the pathology specialty. Annales De Pathologie, 37(2), 144-150.

doi:10.1016/j.annpat.2017.02.001

Konstan, J. A., Walker, J. D., Brooks, D. C., Brown, K., & Ekstrand, M. D. (2015). Teaching Recommender

Systems at Large Scale: Evaluation and Lessons Learned from a Hybrid MOOC. Acm Transactions on

Computer-Human Interaction, 22(2), 23. doi:10.1145/2728171

Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the

published literature 2008-2012. The International Review of Research in Open and Distributed

Learning, 14(3), 202-227.

Najafi, H., Rolheiser, C., Harrison, L., & Håklev, S. (2015). University of Toronto instructors’ experiences with

developing MOOCs. The International Review of Research in Open and Distributed Learning, 16(3).

Perez-Sanagustin, M., Hilliger, I., Alario-Hoyos, C., Kloos, C., & Rayyan, S. (2017). H-MOOC framework:

reusing MOOCs for hybrid education. Journal of Computing in Higher Education, 29(1), 47-64.

doi:10.1007/s12528-017-9133-5

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.

Salmon, G., Gregory, J., Dona, K. L., & Ross, B. (2015). Experiential online development for educators: The

example of the Carpe Diem MOOC. British Journal of Educational Technology, 46(3), 542-556.

doi:10.1111/bjet.12256

Swinnerton, B. J., Morris, N. P., Hotchkiss, S., & Pickering, J. D. (2017). The Integration of an Anatomy

Massive Open Online Course (MOOC) into a Medical Anatomy Curriculum. Anatomical Sciences

Education, 10(1), 53-67. doi:10.1002/ase.1625

Watson, S. L., Watson, W. R., Richardson, J., & Loizzo, J. (2016). Instructor's Use of Social Presence,

Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC.

International Review of Research in Open and Distributed Learning, 17(3), 54-74.


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A Web-Based Awareness Education Against Social Engineering Attacks

Sosyal Mühendislik Saldırılarına Karşı Web Tabanlı Bir Farkındalık

Eğitimi

Halit Irmak1,

*Zerrin Ayvaz Reis

2

1 Mardin Artuklu Üniversitesi, Mardin, Turkey, [email protected]

2İstanbul Üniversitesi-Cerrahpaşa, İstanbul, Turkey, [email protected]

Abstract:

The inadequacy of any of the employees in an institution with respect to security in the cyber environment may

cause a security breach that will affect the entire institution. From this point of view, the importance of safety-

related awareness trainings becomes more evident.

In this study, a web-based training application has been prepared with Adobe Captivate in order to create

Social Engineering Awareness based on Kemp, Morrison and Ross teaching model by using auxiliary

programmes such as Snagit, Filomar, Windows Movies and TV.

Öz

Bir kurumda bulunan çalışanlardan, herhangi birisinin, siber ortamdaki güvenlik konusundaki bilgisinin yetersiz

olması tüm kurumu etkileyecek bir güvenlik ihlali olayına sebep olabilmektedir, bu açıdan bakıldığında güvenlik

ile ilgili farkındalık eğitimlerinin önemi daha da belirgin bir hal almaktadır. Bu çalışmada Kemp, Morrison ve

Ross öğretim modeli baz alınarak ve Adobe Captivate ve yardımcı (Snagit, Filomar, Windows Filmler ve TV)

bazı Programlar kullanılarak Sosyal Mühendislik Farkındalığı ile ilgili web tabanlı bir eğitim uygulaması

hazırlanmıştır.

Keywords: Social Engineering, Information Security, Awareness Training.

Anahtar Kelimeler: Sosyal Mühendislik, Bilgi Güvenliği, Farkındalık Eğitimi.

1. GİRİŞ

Günümüzde teknoloji hayatımızın hemen hemen her alanında yer edinmiş durumda ve hızlı bir şekilde de

ilerlemektedir. Gelişen teknolojiyle beraber önceden süregelen güvenlik ihtiyacı, teknolojiden yaşanan

gelişmelere paralel olarak artmakta hem fiziksel hem de sanal ortamda güvenlik ihtiyacı son derece önem arz

etmektedir. Bununla beraber bir güvenlik ekosisteminin içerisinde, en zayıf halkanın insan faktörü olduğu

yaşanan çoğu örnekte göze çarpmaktadır.

Son yıllarda ortaya çıkan güvenlik ihlallerine bakıldığında, yanlışlıkla veya kasıtlı olarak kötü amaçlı yazılım

girişi yapılıp yapılmadığına bakılmaksızın, insan faktörü güvenlik açığı açısından en önemli tek başarısızlıktır.

Donanım veya işletim sistemleri güncellenirken, açıklar yamalarla kapatılmakta ve güvenlik riskleri ortadan

kaldırılmaktadır. Benzer şekilde, çalışanların da bilgileri sürekli güncellenmeli ve ortaya çıkan yeni saldırılardan

nasıl kaçınacağı konusunda bilinçlendirilmelidir (Saygılı, 2018).

Kişiler, şirketler ve resmi kurumlar sanal ortamda yaşanan güvenlik ihlalleri ile ilgili kendileri için güvenlik önlemi

almaya çalışmakta ve çoğu zaman bunu bir ya da birkaç yazılım ile sağlayarak güvenlik ile ilgili bir risklerinin

olmadığını düşünmektedirler. Oysa unutulmaması gereken en temel konulardan birisi insan faktörünün

güvenliğin en zayıf halkası olduğudur. Bu durum son yıllarda ortaya çıkan güvenlik ihlallerine bakıldığında da

göze çarpmaktadır.

* Sorumlu Yazar


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Sosyal mühendisliğin kurumlarda ne gibi sıkıntılara yol açabileceğine ilişkin en başarılı deneylerden biri ABD’de

yapıldı. Lares isimli güvenlik danışmanlık şirketinin kurucusu Chris Nickerson, 4 dolara satın aldığı bir Cisco

tişörtü ile binaya kolayca giriş yaptı. Resepsiyondaki görevliler onu Cisco’nun bir teknik elemanı sandılar.

İçeriye girdikten sonra USB bellek ile getirdiği birçok yazılımı network cihazlarına kurmayı başardı. Chris

Nickerson’a göre insanların ilk eğilimi sizi sorgulamak değil, güvenmek üzerine oluyor. Unutulmaması gereken

nokta, çalışanlar bir şirketin en önemli varlığı olsa da, aynı zamanda en büyük güvenlik riskini oluşturabildiğidir

(Yıldız, 2017).

Teknolojinin gelişimiyle beraber uzaktan eğitim alanında önemli gelişmeler yaşanmıştır. Uzaktan eğitimin

tarihsel gelişimine kısaca bakacak olursa; ilk olarak 1700’lü yılarda ortaya çıkan uzaktan eğitim, mektupla

öğretim olarak yapılmaktaydı. 1870’li yıllarda gazete ve mektupla eğitim, 1900’lü yılların başlarında basılı

materyallerle eğitim, daha sonraları radyo, televizyon ve video ile eğitimin yapıldığı görülürken, 1995’ten sonra

da web tabanlı eğitimlerin başladığı görülmüştür(Arat ve Bakan, 2011; Özbay, 2013). Uzaktan eğitim, farklı

ortamlarda, birbirlerinden uzakta bulunan öğreten ve öğrenenin, eş zamanlı ve ya eş zamansız olarak

birbirleriyle iletişim kurdukları, yani mekan ve zaman sınırlamasının olmadığı bir eğitim sistemidir(Dinçer, 2006;

İşman, 2008).

Burada sunulmak istenen çalışma; hazırlanmış olan web tabanlı uzaktan eğitim materyali ile kurum

çalışanlarını ve ilgi duyan herkesi sosyal mühendislik ve siber saldırılara karşı bilinçlendirmek amacı

taşımaktadır.

2.1. Sosyal Mühendislik

Sosyal mühendislik, saldırganların teknolojiyi kullanarak ya da kullanmadan öncelikle hedefteki kişi ya da

kurum ile ilgili bilgiler toplandıktan sonra bu bilgilerin belirlenen amaç veya amaçlar için kullanılmasıdır. Burada

saldırganın temel hedefi, kişilerin zafiyetlerini kullanarak (ikna, kandırma vb) ulaşılması zor bilgilere kolayca

erişmek ve bunları amacı için kullanmaktır (Mitnick ve Simon, 2013; Tatar, 2011). Sosyal mühendislik

yöntemlerine bakıldığında, temeli insana dayanan yöntemler(farklı kimliklere bürünme, omuz sörfü, vb.) ve

temeli bilgisayar ve teknolojiye dayanan yöntemler(oltalama, yemleme, vb.) olmak üzere iki farklı şekilde

sınıflandırılabilmektedir (Türkiye Bankalar Birliği, 2015). Kullanılan belli başlı bazı yöntemler; omuz sörfü,

oltalama, eposta, çöp karıştırma, telefonla arama ve benzeri yöntemler (Murat ve Aydın, 2016). Sosyal

mühendislik ile ilgili literatür de adı geçen belli başlı yöntemler Şekil 1’de gösterilmiştir.

Şekil 5: Sosyal Mühendislikte Kullanılan Belli Başlı Bazı Yöntemler


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2.1.1. Oltalama(Phishing)

Bu yöntemde, kullanıcıların önemli bilgilerini elde etmek amacıyla, saldırgan kişi, kurbanını kandırabileceğini

düşündüğü bir role bürünerek (buradaki rol elde etmek istediği bilgiyle alakalıdır örneğin banka rolüne girilerek

kredi kartı bilgileri elde edilmeye çalışılır), hedefteki kişiyle e-posta, sohbet veya sahte web sitesi üzerinden

iletişim kurularak bilgilerinin elde edilmesi yöntemidir(Çatak, 2016; Hekim ve Başıbüyük, 2013).

2.1.2. Omuz Sörfü

Klavye ile parola ve ya kullanıcı adı gibi önemli bilgi giren birisini, bankamatikte parolasını giren bir kullanıcıyı

veya önemli bilgilerini not alan birisini, başka kişilerin gizlice ve doğrudan izleme yapmasıdır(Krombholz ve

diğerleri, 2015).

2.1.3. Çöp Karıştırma

Bir sisteme veya önemli bir kullanıcı hesabına yönelik hassas bilgileri içeren bilgileri elde etmek amacıyla kişi

veya kurum çöplerinin incelenerek bilgi elde edilmesi yöntemidir(Gündüz ve Daş, 2016; Vural ve Sağıroğlu,

2011).

2.1.4. Telefon ile Arama, VoİP

Saldırganın hedef kişiye ait kredi kartı numarası, pin kodu veya ayrıntılı ev adresi gibi hassas bilgileri elde

etmek amacıyla, hedefteki kişiyi arayarak şantaj, korkutma vb. kandırma yöntemlerini kullanarak önemli bilgileri

elde etmek için kullandığı bir sosyal mühendislik saldırısı türüdür. Saldırgan kişi dünyanın her yerinden İP

üzerinden sesli arama(VoİP) yaparak kimliğini gizleyebilmektedir(Airehrour, Nair ve Madanian, 2018).

2.1.5. Farklı Kimliklere Bürünme

Saldırgan kişinin bir kurumda çalışan bilgi işlem personeli ya da sistem üzerinde erişimi olan kişi rolüne girmesi,

sosyal medya gibi internet ortamlarından arkadaşlık kurarak kendisini yardıma muhtaç biri olarak gösterme ve

hedefi ikna etme yöntemidir. Fiziksel erişim amacıyla, saldırgan kişi bir temizlikçi, kurum çalışanı veya postacı

gibi farklı rollere de girebilmektedir(Yavanoğlu, Sağiroğlu ve Çolak, 2012).

2.1.6. Tersine Sosyal Mühendislik

Bu yöntem saldırgan ve kurban arasın da genellikle güvenin kurulduğu bir saldırı yöntemidir. Saldırganlar,

mağdurun yardıma ihtiyacı olduğu bir durum yaratırlar yani mağdurun internetini kesme bilgisayarı bir şekilde

bozma gibi ve daha sonra mağdurun hem problemlerini çözebilecek hem de ayrıcalıklı bilgi almalarına izin

verilebilecek biri olarak yardımcı olmak isterler. Saldırganlar genelde önemli bilgilere sahip kişiyi hedef olarak

seçerler(Krombholz ve diğerleri, 2015).

2.1.7. Yemleme (Truva Atı)

Yemleme, kötü amaçlı yazılım yüklenmiş bir depolama ortamının (USB, Cd vb.) hedeflenen kurbanlar

tarafından bulunmasının muhtemel olduğu bir yerde bırakıldığı bir saldırıdır. Kurban tarafından bulunan bu

dijital cihazlar bilgisayara takıldığı gibi bilgisayarda bir arka kapı açmakta ve saldırganın buradan iç ağa

sızmasına vesile olmaktadır(Airehrour ve diğerleri, 2018).

2.2. Sosyal Mühendislik Yaşam Döngüsü

Bilgi güvenliğini sağlamak amacıyla kullanılan teknolojik cihazların kaliteli olması, güvenliği tek başlarına

sağlayabilecekleri anlamına gelmemektedir. Burada unutulmaması gereken en önemli noktalardan biri insan

faktörüdür. Kişi ve bu kişilerin teknolojiyi nasıl kullandığı, bilgi güvenliği konusundaki farkındalığı son derece

önemli olmakla beraber güvenliğin büyük bir yüzdesinin kullanıcılara bağlı olduğu unutulmamalıdır.


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Şekil 6: Sosyal Mühendislik Süreci

Şekil 2’de gösterilen sosyal mühendislik saldırısı ile ilgili yaşam döngüsüne bakıldığında öncelikli olarak saldırı

gerçekleştirilecek olan hedefin belirlendiği, sonrasında bu hedefle ilgili bilgi toplandığı ve zafiyetlerinin tespit

edildiği sonrasında ise saldırının gerçekleştirildiği görülmektedir. En son adım olarak ta saldırı kanıtlarının

ortadan kaldırılarak saldırıya yönelik herhangi bir iz bırakmamak için saldırganı ele verecek tüm delillerin

silindiği görülmektedir (Gündüz ve Daş, 2016).

2016 yılında yapılan bir araştırmaya göre siber saldırıların büyük bir kısmı sosyal mühendislik saldırı

yöntemleriyle başlatılmaktadır (PhishMe, 2016). Saldırganlar sistemsel engelleri aşmak yerine daha başarılı ve

hızlı sonuç aldıkları sosyal mühendislik yöntemlerini kullanmaktadırlar. Siber saldırılara karşı olan başarı

olasılığımız, sistem ve süreçlerle beraber bizim (insan faktörü) bu konuda ne kadar bilinçli olduğumuzla alakalı

bir durumdur. Kişiler kendi bilgi ve farkındalıklarına göre siber saldırılara karşı kontrol görevlerini yerine

getirebilmektedir, bu anlamda değerlendirildiğinde bu konuda yapılan bilgi ve farkındalık eğitimlerinin önemi

göze çarpmaktadır (Burca, 2017).

3 . YÖNTEM

Bu çalışmada eğitim tasarım modeli olarak ilk defa 1994’te Kemp, Morrison ve Ross tarafından uyarlanmış olan

Kemp, Morrison ve Ross modeli kullanılmıştır. Bu modelin merkezinde öğretim problemleri, öğrenenin

karakteristiği, konu analizi, değerlendirme araçları, öğretim stratejileri, öğretim amaçları, öğretimin

değerlendirmesi gibi kriterlerin revize edilip planlanması vardır. Morrison, Ross ve Kemp müfredat planlamasını

odağa alan bir öğretim tasarımı geliştirme modeli sunmuşlardır (Setirek, 2012). Morrison, Ross ve Kemp çok

yönlü olan öğretim tasarımında dikkati çekmek için aşağıdaki dokuz işlemi tanımlamıştır (Akbulut, 2015).

Bunlar;

1. Yeni öğretim programı tasarımı yapmak için öğretim problemlerini ve hedefleri açıkça belirtme,

2. Öğretim kararlarımızı etkileyecek öğrenen bireyin karakterlerini gözden geçirme,

3. Hedefle ilgili içeriklerin analizi ve başlık içeriğinin tanımı,

4. Öğretim hedeflerini açıkça belirtme,

5. Mantıklı öğrenmek için içeriğin ilgili öğretim birimiyle sıralanması,

6. Öğretim stratejileri tasarlanması ve böylece öğrenen bireylerin hedeflerini yükseltmesi,

7. Öğretim mesajının planlanması ve öğretimin geliştirilmesi,

8. Hedefleri ölçen değerlendirme araçlarının geliştirilmesi,

9. Öğretim ve öğrenme aktivitelerinin desteklenmesi için kaynakların seçimi olarak listelenebilir.


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Öğretim tasarım modeli belirlendikten sonra;

Öğrenen özellikleri göz önüne alınarak öğretim problemleri ve hedefleri belirlenmiştir. Daha sonra

Öğretim stratejisine bağlı olarak 40 dakikalık bir ders için ders içerikleri hazırlanmıştır.

Son aşama olarak da; hazırlanan ders materyalinin yayınlanması ve dersin duyurulması faaliyetleri

gerçekleştirilmiştir.

Hazırlanan eğitimin verilmesi için açık kaynak kodlu ve ücretsiz bir eğitim yönetim sistemi olan Moodle’ın

kullanılması uygun görülmüştür. Captivate ile hazırlanan bu ders materyalinin SCORM 1.2 çıktısı alınarak

Moodle’a aktarımı yapılmıştır.

Açılımı Modular-Object-Oriented-Dynamic-Learning-Environment yani Esnek Nesne Yönelimli Dinamik

Öğrenme Ortamı olan Moodle, açık kaynak (Open Source) bir öğrenim yönetim sistemidir. Dünyada ve

Türkiyede birçok eğitimci tarafından kullanılmaktadır ve popülerliğine devam ettirmektedir (Aydın, 2013).

SCORM (Sharable Content Object Reference Model) ise öğrenme yönetim sistemlerine (ÖYS) yüklenecek e-

Öğrenme içeriklerinin paketlenmesi için genel kabul görmüş bir e-Öğrenme paketleme standardıdır (Mutlu,

2015).

3.1 Öğrenen Kişi Özellikleri

Hazırlanan eğitim materyali ortaöğretimden itibaren tüm yaş ve eğitim kademlerine uygun olarak hazırlanmış

olmakla beraber hedef kitle Mardin Artuklu Üniversitesi, Akademik ve İdari Personellerini kapsamaktadır.

Üniversitede çalışan toplam personel sayısı 681 kişidir. Çalışanların tamamı bilgisayar ve interneti aktif olarak

kullanmaktadır.

3.2 Eğitim Materyalinin Geliştirilmesi

Hazırlanmış olan eğitim materyalinin oluşturulması için, Adobe Captivate ve bazı yardımcı araçlar (snagit,

Windows Filmler ve TV)kullanılmıştır.

Adobe Captivate, e-learning sektörü için Adobe yazılım firması tarafından geliştirilmiş bir yazılımdır ve

hazırlanan eğtim materyali bu yazılım kullanılarak geliştirilmiştir. Adobe Captivate (2017) yazılımı içerisine

görseller, powerpoint sunumları, filmler ve çeşitli etkileşimli içerikler ekleyerek kurslar, sunumlar, sınav

modülleri gibi e-öğrenme materyali hazırlamak için kullanılan bir yazarlık aracıdır. Bu araç ile etkileşim

oluşturabilmek için ileri düzeyde teknik beceriye gereksinim duyulmamakla beraber, mobil cihaz ve bilgisayar

ekranlarıyla uyumludur. Captivate; Powerpoint’ten dosya transferi yapma, video oluşturma ve ekran görüntüsü

yakalama gibi seçeneklere de sahiptir. Adobe Captivate çalışma ekranı Şekil 3’te görülmektedir (Hırça, Seven

ve Azar, 2012; İzmirli, Özdil, Yaşar ve Hacıömeroğlu, 2018).

Şekil 7: Adobe Captivate çalışma ekranı


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Eğitimi materyali hazırlanırken seçilen eğitim modeline göre içerik geliştirilmiş ve kullanımı basit, anlaşılır bir

eğitim içeriği hazırlanmaya çalışılmıştır. Eğitim materyalinin tasarım ekranı şablonu aşağıda Şekil 4’te

gösterilmiştir. Şekle bakacak olursak, tasarımın sol üst penceresinde (1 nolu alan) “Dersin adı”, “Dersime hoş

geldiniz” mesajı ve eğitmenlerin “email adres bilgileri”, sol alt pencerede (2 nolu alan) “İçindekiler menüsü” ve

ana pencerede (3 nolu alan) geniş “Ders ekranı” yer almaktadır.

Ders içerisinde yer alan tüm açıklamalar seslendirilerek kayıt altına alındıktan sonra ses kayıtları ilgili yazılı ve

görsel açıklamalara eklenmiştir. Böylece ders materyalinde hem görsel hem işitsel hem de yazılı mesaj

kanalları gibi farklı iletişim mesajları kullanılarak görme veya işitme engelli bireylerinde bu eğitim materyalinden

yararlanabilmelerine olanak sağlanmıştır.

Eğitim materyalinde kullanılan bazı video ve görsellerin düzenlenmesi için Snagit programı ve Windows Filmler

ve TV uygulaması kullanılmıştır. Snagit programı, TechSmit firmasına ait bir ekran yakalama (Screen Capture)

ürünüdür. Snagit ile ekran görüntüsünü bir görsel olarak alabileceğiniz gibi ekranı bir video olarak kaydetmekte

mümkündür(TechSmith, 2018). Snagit ile yakalanan görseller üzerinde düzenlemeler yapma, şekiller çizme ve

yazı eklenebilmektedir, program çalışmada bu amaçla kullanılmıştır. Windows Filmler ve TV uygulaması ile film

ve internet üzerinden TV izleyebilir aynı zamanda bu uygulama üzerinden film ve dizi satın alınabilmektedir(Microsoft Corporation, 2018). Bu uygulama ile izlediğiniz bir videodan fotoğraflar kare kare

alınabilmektedir ve bu projede uygulama bu amaçla kullanılmıştır.

Şekil 8: Ders tasarım şablonu

Değerlendirme soruları kullanılan modele de uygun olarak hem konu sonlarında hem de dersin sonunda

kullanılmıştır. Değerlendirme sorularına verilen yanıtlara göre dönütler oluşturulmuştur; öğrenenin doğru yanıtı

vermesi durumunda yanıtın doğru olduğu açıklaması yapılırken, yanlış yanıt verilmesi durumunda, doğru cevap

açıklama olarak veya ilgili konuya dönmesi için bağlantı verilerek konuyu tekrar etmesi yönünde yönlendirme

yapılmıştır. Bir soru ve dönütler örneği Şekil 5’de verilmiştir.

Şekil 9: soru ve dönütler örneği


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Dersin başında bu derste neler öğretileceği bilgisi aktarıldıktan sonra dikkat çekmesi amacıyla konuyla ilgili bir

video(Trend Micro, 2012) eklenmiş sonrasında da sosyal mühendislik kavramına yönelik açıklama yapılarak

derse devam edilmiştir. Ders içerisinde çeşitli görseller, efektler ve videolar kullanılarak zengin bir içerik

oluşturulmaya çalışılmıştır.

Eğitim materyalinde çoktan seçmeli, doğru yanlış ve boşluk doldurma gibi farklı soru tipleri kullanılmıştır. Şekil

6’da kullanılan bazı örnek farklı soru tipleri kolaj yapılarak eklenmiştir.

Şekil 10: Örnek soru tipleri

Sınıf veya konferans salonunda yapılacak ders sunumu için projeksiyon cihazı ve yansıtma ekranına ihtiyaç

vardır. Dileyen kişi dersi sadece online olarakta izleyebilecektir.

4 . DEĞERLENDİRME

Hazırlanan eğitim materyali Kemp, Morrison ve Ross öğretim tasarım modeline uygun olarak hazırlanmıştır.

Burada sunulmak istenen, “Sosyal Mühendislik Farkındalığı” konulu web tabanlı ders materyalinde; derse

dikkat çekmek ve güdülemeyi sağlamak amacıyla daha önce başkaları tarafından hazırlanmış örnek videolar,

konu ile ilgili görseller ve biribirinden farklı görsel ve yazılı efektler kullanılmıştır. Dersin hedeflerine bağlı olarak

içerikler geliştirilmiş ve dersin başlarında hazırlanan eğitim materyalinin amacından bahsedilmiştir Dersin

anlatımı bireysel farklılıklar göz önünde bulundurularak farklı iletişim kanalları (yazılı, işitsel ve görsel)

kullanılarak yapılmıştır. İçerikler menüsündeki her bir konu başlığı net ve anlaşılır bir şekilde konu içeriğini ifade

edecek şekilde oluşturulmuş, bazı konu başlıkları ilgili oldukları konunun alt başlıkları olarak oluşturulmuştur.

Öğrenen konu başlıklarını sırasıyla takip edebileceği gibi, konu başlıklarını birbirinden bağımsız olarak ta, kendi

ilgisine göre sırasız olarakta izleyebilmektedir. Şekil 7’de gösterildiği gibi daha önce tıklanmış olan konu başığı

işaretlenmiş olarak gösterilmekte böylece öğrenen ilgili konuyu daha önce izlediği bilgisini edinmektedir. Eğitim

ekranın alt kısmında ilerleme çubuğu ve zaman göstergesi yer almakta böylece öğrenen dersin hangi

aşamasında olduğunu görebilmekte ve kendi zaman kontrolünü yapabilmektedir.. Hazırlanan eğitim materyali

ile ilgili bazı ekran görüntüleri Şekil 8’de birleştirilerek gösterilmiştir.

Sosyal mühendislik farkındalığının oluşup oluşmadığına dair çoktan seçmeli, doğru-yanlış ve boşluk doldurma

sorularının öğrencilere Adobe Captivate yazılımı ile hazırlanmış olan ders materyali içerisinde sorulması ile

gerçekleştirilir.

İçerik geliştirme aracı olarak Adobe Captivate ve bazı yardımcı araçlar (snagit, Windows Filmler ve TV)

kullanılmıştır. Hazırlanan eğitim uygulaması Moodle öğrenme yönetim sistemine aktarılarak, bu sistem


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üzerinden sunulmuştur. Moodle bilindiği gibi;sunulan öğrenme materyalini paylaşma ve tartışma, ödevler alma,

geri bildirim sağlama ve düzenleme süreçlerinin gerçekleştirilmesini sağlamaktadır. Bu çalışmanın tamamı

içerik geliştirme süreci ile ilgilidir, çalışmanın bundan sonraki aşaması için geliştirilen ders materyalinin

öğrenene sağladığı fayda ve bilginin kalıcılığını ölçmek amaçlı çalışmalar yapılması önerilmektedir. Öğrenci

profillerinin belirleneceği ölçme değerlendirme süreçleri ile bu eğitim materyalinin yararlılığını ölçmek de

mümkün olabilecektir.

Şekil 11: İçindekiler menüsü örnek gösterimi

Bu çalışma özgün geliştirilmiş bir içerik olarak sunulmaktadır. Bu eğitimin verilmesi esnasında hangi yöntemin

uygun olacağına hedef kitle bazlı değerlendirme yapılmış ve ders materyalini geliştirme araçları ona uygun

olarak seçilmiştir.

Şekil 12: Ders materyali farklı ekran görüntüleri


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5 . SONUÇ

Bu çalışma; temelde insan zafiyetlerine dayanan sosyal mühendislik saldırılarıyla ile ilgili bir “Sosyal

Mühendislik Farkındalığı” eğitimi verilerek, kişilerin herhangi bir sosyal mühendislik atağına maruz kalmalarını

önleme, bu konuyla ilgili bilinç oluşturma ve yaşanabilecek herhangi bir sosyal mühendislik saldırısında, neler

yapabilecekleriyle ilgili farkındalık oluşturmak amacıyla bir eğitim içeriği hazırlanmıştır. Hazırlanan eğitim

materyalinin bu konuda farkındalık oluşturması amaçlanmaktadır.

Web tabanlı uzaktan eğitim şeklinde hazırlanan eğitim materyali, yardımcı materyal olarak derste bir bilgisayar

ve projeksiyon yardımıyla da sunulabilmektedir. Scorm çıktısı alınarak Moodle’a entegre edilen eğitim

materyalinin, bu sistem üzerinden oluşturulacak sınıflar ile fazla sayıda kişiye ulaştırılması amaçlanmaktadır.

Hazırlanan eğitim materyali, konu ile ilgili benzer çalışmalardan farklı olarak, görme veya işitme engelli

bireylerinde bu eğitim materyalinde yararlanmalarına olanak sağlayacak şekilde hazırlanmış olup, sadece yazılı

materyal veya video kaydı olarak değil; konu içeriğine göre farklı görseller, örnek videolar ve anlatımlar

yapılarak zengin bir içerik hazırlanmaya çalışılmıştır. Ayrıca eğitim materyali içerinde yer alan sorular ve bu

sorulara yapılan dönütlerle öğrenmenin pekiştirilmesi amaçlanmıştır.

Hazırlanan eğitim materyalinin mobil sürümü de hazırlanarak daha çok kişiye ulaştırılması sağlanabilir ayrıca

okullarda dağıtılması amacıyla CD veya kitapçık şeklinde bir materyal olarak hazırlanabilir.

6 . KAYNAKLAR

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Zealand Banking System: Advancing a user-reflective mitigation model. Information (Switzerland), 9(5).

Akbulut, Y. (2015). Implications of Two Well-Known Models For Instructional Designers In Distance

Education:Dick-Carey Versus Morrison-Ross-Kemp. Turkish Online Journal of Distance Education,

8(2), 62–68.

Arat, T. ve Bakan, Ö. (2011). Uzaktan Eğitim ve Uygulamaları. Selçuk Üniversitesi Sosyal Bilimler Meslek

Yüksekokulu Dergisi, 14(1–2), 363–374.

Aydın, Ö. (2013). Yeni Başlayanlar İçin Moodle. Akamik Bilişim 2014.

Burca, N. (2017). Sosyal Mühendislik Yöntemleri ve Güvenlik Farkındalığı Çalışmalarının Başarısında Kritik

Faktörler. 31 Ekim 2018 tarihinde https://tr.linkedin.com/pulse/sosyal-mühendislik-yöntemleri-ve-

güvenlik-başarısında-dr-nazif-burca adresinden erişildi.

Çatak, F. Ö. (2016). Bilgi Toplama ve Sosyal Mühendislik. 29 Ekim 2018 tarihinde

http://www.ozgurcatak.org/files/sosyal_muhendislik_1.pdf adresinden erişildi.

Dinçer, S. (2006). Bilgisayar Destekli Eğitim ve Uzaktan Eğitime Genel Bir Bakış. Akademik Bilişim 2006,

Pamukkale Üniversitesi içinde . Denizli.

Gündüz, M. Z. ve Daş, R. (2016). Sosyal Mühendislik : Yaygın Ataklar ve Güvenlik Önlemleri. (P. D. Ş.

Sağıroğlu, P. D. M. Alkan, P. D. E. Akyıldız ve D. D. S. Akleylek, Ed.)9. Uluslararası Bilgi Güvenliği Ve

Kriptoloji Konferansı. Ankara.

Hekim, H. ve Başıbüyük, O. (2013). Siber Suçlar Ve Türkiye’nin Siber Güvenlik Politikaları. Uluslararasi

Güvenlik ve Terörizm Dergisi, 4(2), 135–158.

Hırça, N., Seven, S. ve Azar, A. (2012). 5E Öğrenme Modeline Göre Bilgisayar Destekli Öğretim Materyali

Tasarlama: “İş, Güç ve Enerji” Ünitesi Örneği. Kuramsal Eğitimbilim Dergisi, 5(3), 278–291.

İşman, A. (2008). Uzaktan Eğitim. Pegem Akademi.

İzmirli, S., Özdil, A., Yaşar, C. ve Hacıömeroğlu, G. (2018). E-Öğrenme Materyali Geliştirilmesinde Kullanılan

Yazarlık Araçlarının Karşılaştırılması. International Journal of Computers in Education (IJCE), 1(1), 14–

23.

Krombholz, K., Hobel, H., Huber, M. ve Weippl, E. (2015). Advanced social engineering attacks. Journal of

Information Security and Applications, 22, 113–122.

https://www.sciencedirect.com/science/article/pii/S2214212614001343 adresinden erişildi.


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Microsoft Corporation. (2018). Microsoft Filmler ve TV uygulaması nedir? 22 Ekim 2018 tarihinde

https://support.microsoft.com/tr-tr/help/4028482/windows-10-what-is-the-microsoft-movies-tv-app

adresinden erişildi.

Mitnick, K. D. ve Simon, W. L. (2013). Aldatma Sanatı (Odtü Yayın.). Ankara.

Murat, G. ve Aydın, M. A. (2016). Bilgi Güvenliğinde Açıklıklardan Faydalanma. 2016 24th Signal Processing

and Communication Application Conference (SIU) içinde (ss. 1729–1732).

Mutlu, M. E. (2015). e-Öğrenme Standartlarında Yeni Yönelimler, 1(4), 8–35.

Özbay, Ö. (2013). Uzaktan Eğitimin Tarihsel Gelişimi ve Asya Kıtasında Yer Alan Bazı Ülkelerin Uzaktan

Eğitimdeki Tarihsel Gelişimleri. 28 Ekim 2018 tarihinde

https://ozkanozbay.blogspot.com/2013/12/uzaktan-egitimin-tarihsel-gelisimi-ve.html adresinden erişildi.

PhishMe. (2016). Enterprise Phishing Susceptibility and Resiliency Report. 22 Ekim 2018 tarihinde

https://www.infosecurityeurope.com/__novadocuments/351537?v=636276130024130000 adresinden

erişildi.

Saygılı, İ. (2018). Çalışanlarınızın siber güvenliğe önem vermelerini sağlayacak ipuçları. 19 Ekim 2018

tarihinde https://h4cktimes.com/nasil-yapilir/calisanlarinizin-siber-guvenlige-onem-vermelerini-

saglayacak-ipuclari.html adresinden erişildi.

Setirek, M. (2012). Öğretim Tasarımı Dünyası: Öğretim Tasarımı Modelleri. 22 Ekim 2018 tarihinde

https://ogretimtasarimidunyasi.blogspot.com/2012/12/ogretim-tasarm-modelleri.html adresinden erişildi.

Tatar, Ü. (2011). Sosyal Mühendı̇slı̇k Saldirilari. 4. Ağ ve bilgi Güvenliği Sempozyumu.

TechSmith. (2018). The World’s Best Screen Capture Software | Snagit | TechSmith. 22 Ekim 2018 tarihinde

https://www.techsmith.com/screen-capture.html adresinden erişildi.

Trend Micro. (2012). Targeted Cyber Attack Reality - Don’t be a Victim - Trend Micro. 1 Ekim 2018 tarihinde

https://www.youtube.com/watch?v=TB1PYwSnz2M adresinden erişildi.

Türkiye Bankalar Birliği. (2015). Dolandırıcılık Eylemleri ve Korunma Yöntemleri. 30 Ekim 2018 tarihinde

https://www.tbb.org.tr/Content/Upload/Dokuman/7328/TBB-Dolandiricilik-Eylemleri-ve-Korunma-

Yontemleri.html adresinden erişildi.

Vural, Y. ve Sağıroğlu, Ş. (2011). Kurumsal Bilgi Güvenliğinde Güvenlik Testleri ve Öneriler. Gazi Üniversitesi

Mühendislik-Mimarlık Fakültesi Dergisi, 26(1), 89–103.

http://www.mmfdergi.gazi.edu.tr/article/view/1061000603 adresinden erişildi.

Yavanoğlu, U., Sağiroğlu, Ş. ve Çolak, İ. (2012). Sosyal Ağlarda Bilgi Güvenliği Tehditleri ve Alınması Gereken

Önlemler. Politeknik Dergisi, 15(1), 15–27.

Yıldız, M. (2017). Siber saldırıların yeni kıskacı: Sosyal Mühendislik. 22 Ekim 2018 tarihinde

https://www.dunya.com/tekno-trend/siber-saldirilarin-yeni-kiskaci-sosyal-muhendislik-haberi-377630

adresinden erişildi.


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A Blockchain Based Certification System For Education: Bcertificated

Ayşe Ceyda Ölmez1, Şafak Öksüzer

2, Müge Adnan

3, Enis Karaarslan

*,4

1MSKU Department of Computer Engineering, Muğla, Turkey, [email protected]


3MSKU Distance Learning Centre, Muğla, Turkey, [email protected]


Abstract

This study is an attempt to solve the certificate validation problem in open and distance learning programs, and

has been specifically designed for a professional development program provided by a state university in

Turkey. The certification process of the training involves different actors (students, teachers, authorities), and

the progress of trainees is tracked closely since completion of the training is based on process evaluation.

Blockchain technology and smart contracts are used as a solution to document, validate, and verify the

certification process. Hyperledger Fabric is used in order to develop an autonomous and decentralized system

for this purpose. The users will be able to validate the certificates with this system, and this validation will have

the credibility of the requested document. The codes of the prototype are also served with the GNU free

software license. Methods and findings are presented and discussed in this paper.

Keywords: blockchain, open and distance learning, certification.

1. INTRODUCTION

The advent of online technologies and changing profile of learners have recently forced higher education

institutions to change modes of delivery for education to include the more intensive use of such technologies

either to support on-campus courses with technology or in the form of fully online degree programmes (Arinto,

2013; Bates, 2008). Besides, many higher education institutions have started to involve in relatively recent

initiatives triggered by online technologies such as online professional development programmes, open

educational resources, and MOOCs (Massive Open Online Courses) on the other end of the formation (Bates,

2015). Amongst latter initiatives, professional development programmes (or so-called certificate programmes)

may occasionally be key for people’s professional careers since successful completion of such programmes or

courses may lead to promotion, reassignment or financial gains upon receival of a printed (or, in these days,

digital) certificate confirming the achievement of the trainee.

Muğla Sıtkı Koçman University, Turkey, is one of those higher education institutions having integrated online

technologies in the form of online on-campus courses and also fully online degree programmes. It has also

started an online certificate program to train instructors on how to teach online, which is one of the two

programmes in Turkey. e-Tutor is a 14-module training for faculty members and teachers who would like to

teach online classes or to implement technology-enhanced instruction. Participants follow the training online

and assessed based on their performance throughout the process via quizzes, tasks, discussions, and creating

digital artifacts (Adnan, Kalelioğlu & Gülbahar, 2017). At the end of the programme, successful participants

receive a printed certificate from the Distance Learning Centre of the University. There are also occasions

where we collaborate with other universities or institutions, which brings us to the question of validation and

verification of the certification. Blockchain technology can be a candidate for the certificate validation problem,

especially for the distance education.

Blockchain enables a decentralized system which runs as a P2P (peer to peer) network of nodes. The

transactions are collected and recorded in a chain of blocks called the ledger. Block usually contains

transaction data, a timestamp and a hash which is a pointer to the previous block. (Karaarslan & Akbaş, 2017;

Grech & Camilleri, 2017)). The blockchain is appropriate to use for a solution where it is necessary to provide

trust between multiple parties and share data in a decentralized way (Wüst & Gervais, 2017). In this study, a






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decentralized application called BCertificateD is proposed which is a blockchain based certification application;

the working principles and the potential benefits are discussed in detail.

Blockchain system will increase the level of the security services such as the availability, fault tolerance of the

system and the integrity of the grades and certificates. The availability service will be increased with the

number of nodes in the system. The integrity of the records will be accomplished with the immutable ledger.

Every change will require a transaction and these activities will be recorded in the ledger.

In the next section, the methods and the implementation will be given. In the third section, the findings of the

implementation will be given. In the last section, the result and future work will be mentioned.

2. METHOD

Firstly the certification system for the distance education is analyzed with the MSKU distance education center

(UZEM) staff who are responsible for this process. Use-case diagram of the overall system is given in Figure 1.

The requirements and possible enhancements are identified. The staff’s expectation was to have a system

which records and enables to see the whole progress of the student during the lecture.

Figure 1. Use-Case Diagram

Hyperledger Fabric and Composer are selected for this project. Hyperledger is an open source blockchain

platform and an umbrella project of the Linux Foundation which hosts several different varieties of blockchain

environments also is an incubator for blockchain technologies. It has distributed ledger technologies (DLT) like

Sawtooth, Burrow, Fabric, Iroha and etc. It has tools like Composer, Cello, Explorer, and Quilt. Fabric with

Composer is a good combination for effective solutions, because of basic coding and deploying. Ethereum

which is another popular public blockchain platform, needs tokens like cryptocurrency to approve transactions

and keep the system up, but Hyperledger Fabric does not need tokens. Network settings for many types of

organizations, channels which need blockchain solutions for trust can effectively be configured. Hyperledger

fabric has three types of nodes:


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● Client - Any user which is involved in the transaction ● Orderers - used for the transaction distribution ● Peers - used for keeping the ledger

In our implementation, an ordinary PC is used to host an orderer and a peer node. These nodes are running as

separate containers in Docker platform. They wait on different ports. The certification process diagram of the

BCertifieD system is given in Figure2. Installation of the environment is explained in detail in the Github repo

page (https://github.com/MSKU-BcRG/Hyperledger_Composer_Fabric_Kurulum_Rehberi). The implementation

and its details are given in the project Github repo page (https://github.com/MSKU-BcRG/BCertificateD).

Figure 2. BCertificateD Certification Process Diagram

The project is coded in a Javascript-like language of the Hyperledger Fabric environment. A special code which

will run on the peer node is also needed to control data on the blockchain. This code is called the chaincode

which is similar to the smart contract of the Ethereum. Chaincode is written in Go or Java and it provides safety

for data. The activity logs of the chaincode are kept as a record on a ledger to track the system (Cachin, 2016).

Hyperledger Fabric is a permissioned network which is also called as a business network. It has role-based

permission settings to manage rules for accessing or changing the data on the system. This is an important

difference than the permissionless networks such as Ethereum and Bitcoin which don’t have such features. The

rules management on Hyperledger Fabric can provide privacy and security automatically. There are various

specific options to configure this rules, so it has advantages to avoid data manipulating. BCertificateD system is

coded as smart contracts and the rules are defined. There are some roles for the system like student, teacher

and etc. As an example, the below code is a rule that gives the students access to their certificates only.

rule StudentsCanReadTheirCertificate {

description: "Allow all students to have read access to their certificate"

participant(m): "org.bcrg.msku.Student"

operation: READ

resource(v): "org.bcrg.msku.CertificateTrancastion"

condition: (m.p_id==v.Student.p_id)

action: ALLOW }

https://github.com/MSKU-BcRG/Hyperledger_Composer_Fabric_Kurulum_Rehberi

https://github.com/MSKU-BcRG/BCertificateD


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3. FINDINGS

BCertificateD system prototype works on the Hyperledger and we can say that it is much more different than

other education based blockchain projects (EdgeCoin https://www.edgecoin.io/, KryptEd

http://www.krypted.org/, ODEM https://odem.io/) which are developed on the Ethereum platform. According to

our knowledge, there isn’t any Hyperledger Fabric framework based education projects. Hyperledger Fabric

based projects need more effort to build but are more stable.

The system prototype is currently working on one peer. Additional peers will be added to increase the

availability and the system as a future work. Privacy of the personal data is implemented with the permissions

rules. It’s currently enough but the security measures are planned to be improved in the following studies.

4. CONCLUSIONS

A blockchain based certification system is implemented on the Hyperledger Fabric environment. This project is

one of the first live blockchain implementations of the MSKU Blockchain Research Group (BcRG). Detailed

descriptions on the installation of the environment and the codes of the project are shared in Github with the

GNU free software license. The implementation tests are promising and it’s planned to be used for the distance

education in the MSKU Distance Learning Centre (UZEM) in 2019.

The proposed system increases the availability, fault tolerance and integrity of the certification process. Future

work will include increasing the privacy and authenticity of the data. The personal data protection law (KVKK) in

Turkey, the general data protection regulation (GDPR) in European Union emphasizes the needs of the privacy

of the personal data and define the fines if not used properly. The digital signature will also be implemented for

authenticity.

5. REFERENCES

Adnan, M., Kalelioglu, F. & Gulbahar, Y. (2017). Assessment of a multinational online faculty development

program on online teaching: Reflections of candidate etutors. Turkish Online Journal of Distance

Education-TOJDE, 18(1), 22-38.

Arinto, P. (2013). A framework for developing competencies in open and distance e-learning. The International

Review of Research in Open and Distributed Learning, 14(1), 167-185. Retrieved from

http://www.irrodl.org/index.php/irrodl/article/view/1393/2433

Bates, T. (2008). “Transforming distance education through new technologies”. In T. Evans, M. Haughey and

D. Murphy (Eds.), International Handbook of Distance Education. Bradford, UK: Emerald Group

Publishing Ltd.

Bates, A.W. (2015) “Teaching in a Digital Age: Guidelines for Designing Teaching and Learning”. Vancouver

BC: Tony Bates Associates Ltd. ISBN: 978-0-9952692-0-0.

Cachin, C. (2016, July). Architecture of the hyperledger blockchain fabric. In Workshop on Distributed

Cryptocurrencies and Consensus Ledgers (Vol. 310)

Grech, Alexander; Camilleri, Anthony F. (2017). Blockchain in Education. Luxembourg : Publications Office of

the European Union 2017, 132 S. - (JRC Science for Policy Report) - URN: urn:nbn:de:0111-pedocs-

150132

Karaarslan E., Akbaş, M.F., (2017). Blockchain Based Cyber Security Systems (Turkish), Uluslararası

Bilgi Güvenliği Mühendisliği Dergisi, Volume 3, Issue 2, Pages 16 - 21, DOI: 10.18640/ubgmd.373297,

http://dergipark.gov.tr/ubgmd/issue/33645/373297

Wüst, K., Gervais A. (2017). Do you need a Blockchain? IACR Cryptology ePrint Archive 2017: 375.

https://www.edgecoin.io/

http://www.krypted.org/

https://odem.io/

http://www.irrodl.org/index.php/irrodl/article/view/1393/2433


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Examination of The Virtual Reality Application For Foreign Language

Education By Eye Tracking Method

Yabancı Dil Öğrenimi için Sanal Gerçeklik Ortamlarının Göz İzleme

Tekniği ile İncelenmesi

*Ceren Çağlar1, *İrfan Şimşek

2

1 Haliç Üniversitesi, İşletme Fakültesi, İşletme Enformatiği Bölümü, İstanbul, Turkey, [email protected]

2 İstanbul Üniversitesi - Cerrahpaşa, Hasan Ali Yücel Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri

Eğitimi Bölümü, İstanbul, Turkey, [email protected]

Abstract

Considering the current progress of virtual reality technology, the importance of user needs and habits has

become indispensable to developing applications. Given this situation, certain usability tests need to be done

while user friendly virtual reality application is being developed. One of the techniques used when performing

these tests is the eye tracking method. In this study, the eye movements recorded by the SMI Experiment 2.4

program to investigate the usability of the application were examined depending on dwell time, fixation,

sequence, and heatmaps that participants showed when using virtual reality practice in foreign language

education. The recorded data was analyzed by the BeGaze 2.4 program depending to these values. In

addition, the opinions of the participants was evaluated and interpreted as support for research findings.

Öz

Sanal gerçeklik teknolojisinin günümüzdeki ilerleyişine bakılacak olursa uygulama geliştirmede kullanıcı

ihtiyaçlarının ve alışkanlıklarının önemi yadsınamaz duruma gelmiştir. Bu durum göz önüne alınarak kullanıcı

dostu sanal gerçeklik uygulaması geliştirilirken belirli kullanılabilirlik testleri yapılması gerekmektedir. Bu testleri

yaparken kullanılan tekniklerden biri de göz izleme tekniğidir. Bu çalışmada SMI Experiment 2.4 programı ile

kaydedilmiş göz hareketleri incelenerek, katılımcıların yabancı dil öğreniminde sanal gerçeklik uygulaması

kullanırken göstermiş olduğu odaklanma süreleri, odaklanma sayıları, bakış sıraları ve ısı haritalarına bağlı

olarak uygulamanın kullanılabilirliği araştırılmaktadır. Kaydedilen veriler, bu değerlere bağlı olarak BeGaze 2.4

programı ile analiz edilmiş ve buna ek olarak katılımcıların görüşleri de değerlendirmeye alınarak araştırma

bulgularına destek olarak yorumlanmıştır.

Keywords: Virtual Foreign Language Education, Virtual Reality, Eye Tracking.

Anahtar Sözcükler: Sanal Yabancı Dil Eğitimi, Sanal Gerçeklik, Göz İzleme.

1. GİRİŞ

Günümüzde teknoloji artık hayatımızın her alanını etkiler hale gelmiştir. Bu etkilerin en yaygın şekilde

görüldüğü alanlardan biri de sanal gerçekliktir. Kesintisiz odak sağlaması, görsel ögeler sayesinde verilen

içeriğin hafızada canlı kalması ve tecrübe ettirerek öğretmesi sayesinde sanal gerçeklik ile öğrenim eğitim

alanında oldukça etkili bir yöntem haline gelmiştir. Bütün bu imkânları sağlaması ve devam eden gelişimi

sebebiyle özellikle eğitim alanında etkin kullanılabilmesi için bazı kullanılabilirlik testleri yapılması

gerekmektedir. Kullanılabilirlik testlerinden beklenen katılımcıların uygulamayı kullandığı süreçte kullanıcıdan

verimlilik, etkinlik ve memnuniyet değerlerinin alınmasıdır (Bayram & Yeni, 2015). Bu testlerde genellikle

kullanıcılara uygulanan anketlerden yararlanılmakta ve bu çalışmalar kullanıcı yorumuna dayalı olduğu için

öznel bulgulara dayanmaktadır (Fukuda & Bubb, 2003’den aktaran Özçelik ve Diğerleri, 2006). Bu sebeple





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nesnel bulgulara dayanan yöntemler daha etkin olacaktır. Eğitim ve sanal gerçeklik kavramları işin içine girdiği

zaman Eğitimde sanal gerçeklik uygulamalarının kullanılabilirliğini ölçmede en etkin yöntemlerinden biri de göz

izleme (eye tracking) teknolojisidir. Göz izleme yöntemi ile kullanıcının ekranda ne kadar sürede, nerelere

baktığı, nerelere odaklandığı, nereleri tıkladığı gibi verilere bakılarak sistemin kullanılabilirliği test edilir (Omur &

Aydoğdu, 2017). Yine bu yöntem ile kullanıcıların göz hareketleri odaklanma sonrası analizi için gerçek zamanlı

olarak kaydedilir (Duchowski ve Diğerleri, 2000). Bu teknoloji ile kullanıcının göz hareketleri incelenerek belirli

analizler yapılabilmekte ve göz odakları hesaplanarak uygulamalarda gerekli düzenlemeler yapılabilmektedir.

Ayrıca bu teknoloji göz ile komut verme imkânı da sunarak kullanıcıyı daldırma (immersion) konusunda da

olumlu olarak etkilemekte ve odaklanma konusunda daha etkili olmaktadır. Erişkinlerin, çocukların ve engelli

bireylerin kullanıcı alışkanlıkları ve odaklanma farklılıkları düşünüldüğünde bu bireyler için özelleştirilmiş sanal

ortamların oluşturulmasında oldukça nesnel bir yöntemdir (Poole & Linden, 2006). 2011’de yapılan bir üç-

boyutlu sanal kütüphane ortamında kullanılabilirlik testinde, katılımcıların göz hareketleri bu teknik ile

incelenmiş, sonucunda da ortamı kullanıcı dostu hale getirebilecek, varlıkların olması gereken dikkat çekicilik

düzeyi, oyun senaryosu ve gerçekçilik düzeyi hakkında etkili bulgular edinilmiştir (Kalaycı ve Diğerleri, 2011).

Bu çalışmada yabancı dil öğrenimi için sanal gerçeklik uygulamasının göz izleme tekniği ile incelenmesi ve

kullanılabilirliğinin ne ölçüde olduğunun araştırılması amaçlanmaktadır.

Araştırmanın problem cümlesi; yabancı dil öğrenimi için sanal gerçeklik uygulamasının kullanılabilirliği ne

düzeydedir? Alt problemler ise; (1) katılımcıların odaklanma süresi bütünde nasıldır? (2) katılımcıların sanal

gerçeklik uygulamasına odaklanma sayıları (fixation) nasıldır? (3) katılımcıların sanal gerçeklik uygulamasına

bakış sırası (sequence) nasıldır? (4) katılımcıların sanal gerçeklik uygulamasına odaklanma süresi (dwell time)

nasıldır? (5) katılımcıların verilen görevleri yerine getirme esnasında ısı haritası (heatmap) nasıldır? (6)

katılımcıların verilen görevleri yerine getirme esnasında gözün tarama yolu (scanpath) nasıldır?

2. YÖNTEM

Araştırma tarama modelindedir. Araştırmada ilk olarak 3 boyutlu örnek ortamlar (Araba, Kütüphane ve Dış

Mekân) analiz edilerek eğitim alanında nasıl kullanılabileceği yorumlanmıştır. Sanal gerçeklik ortamlarınında

gezerken göz izleme tekniği ile analiz edilmesi günümüz teknolojileri ile mümkün olmamaktadır. Bu sebeple 3

boyutlu sanal gerçeklik destekli ortamlar incelenebilmektedir. Örnek ortamlar deney kayıtları (ekran kaydı, göz

hareketleri kaydı) dikkate alınarak incelenmiştir. Yapılan incelemede, Bütünde Odaklanma Sayısı (Fixation),

Kılavuzlanmış İlgi Alanlarında (Gridded Area of Interest) Gözün Odaklanma Sayısı, Kılavuzlanmış İlgi

Alanlarında Bakış Sırası (Sequence), Isı Haritası (Heatmap), Gözün Tarama Yolu (Scan Path), değerlerinin

sanal gerçeklik uygulamaları ile yabancı dil eğitiminde ne açıdan etkili olabileceğine dair sonuçlara varılmıştır.

Bunun yanı sıra; Second Life üzerinde programlanmış, sanal gerçeklik destekli, yabancı dil eğitimi için

kullanılan Language Park uygulaması ile örnek bir çalışma yapılarak kullanılabilirliği test edilmiştir. Verilerin

çözümlenmesinde SMI Experiment 2.4 programı ile kaydedilmiş göz hareketlerini gösteren ekran kayıtları

incelemiştir.

3. BULGULAR

3 boyutlu örnek ortamlardaki göz hareketlerinin SMI Experiment 2.4 programı ile incelenmesi sonucunda farklı

göstergelere göre bulgular elde edilmiştir. Bu göstergelerden birincisi ısı haritasıdır. Isı haritasında kullanıcının

hangi noktaya ne kadar odaklandığı incelenebilmektedir. Resim 1’deki görsellerde yoğunlaşılan noktalara

bakıldığı zaman maviden kırmızıya doğru giden renk geçişleri görülmektedir. Bu geçişlerde kırmızıya

yaklaştıkça o noktanın dikkat çekiciliği artar. Yani 3 boyutlu araba ortamında yoğunlaşma açısından en dikkat

çekici noktalar sırasıyla lamba ve ekrandır. 3 boyutlu kütüphane ortamında ise bariz bir şekilde en çok

yoğunlaşılan noktalar koridoru göstermektedir.


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Resim 1: Isı Haritası (Araba ve Kütüphane Örneği)

Bir diğer gösterge ise tarama yoludur. Resim 2’de görüldüğü üzere 3 boyutlu araba ortamının tarama yolu

incelenmiştir. Bu yöntemde katılımcıların ortamı gözleri ile ilk olarak nereden ve ne kadar süre odaklanarak

taradığı şemalaştırılmaktadır. Bu yöntem birden fazla katılımcıyı ayrı ayrı karşılaştırma imkânı sunduğu için öne

çıkmaktadır. Isı haritası ile benzer olarak katılımcıların süreç boyunca en çok lamba ve ekrana odaklandığı

görülmektedir.

Resim 2: Tarama Yolu (Araba Örneği)

Bir diğer yöntem ile taranan 3 boyutlu ortamdaki belirli objelere odaklanılabilmektedir. Resim 3’te görüldüğü

üzere bu yöntem ile araba ve dış mekân ortamları analiz edilmiştir. Bu analizde ortamın tamamına değil belirli

objeler üzerine yoğunlaşılmış ve bu objeler üzerinde belirli detaylara dair nicel gösterge verileri elde edilmiştir.

Resim 3: Anahtar Performans Göstergeleri (Araba ve Dış Mekân Örneği)

İlk olarak araba ortamında Tablo 1’de gösterilen objeler incelenmiştir. Bu objeler bakış sırası (Sequence),

odaklanma süreleri (Dwell Time), ilk bakış zamanları (Entry Time), Hit Ratio, yeniden odaklanma (Revisits),

yeniden odaklananlar (Revisitors), ortalama odaklanma süresi (Avarage Fixation), ilk odaklanma süresi (First

Fixation) ve odaklanma sayısı (Fixation Count) açısından analiz edilmiştir. Analiz sonuçlarına bakıldığında

katılımcının dikkatini çeken ilk objenin dikiz aynası olduğu görülmektedir. Katılımcı dikiz aynasını diğer


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objelerden erken fark etmiş olsa da çok uzun süre odaklanmamış ve odağı diğer objelere kaymıştır. En dikkat

çekici objeler ekran ve ön lamba olmuştur. Kapı ise katılımcının dikkatini çok fazla çekmemiştir.

Tablo 1: Araba (Anahtar Performans Göstergeleri)

Gösterge

Obje Sequenc

e

Entry

Time

Dwell

Time

Hit

Ratio

Revisit

s

Revisitor

s

Avarage

Fixation

First

Fixation

Fixation

Count

Kapı 6 15174.3

ms

342 ms

(%1.7)

1/2

(%50) 0.0 0/1 74 ms 98 ms 1.5

Direksiyon 5 5330.4 ms 942 ms

(%4.7)

1/2

(%50) 1.0 1/1 286 ms 42 ms 1.5

Dikiz

Aynası 1 270.4 ms

210 ms

(%1.1)

2/2

(%100

)

0.0 0/2 127 ms 136 ms 1.5

Ekran 3 3622.4 ms

1002

ms

(%5)

2/2

(%100

)

0.0 0/2 1002 ms 1002

ms 1.0

Ön Lamba 2 586.4 ms

1332

ms

(%6.7)

2/2

(%100

)

0.0 0/2 885 ms 850 ms 2.5

Vites Kolu 4 4306.5 ms 462 ms

(%2.3)

1/2

(%50) 0.0 0/1 130.7 ms 74 ms 1.5

Tablo 2’de ise dış mekân ortamı incelenmiştir. Bu testte takip edilecek objeler ekranlardan seçilmiştir.

Performans göstergeleri incelendiğinde katılımcının dikkatini ilk olarak McDonald’s panosunun çektiği ve bir

süre daha odağında kaldığı görülmektedir. Fakat kullanıcının dikkatini en fazla çeken obje köşedeki ekran

olmuştur. Katılımcı ayrıca bu objeye tekrar tekrar bakmıştır. Coca-Cola panosu ise hiçbir şekilde dikkatini

çekmemiştir.

Tablo 2: Dış Mekân (Anahtar Performans Göstergeleri)

Gösterge

Obje Sequenc

e

Entry

Time

Dwell

Time

Hit

Ratio

Revisit

s

Revisitor

s

Avarage

Fixation

First

Fixation

Fixatio

n

Count

Köşedeki

Ekran 2

10775.7

ms

2606

ms

(%13.5)

2/2

(%100

)

2.5 2/2 344.5 ms 110 ms 7

Büyük

Ekran 3

13161.9

ms

1654

ms

(%8.3)

1/2

(%50) 2.0 1/1 97.3 ms 54 ms 7

Coca-Cola - 0 ms 0 ms

(%0)

0/2

(%0) - 0/0 0 ms 0 ms 0

McDonald’

s 1 77.8 ms

1540

ms

(%7.7)

2/2

(%100

)

1.0 1/2 211.5 ms 358 ms 5.5


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Resim 4: Isı Haritası (Language Park Örneği)

3 boyutlu örnek ortamların incelenmesinin ardından yabancı dil eğitimi amacıyla kullanılan, Second Life

üzerinden çalıştırılan, sanal gerçeklik destekli Language Park uygulaması üzerinde göz izleme tekniği

kullanılmıştır. Resim 4’te tarama aşaması gösterilmektedir. Bu taramada önceki taramalardan farklı olarak sabit

bir 3 boyutlu ortam yoktur. Hem rotasyon hem de lokasyon olarak farklılık gösterdiği için ısı haritası da sürekli

olarak değişmektedir.

4. SONUÇ

Göz hareketlerinin SMI Experiment 2.4 programı ile incelenmesi ve BeGaze 2.4 programı ile analiz edilmesi

sonucunda elde edilen bulgulara dayanarak en çok dikkat çeken bölgelerin kütüphanede koridor, arabada dikiz

aynası ve ön lamba, dış mekânda ise köşedeki ekran olduğu ortaya çıkmıştır. Sanal gerçeklik ortamı için

yazılacak herhangi bir eğitim uygulamasında bu ortamların kullanılması durumunda;

Hafızada canlı tutulması istenen objeler ve metinlerin tekrar odaklanma sayısı ve odaklanma süresi en fazla

olan bölgelere,

● Gizli ipuçları ve yüksek odak gösterilmesi istenen objeler ve metinlerin ilk bakış zamanları geç olan bölgelere,

● Çabuk fark edilmesi gereken objeler ve metinler bakış sırası ve odaklanma süresi fazla olan bölgelere,

● Eğitimde aynı sürecin parçası olan objeler ve metinlerin bakış sırasına göre yerleştirilmesi uygun olacaktır.

Bütün bu nicel veriler özellikle eğitim söz konusu olduğunda oldukça önem taşımaktadır. Veriler belli hedef

kitlelerine (Çocuklar, engelliler, psikolojik rahatsızlıklar yaşayan bireyler vb.) göre farklı analiz edilerek ideal ara

yüz ve senaryo tasarlanması sağlanabilmektedir. Bu araştırmada;

● Sanal gerçeklikte eğitim uygulamalarında, anket gibi kullanıcı inisiyatifine kalmış öznel veriler yerine insan bilgisayar etkileşimi sonucu ortaya çıkan göz izleme tekniğine dayalı nesnel veriler kullanılmasının,

● Göz izleme ile test aşamasında muadili olan 3 boyutlu ortamlar yerine direkt göz hareketlerini inceleyen göz izleme sanal gerçeklik cihazlarının geliştirilmesinin gerektiği sonucuna varılmıştır.

5. KAYNAKLAR

Bayram, S., & Yeni, S. (2015). Web Tabanlı Eğitsel Çoklu Ortamların Göz İzleme Tekniği ile Kullanışlılık

Açısından Değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 221-234.

Duchowski, A. T., Shivashankaraiah, V., Rawls, T., Gramopadhye, A. K., Melloy, B. J., & Kanki, B. (2000,

November). Binocular eye tracking in virtual reality for inspection training. In Proceedings of the 2000

symposium on Eye tracking research & applications (pp. 89-96). ACM.


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Kalaycı, E., Tüzün, H., Bayrak, F., Özdinç, F., & Kula, A. (2011). Üç-Boyutlu Sanal Ortamların Kullanılabilirlik

Çalışmalarında Göz-İzleme Yöntemi: Active Worlds Örneği. Akademik Bilişim, 11.

Omur, S., & Aydoğdu, A. G. (2017). Göz izleme araştırmaları ve iletişim alanında yeni yönelimler. International

Journal of Social Sciences and Education Research, 3(4), 1296-1307

Özçelik, E., Kurşun, E., & Çağiltay, Y. D. D. K. (2006). Göz Hareketlerini İzleme Yöntemiyle Üniversite Web

Sayfalarının İncelenmesi. Akademik Bilişim 2006 Bildiriler Kitapçığı.

Poole, A., & Ball, L. J. (2006). Eye tracking in HCI and usability research. Encyclopedia of human computer

interaction, 1, 211-219.


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What are The Important Social Skills of Students in Higher Education?

Houda Tadjer1,3

, **Yacine Lafifi

1, Mehmet Derindere

2, Sevinc Gulsecen

2, Hassina Seridi-Bouchelaghem

3,4

1LabSTIC laboratory, University 8 May 1945 Guelma,BP 401, Guelma 24000, Algeria, [email protected],

[email protected], [email protected] 2Informatics Department, Istanbul University, Istanbul, Turkey, [email protected], [email protected]

3Computer science department, University Badji-Mokhtar Annaba, BP 12 Annaba, 23000 Algeria

4LabGED Laboratory, University Badji-Mokhtar Annaba, BP 12 Annaba, 23000 Algeria, [email protected]

Abstract

The improvement of the cognitive and social skills of learners was the subject of several studies. The later was

interesting the researchers from different specialties: educational sciences, cognitive psychology and computer

science. The majority of these researches have been focused on cognitive skills. As a result, several systems

and approaches have been proposed and implemented to improve these cognitive skills. However, the

improvement of social skills was not studied enough. The purpose of this paper is to extract the most important

social skills for higher education students on one hand, and to propose computer-supported tools to be

integrated into a problem-based learning platform for improving these skills on the other hand. To do this, a

study was conducted with a sample of university students (n = 450) from different specialties (technical

sciences, human and social sciences, economics and natural sciences) in order to extract the degree of the

importance of some social or technical skills. These students answered a questionnaire established for this

purpose. The results showed that the majority of students attributed a great importance to some social skills

such as politeness, respect for other points of view as well as confidence and self-esteem. The obtained results

as well as the future research actions to carry out will be discussed at the end of this paper.

Key words: Soft skills, Higher education, Soft skills improvement.

1. INTRODUCTION

Technical skills were the only needed skills, but in view of the changing needs of the industry and the need for

qualified people, this type of competence becomes insufficient. Furthermore, it cannot guarantee a productive

performance, which makes it necessary to resort to social skills that can be a complementary of technical skills.

Some studies attempt to improve students' technical and social skills to meet the demands of industry (Ritter et

al., 2017; Robles, 2012; Intayoad, 2014).

Social skills are generally defined as intra and interpersonal skills such as communication, teamwork and

collaboration skills (Ritter et al., 2017). Pachauri & Yadav (2014) defined social skills as personality traits, social

gracefulness, fluency in language, personal habits, friendliness, and optimism to varying degrees. In recent

years, social skills have become increasingly important to academic skills and are strongly associated with the

success of life and employment (Gibb, 2014), which has motivated many researchers interest in social skills.

Business leaders consider social skills as a very important attribute for job seekers (Robles, 2012) and in order

to improve their employability in the labor market, social skills are integrated into student training programs at

higher education level for different topics such as accounting and software development (Panwong &

Kemavuthanon, 2014, Maelah et al., 2012, Pachauri & Yadav, 2014).

In educational field, educators have a greater responsibility for social skills because they have a significant

impact on the development of their students' skills (Schulz, 2008). Furthermore, social skills are an important

ability in their daily lives at school, with peers, and with their families (Cheung et al., 2017).

So, first, what are the most important social skills to consider in the development of new programs that can on

one hand meet the needs of the world of work and on the other hand led us to think about improving the level of

social skills of different students?

* Corresponding author








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In order to answer this question, we propose in this paper a research that aims at describing a study for

extracting the importance of students' social skills.

The rest of the paper is organized as follows. In Section 2, we present the methodology used for this study. In

section 3, we describe findings and discussions of the results. At the end of this paper, we present the

conclusion of this study and we suggest some future works.

2. METHOD

In order to extract the importance of the social skills of students from higher education institutions, we first

carried out a literature review on the importance of social skills in this field. Then, we established a very broad

list containing the social skills cited in the research articles. This list has been sorted and filtered to choose only

the most important skills. Indeed, we have a list containing 23 social skills that we see the most important and

that we can implement them (by a computer-supported tool).

After choosing a list of the most important skills, we proposed to have the opinions of the students themselves.

To do this, we proposed a questionnaire that is composed of:

A list of social skills with their degree of importance. In fact, we used five classes: “very important”,

“important”, “not very important”, “not at all important” and “I do not know”.

Questions from different types: with simple choice and open answers.

A question about TOP 5 of social skills needed for students using a problem-based learning platform.

As an indication, we give some questions of the questionnaire.

Please check for each skill the box that suits you:

Social skills (Soft skills) Very

important Important

Little

important

Not at all

important

I do not

know

1. Ability to influence and guide others

2. Politeness (Say hello / goodbye, please... etc.)

3. Respect others and their points of view

3. FINDINGS

The questionnaire was submitted to 500 students from different faculties of the University of 8 May 1945

Guelma (Algeria). These students have the time to answer the questions freely and in sufficient time. On the

way back, we collected 450 completed questionnaires.

The following table shows the distribution of students who answered the questionnaire.

Table 1: Distribution of participants

Male Female

Number of participants 140 310

Percentage 31.11% 68.89%

Before giving some results, we give some general remarks on the answers of the students:

1- The majority of students were female (68.89% of participants are women). 2- Students belong to different specialties (human and social sciences, sciences and technologies,

mathematics and computer science, etc.). 3- We have taken into account all the questionnaires although there are some ones that are not

completely completed. 4- We have identified several answers on the question with free responses. We took only those that

were cited at least 17 times (5%).

After analyzing the obtained results, we can give the following remarks: 1- Some skills were considered as very important by the majority of students. We give in the following, the five skills judged as very important by the participants. Indeed, the most cited social skill is "Confidence and self-esteem" with 331 mentions (more than 73% of students), followed by the


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following skills: “Politeness (Say hello / goodbye, please ... etc.)” (328 students), “Respect of the others’ points of view” (282 students), “Perform the work requested with conscience” (243 students), and “Ability to manage time and accomplish tasks on time” (208 students).

Figure 2 shows the responses of students about two social skills: “Politeness” and “Confidence and self-esteem”.

Figure 1: Opinions of the learners about two social skills: “Politeness” and “Confidence and self-esteem”.

2- If we take the two opinions “very important” and “important”, we have obtained the following results: “Respect the others and their points of view” (with 96.22%), “Confidence and self-esteem” (with 95.11%), “Politeness (Say hello / goodbye, please ... etc.)” (with 93.56%), “Ability to communicate with others” (with 90.89%) and “help others” (with 90.44%). 3- For social skills that are not rated or not very important, we found: “Management and control of emotions“ (31.78%), “Ability to ask questions (curiosity)” (31.78%), “Manage and resolve conflict situations” (27.56%), “Being creative and innovative” (20.22%), and “Answer the asked questions” (with 19.33%).

Figure 2: Opinions of learners about two social skills: “Management and control of emotions“, “Ability to ask

questions (curiosity)”.

4- Regarding a question about how to improve these social skills, several proposals have been proposed (since the answers are open). For example, 149 students cited the need to encourage students, 93 students

0

50

100

150

200

250

300

350

Politeness

0

50

100

150

200

250

300

350

Confidence and self-esteem

020406080

100120140160180

Management and control of emotions

020406080

100120140160180200

Ability to ask questions

(curiosity)


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suggested to encourage students to work collaboratively (collaborative learning), etc. We return to the results of this part with more details and with more analysis in another work. Further results can be obtained by continuing the analysis of the obtained results such as the social skills to be used in the context of problem-based learning, the dependence between social and cognitive skills, etc.

4. CONCLUSION AND FUTURE WORKS

In this paper, we presented the first results of a study to determine the most important social skills of students

in higher education. The results of this analysis will help us to extract social skills that we can subsequently

take into account by a computer-supported tool. In other words, our ultimate goal at the end of this study is to

propose computing solutions to extract the degree of acquisition of the adopted social skills by a learner at first.

Then, we must find techniques to improve this degree of mastery of these skills in a second time.

Social skills such as "politeness", "confidence and self-esteem", "respect for other points of view", "ability to

communicate well with others" and "help others" are the most cited by the participants. So, in a first step, we

must propose methods to calculate them via a computer-supported tool. To do this, some solutions are

conceivable such as the use of semi-structured interfaces or the analysis of the content of the messages of the

communication established among the learners.

As future works, we propose to look for computer-based solutions for improving the social skills of learners in

higher education institutions. Thus, we will want to apply these solutions in a problem-based learning platform

where learners are grouped into small groups. In this context, we can use the degree of acquisition of a skill as

a grouping criterion. Finally, we intend to develop a mobile application adopting the solutions found for the

extraction and the improvement of students’ social skills at first, later we can extend it to other types of learners.

REFERENCES

Cheung, P.P.P., Siu, A.M.H., & Brown, T. (2017). Measuring social skills of children and adolescents in a

Chinese population: Preliminary evidence on the reliability and validity of the translated Chinese

version of the Social Skills Improvement System-Rating Scales (SSIS-RS-C). Research in

Developmental Disabilities, 60, 187-197.

Gibb, S. (2014). Soft skills assessment: theory development and the research agenda, International Journal of

Lifelong Education, 33(4), 455-471.

Intayoad, W. (2014). PBL Framework for Enhancing Software Development Skills: An Empirical Study for

Information Technology Students, Journal of Wireless Pers Commun, 76:419–433.

Maelah, R., Aman, A., Mohamed, Z.M., & Ramli, R. (2012). Enhancing soft skills of accounting undergraduates

through industrial training, in Procedia - Social and Behavioral Sciences, 59, 541 – 549.

Pachauri, D., & Yadav,A. (2014). Importance of Soft Skills in Teacher Education Programme, International

Journal of Educational Research and Technology, 5 (1), 22-25.

Panwong, P., & Kemavuthanon,K .(2014). Problem-Based Learning Framework for Junior Software Developer:

Empirical Study for Computer Programming Students, Journal of Wireless Pers Commun, 76, 603–613.

Ritter, B.A., Small, E.E., Mortimer, J.W., & Doll, J.L. (2017). Designing Management Curriculum for Workplace

Readiness: Developing Students’ Soft Skills, Journal of Management Education,1–24.

Robles, M.M. (2012). Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace, Journal of

Business Communication Quarterly, 75(4), 453–465.

Schulz, B. (2008).The Importance of Soft Skills: Education beyond academic knowledge, Journal of Language

and Communication, 146-154.


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Digital transformation in Education

Oya Şanlı

Sancaktepe, İstanbul, 59oyasanlı@gmail.com

Abstract

First we need to understand how we come to this point of discussion and researching about digital transformation in education. The digital transformation itself is the heart of the 4th Industrial Revolution, which is the era of systems that integrate computation, networking and physical processes such as mobile devices, Internet of things, robotics, 3D printing and so on. This era is about to change our understanding of doing business, of learning & development in a fundamental way in incredible speed. To sustain this revolution and increase the depth of public and professional understanding of the related data, there is a need for new forms of education and training which can deal with fast-moving and information-rich world. Educators from all levels are coming to realize the benefits of technology in and out side of the classroom. Typically, education is one of the last industries to make extensive change, holding on to antiquated methods and practices. But through the digital transformation and the rise of educational technology, teachers have begun making drastic changes to their instruction, assessments, even the physical make-up of their classrooms, and at a much faster rate than expected. As Alan November said; teachers need to stop saying, ‘Hand it in,’ and start saying ‘Publish It,’ instead. What makes a classroom an ideal classroom of the future? Atmosphere of classroom, mobility of devices in use and multimedia tools plays main role for the classroom of the future. Being at the related field and seeing real life problems and trying to solve them using latest technology triggers innovation among students. The ideal classroom for the 21st Century calls for an amount collaboration, conscious design and technological innovation to make the classroom into a place of positive learning environment. This calls for a place in which it is easy to use technology to locate or deliver content and where one can use technology to collect data about teaching and learning. It calls for a place where technology is not an add-on, but rather an integral part of the curriculum, where teachers can try out newer techniques, find the combination of technology and instruction best suited to the subject and the instructional goals, and work in arrangements that permit fluid transition between approaches to teaching and learning. The main idea of this abstract is to open a real path for university students to learn and succeed in working life, and while doing that solve the problems of small and medium businesses. Small and medium businesses are in need of cheap and stable solutions at same time students are in need to learn how to solve real time problems. Connecting both with 21st century tools can ease and help them provide faster innovative solutions. There are two sides of this project: managerial and technical. Here in this abstract without discussing very deep technical side of it, you may get the idea of this new structure/institution and how this works. Keywords: Educatıon, ICT, VR

INTRODUCTION

Students visit small and medium businesses collect problems with mobile devices. Management analyzes all

and decides which problem to solve. Then they present the problem to Board and get their confirmation. After

confirmation of the board, students with the help of lectures prepare steps and flowcharts to solve the problem.

Then they present these work to Board and getting their approval selected students begin to work on this

solution/s. There is a Cloud structure at the back to collect all data from all parties and devices, then to code

the solution if necessary (as in Şekıl1).

This structure/institution may considered as a career schools for students who are studying different majors and

may cover all majors to operate like a company which provides solutions to small and medium size businesses.

Meanwhile, educators prepare lectures on cloud environment on virtual reality, augmented reality and mobile

devices depending on the lecture insights.


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Students learn about business problems and how to solve them in first hand. While doing that they also able to

search and work on latest technologies. With virtual reality, augmented reality and mobile devices they can take

theoretical lectures anywhere. Small and medium sized companies also gain. At the end they have cheaper

and fitted latest technology solutions.

Figure 13 Structure.

METHOD

The basic approach is while serving small and medium sized business students are able to be aware and use

latest technologies and they are able to provide solutions along with what they theoretically learned. Educators

also put their hand under new technologies.

Data is collected by students using mobile devices and transferred to cloud where database (prepared and

managed by management and students) resides. Using analyzing tools and software - also written by students

- management with students presents problem to board. Board with management team confirms to go further.

From this point students work on presentation of solution to the company. At this point virtual reality or mixed

reality devices may best serve.

With the confirmation of the company students begin to work on solution.

While implementing the solution at company side augmented realty devices and mobile devices may help

teaching to the company staff.

Students:

. Students who applied to work for

. Board and management selects among them

Management:

. Educators

. Selected senior students

Board:

. Educators

. Cloud company - if cloud service is not giving by

institution

Departments of this structure/institution:

Business Administration

Human resources

Purchasing

Sales

Marketing

Information Technologies

Consulting

Software engineering

Accounting

Finance

Industrial design

Others depending on the problem


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Figure 14 Instıtutıon

FINDINGS

This collaborative structure/institution is great opportunity for students and small&medium sized companies. If

customers are asked what they want, if this structure/institution designs it, determines a fair price, if this

structure/institution able to ensures a good promotion and distribution, the success will be guaranteed.

Moreover, this way of working may trigger innovations. However, the solution may last more then a semester,

so students who graduate meantime should hand over the project and this may cause some setbacks. With this

structure students, institution and cloud company earns money from small and medium sized companies. In our

education system educational institutions & foundations can not earn money. What if this structure/institution

use that money to hire educators and to purchase technological materials?

The very fist project is to implement Cloud and database of this structure. At this point It is better to begin with

Information technologies' students and educators. All lectures must design for students to run on Cloud, Virtual

reality devices, augmented reality devices and mobile devices. For next project other majors according to the

project must be add up. Gradually, all majors should be included. All projects have an owner, the owner of this

project is : Educators, Students and Cloud company

CONCLUSIONS

According to KOBI statistics small and Medium Sized Enterprises (SMEs-KOBI) accounted for 99.8% of total

enterprises, 74.2% of employment, 54.7% of the salaries and wages, 63.8% of the turnover, 52.8% of the value

added factor (FMKD), constituted 53.3% of gross investment in property. Meantime 60.8% of small and

medium sized manufacturing industry enterprises are working with low technology.

Students with the help of educators may help small and medium sized companies to meet the technology and

to find solutions of their problems in a fast and cheap way. Students while they apply what they theoretically

learned they become ready to business life.

Students

Board

Management


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Educators will be able to include technology in their curriculum. Likely, they set up ideal classroom with

technological tools to boost collaboration, conscious design and technological innovation.

This project supports any kind of new coming technologies.

REFERENCES

https://www.forbes.com/danielnewman/2017/07/18/top-6-digital-transformation-trends-in-education

http://kobi.org.tr/index.php/tanimi/stats

https://link.springer.com

http://onlinejournals.org/index.php/i-jac/article/vıew/6334

http://parisinnovationreview.com/artıcles-en/three-ways-to-drive-innovation

https://researchgate.net/publication/228568306_New_ICT_Tools_in_Education-

Classroom_of_the_Future_Project


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Prediction of Student Performance By Deep Learning Algorithm

Öğrenci Performansının Yapay Zeka Derin Öğrenme Algoritmasi Ile

Öngörülmesi

*Yalçın Özkan

1, Fatma Önay Koçoğlu


3

1 [email protected]

2İstanbul Üniversitesi Enformatik Bölümü, İstanbul, Türkiye [email protected]

3İstanbul Üniversitesi Enformatik Bölümü, İstanbul, Türkiye, [email protected]

Abstract

In this study, it is aimed to model and predict of the academic performance of a student with the help of artificial

intelligence algorithms based on the data related to some demographic, social and environmental features in

order to evaluate the academic success of the students. Numerous machine learning algorithms are available

for classification through supervised learning from data sets. In this study, a model was developed for

predicting student performance by applying a deep learning algorithm on a dataset obtained from a secondary

school. When this model was compared with six important algorithms, it was seen that this model achieved a

stronger result. According to the obtained models, it was understood that quality of family relationships, going

out with friends and mother's education were the most influential variables.

Öz

Bu çalışmada, öğrencilerin akademik başarısının değerlendirilmesinde bir döneme ilişkin akademik

performansları; demografik, sosyal ve çevreyle ilgili diğer bazı özelliklerine ilişkin veriye dayanarak, yapay zeka

algoritmaları yardımıyla modellenmesi ve öngörülerin geliştirilmesi amaçlanmıştır. Veri kümelerinden

danışmanlı öğrenme yoluyla sınıflandırma işlemini gerçekleştirmek üzere çok sayıda makine öğrenmesi

algoritması mevcuttur. Bu çalışmada, bir ortaöğretim kurumundan elde edilen veri kümesi üzerinde derin

öğrenme algoritması uygulanarak öğrenci başarısının öngörülmesi üzerine bir model elde edilmiş ve önemli altı

algoritma ile performans karşılaştırılması yapılarak onlardan biraz daha güçlü bir sonuca ulaşıldığı görülmüştür.

Elde edilen modele göre ailesi ile ilişki seviyesi, arkadaşlarıyla dışarı çıkışları ve annesinin eğitim durumunun

en etkili değişkenler olduğu anlaşılmıştır.

Keywords: Artificial Intelligence, Machine Learning, Deep Learning.

Keywords: Yapay Zeka, Makine Öğrenmesi, Derin Öğrenme.

1. GİRİŞ

Günümüzde sağlıktan ulaşıma, bankacılıktan sanayiye hemen hemen her alanda bilginin gücü farkedilmiş,

bilginin yapıtaşı veri bu alanların en önemli kaynaklarından biri haline gelmiştir. Verinin işlenerek bilgiye

dönüştürülmesi ile daha doğru stratejilerin geliştirilmesi ve daha az hata ile kararların alınması sağlanmaktadır.

Bu alanlardan birisi de eğitimdir. Gerek eğitim kurum ve kuruluşlarının akademik performanslarının

belirlenmesi, geleceğe yönelik planların yapılandırılması, gerek öğrencilerin başarı durumlarının öngörülmesi,

başarılarına etki eden faktörlerin veya mesleki eğilimlerinin belirlenmesi gibi konularda çeşitli kaynaklarda kayıt

altına alınan veriden yararlanılmaktadır. Öğrencilerin akademik performansı eğitim kurumları için kritik öneme

sahiptir çünkü stratejik programlar, öğrencilerin kurumdaki çalışma süreleri boyunca performanslarını

iyileştirmek veya sürdürmek için planlanabilir (Quadri ve Kalyankar, 2010).



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Literatürde araştırmacıların eğitim alanında gerçekleştirdiği birçok bilimsel çalışma yer almaktadır. Minaei-

Bidgoli ve diğerlerinin (2003) çalışmasında web tabanlı eğitim sistemine giriş kayıtlarından öğrencilerin yıl sonu

başarı notlarının tahmin edilerek, riskli öğrencilerin daha erken bir dönemde belirlenebilmesine yönelik bir

model geliştirilmiştir. Baradwaj ve Pal (2011) da benzer olarak öğrenci verisinden yola çıkarak performansların

değerlendirilmesini, performanslar ile ilgili açıklayıcı bilgiler sunabilmesini ve öğretmenlerin danışmanlık

sürecine katkı sağlamayı amaçlamıştır. Al-Radaideh ve diğerleri (2006) ise, yükseköğretimde kaliteyi arttırmak

amacıyla öğrenci verisi analiz edilerek öğrencilerin performansını etkileyecek ana faktörlerin belirlemeye

çalışmıştır. Romero ve diğerleri (2007), moodle verilerini kullanarak bu verilerinin istatistik, görselleştirme,

sınıflandırma, kümeleme gibi yöntemler ile işlenerek alandaki çalışmalara ışık tutmayı amaçlamıştır. El-Halees

(2009), öğrencilerin öğrenme davranışlarını belirleyebilmek veri tabanı dersi alan öğrencilerin kişisel, akademik

ve aldıkları bu derse ait kayıtlardan oluşan bir veri seti kullanmıştır. Özen ve diğerleri (2014), web tabanlı

öğrenme yönetim sistemi verilerini analiz ederek kullanıcı davranışları ile ilgili sonuçlar elde etmeye, buna bağlı

olarak öğrenme yönetim sisteminin gelişimine katkı sağlamayı amaçlamışlardır. Koçoğlu ve diğerleri (2017),

farklı sektörlerde çalışanların eğitim alabildiği bir e-öğrenme platformu üzerinden gerçekleştirilen eğitimlere

ilişkin kayıt altına alınan veriyi incelemişler, e-öğrenme ortamı kullanılarak gerçekleşen öğenmenin başarı

sonuçlarını tahmin etmeyi ve ilgili örüntüleri ortaya çıkarmayı amaçlamışlardır.

Veri yığınını analiz ederek bilgiye ulaşabilmek adına çeşitli matematiksel ve istatistiksel yöntemler

geliştirilmiştir. Günümüzde veri madenciliği, makine öğrenmesi, yapay zeka algoritmaları yukarıda bahsi geçen

çalışmaların gerçekleştirilmesinde sıklıkla kullanılmaktadır. Yapay zeka algoritmaları içerisinde derin öğrenme

algoritmaları, özellikle diğer algoritmalar ile sorun yaşanan yüksek boyutlu verilerde karmaşık yapıları

keşfedebilmesi ve birçok alanda uygulabilmesi nedeniyle önem kazanmıştır (LeCun ve diğ., 2015). Derin

öğrenme, veriden daha yüksek seviyede çıkarım yapma ve daha iyi tahmin performansı elde edebilmek için

yapay sinir ağlarının geliştirilmiş halidir (Greenspan, 2016). Günümüzde saklanan veri miktarı ve boyutu sürekli

artmakta büyük veri kavramından bahsedilmektedir. Veri büyüdükçe derin öğrenme bu büyük veriden çıkarım

yapma konusunda önemli bir rol oynamaktadır (Chen ve Lin, 2014).

Bu çalışmada, öğrencilerin akademik başarısının değerlendirilmesinde bir döneme ilişkin akademik

performansları; demografik, sosyal ve çevreyle ilgili diğer bazı özelliklerine ilişkin veriye dayanarak, yapay zeka

algoritmaları yardımıyla modellenmesi ve öngörülerin geliştirilmesi amaçlanmıştır. Analiz çalışmasında derin

öğrenme dahil olmak üzere altı farklı algoritma ile modeller kurularak, karşılaştırmalı performans analizi

yapılmıştır

2. YÖNTEM

2.1 Derin öğrenme modeli

Çok katmanlı bir sinir ağı, sinirsel mimari oluşturan birbirine bağlı sinir zincirlerini içerir. Giriş ve çıkış

katmanlarıyla birlikte, birden fazla gizli katmandan da oluşur (Öztemel, 2016). Çok katmanlı sinir ağları “Derin

Sinir Ağları”; modelin eğitilmesi işlemi ise “Derin Öğrenme” olarak anılmaktadır. Şekil-1 üzerinde bir derin

öğrenme modeli yer almaktadır. Bu model 2 giriş elemanı, 2 gizli katman ve 2 çıkış elemanından oluşmaktadır.

Gizli katmanların sayısı ve herbir gizli katmanın kaç sinir hücresinden oluşacağı algoritmanın ilk adımında

belirlenir. Veri kümesinin karmaşık bir görünüm arzetmesi durumunda gizli katmanların sayısı artabilir.

Eğitim kümesindeki birinci örneğin ağa gösterilmesi ile süreç başlar. Herbir nöron arasındaki başlangıç

ağırlıkları ve “önyargı” değeri belirlenir. Girdi değerleri ile ağırlıklar çarpıldıktan sonra toplanarak net girdi değeri

hesaplanır. Net girdi değeri bir “aktivasyon fonksiyonundan” geçirilerek ilgili sinirin çıktısı hesaplanır. Tüm çıktı

değerleri hesaplandıktan sonra ileri hesaplama işlemi tamamlanmış olur.


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Şekil 1: İki gizli katmana sahip bir derin öğrenme modeli.

Bir sinir hücresinin net girdi değeri, m adet giriş için (1) bağıntısı ile hesaplanır. Burada 𝑏 değeri herbir sinir

hücresi için rastlantısal olarak belirlenen bir ön yargı değerini ifade eder.

𝑓(𝑥) = ∑ 𝑤𝑖𝑥𝑖

𝑚

𝑖=0

+ 𝑏 (1)

Herbir sinir hücresine girişler (1) ile hesaplandıktan sonra çıkışlar hesaplanır. Bunun için şekil 2 de yer alan

aktivasyon fonksiyonlarından biri kullanılır.

Sigmoid fonksiyonu: 1

1 + 𝑒−𝑓(𝑥)

Hiperbolik tanjant fonksiyonu:

𝑡𝑎𝑛ℎ(𝑓(𝑥))


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Relu fonksiyonu:

𝑚𝑎𝑥(0, 𝑓(𝑥))

Şekil 2: Aktivasyon fonksiyonları.

Geri yayılım algoritmasının amacı, ağın çıktıyı daha doğru tahmin etmeyi öğrenebilmesi için nöronlarla ilişkili

ağırlıkları optimize etmektir. Tahmini değer hesaplandıktan sonra, hatayı geri yayar ve her bir nöronla

ilişkilendirilmiş ağırlıkları yeniden hesaplar. Böylece, öngörülen değeri gerçek değere yakın hale getirmeye

çalışır. Geri yayılım algoritması, hata fonksiyonunu kullanarak ağ performansını optimize eder. Şekil-1

üzerinde görüldüğü gibi 𝑦𝑖 çıkış değerlerini gösterir. Çıkış değerlerinin tahminleri �̂� ile gösterilirse toplam hata

fonksiyonu (2) de belirtildiği biçimde ifade edilebilir.

𝐸𝑡𝑜𝑝𝑙𝑎𝑚 = 1

2𝑛∑(�̂�𝑖 − 𝑦𝑖)2

𝑛

𝑖=1

(2)

Geri yayılım sürecinde toplam hatayı azaltmak amaçlanır. Bunun için herbir ağırlıkta yapılacak değişikliğin

toplam hata üzerindeki etkisini ölçmek üzere, k ağırlığı için 𝜕𝐸𝑡𝑜𝑝𝑙𝑎𝑚

𝜕𝑤𝑘 kısmı türevleri hesaplanır.

𝜕𝐸𝑡𝑜𝑝𝑙𝑎𝑚

𝜕𝑤𝑘

=1

𝑛∑(�̂�𝑖 − 𝑦𝑖)

𝑛

𝑖=1

𝑥𝑖𝑘 (3)

Delta kuralına göre elde edilen değerler göz önüne alınır, ağırlıklar ve öğrenme oranı kullanılarak yeniden

düzenlenir. 𝑤𝑘 yeni ağırlığı, 𝑤𝑘′ ise bir önceki ağırlık değerini göstermek üzere, ağırlıkların güncellenmesi (4)

bağıntısı yardımıyla gerçekleşir. Güncelleme miktarını düzenlemek üzere 𝜂 ile gösterilen öğrenme oranı

bağıntıya eklenebilir.

𝑤𝑘 ← 𝑤𝑘′ − 𝜂

1

𝑛∑(�̂�𝑖 − 𝑦𝑖)

𝑛

𝑖=1

𝑥𝑖𝑘 (4)

Öğrenme katsayısı ağırlıkların değişim miktarıyla ilgili bir katsayıdır. Eğer büyük değerler seçilirse yerel

çözümler arasında döngüye girilmesi söz konusu olabilir. Küçük değerlerin seçilmesi durumda öğrenme süresi

uzayabilir. Bir diğer parametre momentum katsayısı olarak isimlendirilmektedir. Momentum katsayısı, yerel

çözümlere takılması durumunda bir sıçramanın gerçekleştirilmesini ve böylece daha iyi sonuçlar bulunmasını

sağlar. Derin öğrenme modelleri oluştururken başlangıç değerlerinin oluşturulmasında farklı stratejiler

izlenebilir. Bunlardan en basiti, tüm ağırlıklara başlangıç olarak sıfır değerlerinin atanmasıdır. Ancak bu

uygulama derin ağlarda sorunlara neden olabilir. Bir diğer yöntem, Gauss tesadüf değişkelerini kullanmak

biçimindedir. Ancak bu alternatif de derin öğrenme ağlarında tercih edilmez. Xavier yöntemi ise ağırlıkların

belirli bir aralıkta tutulması esasına dayanır. Derin öğrenme ağlarında bu yöntem yaygın biçimde tercih edilir.

2.2 Veri kümesi

Bu çalışmada UCI Machine Learning Repository’de erişime açık olarak yer alan “student performance” veri seti

kullanılmıştır (URL1). Veri seti, Portekiz’de bir ortaöğretim okulunda 395 öğrencinin matematik dersinden bir

dönem içinde aldığı başarı notlarını, ailesiyle ilgili bilgileri ve çevre ile ilgili bilgileri içermektedir Veri kümesinde

33 öznitelik yer almaktadır. Veri kümesinin 31, 32 ve 33. sırada yer alan G1, G2 ve G3 öznitelikleri öğrencinin


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başarı puanlarını içermektedir. G1 birinci dönem, G2 ise ikinci dönem başarı notunu içermektedir. Söz konusu

veri kümesi Cortez ve Silva (2008) tarafından yapılan bir çalışmada kullanılmış, G1 ve G2 ve G3 özniteliklerinin

de yer aldığı çeşitli modeller denenerek performansı yüksek modeller elde edilmeye çalışılmıştır. G3 özniteliği

sayısal olduğundan, çalışmamızda kategorik biçime dönüştürülmüştür. Başarı puanı 0-9 olanlar “Başarısız”, 10-

20 olanlar “Başarılı” olarak etiketlendirilmiştir. Model performans geçerlemesi için veri kümesinin tesadüfi olarak

%90’i modellerin eğitimi, kalan %10 ise test amacıyla ayrılmıştır.

2.3 Uygulama

Eğitim verisiyle birlikte C5, Boosted C5, Regresyon Ağaçları, Destek Vektör makinesi, Lojistik Regresyon,

Rastgele Orman ve Derin Öğrenme algoritmaları kullanılmıştır. Modellerin kodlaması için R programlama

dilinden yararlanılmıştır (R Development Core Team, 2008). Performans değerlendirmek için doğruluk

ölçütünden yararlanılmıştır. C5 ve Boosted C5 modellerini elde etmek için R’nin C5 paketi (Kuhn ve Quinlan

2018); Regresyon Ağaçları algoritmasını uygulamak için rpart paketi (Therneau ve Atkinson 2018), Destek

Vektör Makinesi algoritması için e1071 paketi (Meyer ve ark. 2017); Lojistik Regresyon algoritması için R nin

yerleşik glm fonksiyonu; Rastgele Orman algoritması için randomForest paketi (Liaw ve Wiener 2002) ve Derin

Öğrenme algoritması için mxnet paketi (Chen ve arkd. 2017) kullanıldı.

Derin öğrenme modelinde girdi ve çıktı katmanları dışında üç adet gizli katmana yer verilmiştir. Birinci, ikinci ve

üçüncü katmanlarda 256 adet sinir hücresi yer almış, etkinleştirme fonksiyonu olarak “relu” kullanılmıştır. Son

katmanda ise 20 sinir hücresine yer verilmiştir. Derin öğrenme modelini elde etmek için eğitim veri kümesi ile

momentum 0.9, öğrenme oranı 0.005 parametreleri kullanılmıştır. Ağırlıkların başlangıç değerlerinin

belirlenmesinde Xavier parametresi seçilmiştir.

3. BULGULAR

Farklı algoritmalar ile oluşturulan sınıflandırma modellerinin test verisine uygulanması sonucunda

Tablo 2 üzerinde yer alan doğruluk değerleri elde edilmiştir. Derin öğrenme algoritması için uygulama

bölümünde belirtilen parametre değerleri ile 109 adımda 0.98 doğruluk oranına ulaşılmıştır. Elde edilen model

test verisine uygulandığında 0.87 doğruluk değerine ulaşılmıştır. Bu doğrultuda en uygun performans da derin

öğrenme algoritması ile elde edildiğini söyleyebiliriz.

Tablo 2: Sınıflandırma modelleri ve doğruluk değerleri

Model Doğruluk değeri

C5.0 0.86

Boosted C5 0.82

Regresyon Ağaçları 0.84

Destek Vektör Makinesi 0.78

Lojistik Regresyon 0.82

Rastgele Orman 0.84

Derin Öğrenme 0.87

Derin öğrenme modelini oluşturan özniteliklerin hangilerinin bu model üzerinde daha fazla etkiye sahip olduğu

belirlenerek


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Tablo 3’de yer alan değerler elde edilmiştir. Buna göre önem derecesi en yüksek öznitelik “Ailesi ile olan ilişki

seviyesi” olmuştur. Bu sonuç aile içi ilişkilerdeki seviyenin öğrenci performansı üzerindeki etkisini

vurgulamaktadır.


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Tablo 3: Öznitelikler önem sırası

Öznitelik Önem derecesi

Ailesi ile ilişki seviyesi 100

Arkadaşlarıyla dışarı çıkışlar 96

Annesinin eğitim durumu 87

Babasının işi 82

Yaşı 81

Takviye ücretli derslere katılım 81

Müfredat dışı etkinlikler 80

İlave eğitim desteği 80

Okul sonrası boş vakit süresi 77

Babasının eğitim durumu 76

Haftalık çalışma süresi 73

Ailesinden eğitim desteği 73

Romantik ilişkisi var mı? 73

Ebeveynin birlikte yaşama durumu 72

Ailenin büyüklüğü 71

Cinsiyet 71

Yüksek okulda okuma hedefi 71

Kentsel yada kırsal bölgede yaşama 70

İnternet bağlantı seviyesi 70

Okul ile ev arasındaki mesafe 70

Babasının mesleği 70

Öğrencinin velisi 69

Hafta sonu alkol tüketimi 67

Güncel sağlık durumu 67

Günlük alkol tüketimi 64

Daha önceki kaldığı sınıfların sayısı 64

Kreşe katıldı mı? 64

Devam durumu 59

Birinci dönem başarı durumu 57

Bu okulu seçme nedeni 53

Öğrencinin okulu 0

4. TARTIŞMA VE SONUÇ

Bu çalışma, özellikle görüntü işleme, ses işleme ve metin işleme konusunda başarılı sonuçlar veren derin

öğrenme algoritmasının öğrenci performans çözümlemelerinde de başarılı biçimde kullanılabileceğini

göstermektedir. Derin öğrenme algoritması özellikle büyük veri kümeleri üzerinde daha başarılı olmaktadır.

Elde ettiğimiz derin öğrenme modelinin öznitelikler önem sırasına bakıldığında, bu modele göre öğrencinin

sırasıyla ailesi ile olan ilişki seviyesi, arkadaşlarıyla dışarı çıkışları ve annesinin eğitim durumunun öğrenci

başarısı üzerinde önemli derecede belirleyici olduğu anlaşılmaktadır.

5. REFERENCES

Al-Radaideh, Q. A., Al-Shawakfa, E. M., Al-Najjar, M. I. (2006). Mining student data using decision trees. Içinde

Proceedings International Arab Conference on Information Technology (ACIT'2006). Jordan:Yarmouk

University.

Baradwaj, B. K., Pal, S. (2011). Mining educational data to analyze students' performance. International Journal

of Advanced Computer Science and Applications, 2(6), 63-69.

Beck M., (2016). NeuralNetTools: Visualization and Analysis Tools for Neural Networks. R package version

1.5.0, URL: https://CRAN.R-project.org/package=NeuralNetTools [Ziyaret Tarihi: 31.05.2018].


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Digital Transformation In Education: Teachers Competency In Integrating

Interactive White Board (IWB)

Simin Ghavifekr1 and Wong Seng Yue

2

1Faculty

of Education, University of Malaya, Malaysia, [email protected]

2Centre for the Initiation of Talent and Industrial Training (CiTRA), University of Malaya, Malaysia,

[email protected]

Abstract

Nowadays, Interactive White Board (IWB) has become one of the popular information technology tools in

enhancing teaching and learning outcome. Accordingly, the positive effects of IWB depend on teacher's

competencies on using it for teaching and learning purposes. This study aims at disclosing the effectiveness of

IWB in school settings. More specifically this research intended to investigate on teachers' perceptions about

IWB integration in their daily teachings. Data were collected by distributing a set of survey questionnaire to total

of 313 teachers from primary schools in Kuala Lumpur. The collected for this quantitative study were analysed

using SPSS (23.V) through descriptive statistical analysis . Findings show that teachers possess a positive

attitude towards IWB with small to moderate significant value and had indicated themselves as apprentice

users or initial users with basic to moderate competent level in using the IWB. Results indicate that , the best

way to strengthen teachers’ IWB competence is cultivate teachers with relevant and quality professional

development and training.

Keywords: Interactive White Board (IWB), Teacher competencies, Primary Education, Malaysia.

INTRODUCTION

The concept of “Digital Transformation in Education” is the rapid global technological advancement and

development of Information Communication and Technology (ICT) had placed the teaching and learning

process into a more challenging profession. Accordingly, teachers are required to integrate ICT tools and

equipment in their daily teaching and learning instead of using the traditional teaching methods (Hamidi et al.,

2011).

To equip young generation with 21st century competencies, schools plays a crucial role to ensure the

application of ICT being adapted into the curriculum and daily teaching and learning process. The purpose of

integrating ICT into primary education, as the fundamental stage for learning processes, is to achieve learning

aims and enhance the learning outcome instead of just teaching the students these technical methods on how

to use the technology devices to operate a computer (Peeraer & Van Petegem, 2012).

Peeraer and Van Petegem (2012) claim that to ensure the successful ICT integration ICT in primary schools,

scholars have emphasized that it is about how teachers integrate ICT into teaching and learning process as the

implementation process to foster students thinking skills and lastly promote better learning outcomes.

Integrating ICT into primary school teaching and learning will not just enhance student learning achievement, it

also benefits students such as i) motivating them when they get instant feedback during using ICT devices or

programs ii) provide conducive environment for interaction and cooperation among group members; iii) allow

students to explore to the problem-centered approach to make decision by themselves, iv) enable students to

be active participants with minimum limitation and, v) improve their technological and communication skills

(Chaamwe, 2010).

* Corresponding Author (Simin Ghavifekr)




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The intention of Malaysia’s government to raise the education achievement by upgrading the quality of ICT in

whole nation has been supported widely by school administrations. The integration of interactive whiteboard

(IWB) in teaching and learning in Malaysian primary school was started since year 2008. The number of

primary schools that integrated IWB into teaching and learning process was substantially increased from

average two (2) IWB per school in year 2008 increased to average fifteen (15) IWB per school in year 2014 The

insight of integrated IWB into teaching and learning process was to improve the achievement of students

learning outcome as emphasized in Malaysia Education Blueprint (2013-2025).

However, despite of supportive development planning and innovation to implant ICT element into national

education by Malaysia’s government, the successful of ICT to plays its roles to improve quality teaching and

learning outcome are still much depending on teachers’ competencies level who act as the main medium to

interact with pupils in their learning process (Rowe, 2003; MSC,2008).

Schools trying to provide teachers the best component to help in enhance the students’ achievement. Yet, the

teacher competencies will become one of the most important key to accomplish the goals of IWB integration

into teaching and learning (Kulshrestha & Pandey, 2013). Teachers are the main “medium” that delivers the

messages or resources based on students’ need via IWB. This process required new competencies that

needed by teachers. Teachers need to acquire in order to be able to use the interactive whiteboard (IWB) to

develop their practice (Schmid, 2010). Therefore, teachers’ competencies level of using IWB inside the

classroom for instructional purpose deserves much more attention (Celik, 2012).This is because, teachers’

competencies level on using ICT tools such as IWB will definitely affecting how effective teachers use the IWB

(Lai, 2010) such as the frequency of teachers use IWB for teaching and learning, type of resources or

presentation method that teachers choose to best meet the students’ needs.

METHOD

In this study, a quantitative descriptive research method was used to investigate teachers’ perceptions of their

competencies towards IWB integration in classroom practices. According to the Best (Ololube & Kpolovie,

2012; Türel & Johnson, 2012) descriptive research always analyses the status or relationships that exist

between variables; the practices that prevail; beliefs, perceptions, or attitudes that are held; processes that are

going on; efforts that are fallen; or trends that are developing.

An examined survey questionnaire by Ishtaiwa and Shana (2011) was adopted to collect data for this study.

Total of 350 questionnaires were distributed to the teachers from 21 primary schools’ in Kuala Lumpur

randomly, and total of 313 were returned. Since the focus of this study is to investigate the teachers’

competency level of IWB integration in classroom practice, it was essential to select respondents among the

ones who have taught in school which provided with IWB facilities and who have had teaching experiences

integrated with the IWB in teaching and learning process. The statistical reliability of the instrument was

assessed using Cronbach’s alpha coefficient of internal consistency for the questionnaire with the data

collected. The Cronbach Alpha value for the questionnaire has been calculated as.92.

FINDINGS

4.1 Teachers’ Perceptions on Their Confidence Level in Using IWB

The confidence level of respondents is probed by the confidence on operating specific function of IWB that

listed in Table 1 shows below and their self-reported familiarity degree in using the IWB for teaching and

learning purposes.


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Table 1: IWB’s Use Frequencies and Percentages by Confidences Level

IWB Function Confidences Level a Use Frequencies

b

“I am very confident in using

Delete function”

SD

(%) D (%) A (%) SA (%)

Seldom

(%)

Frequently

(%)

1. Highlight 1.0 15.7 48.2 35.1 131 (41.9) 182 (58.1)

2. Zoom in/ Zoom out .6 2.6 46.6 50.2 71 (22.7) 242 (77.3)

3. Colour objects 1.0 16.6 47.0 35.5 135 (43.1) 178 (56.9)

4. Gallery 1.6 19.8 48.9 29.7 174 (55.6) 139 (44.4)

5. Draw 1.0 23.6 50.8 24.6 195 (62.3) 118 (37.7)

6. Snapshot 1.6 29.4 46.6 22.4 210 (67.1) 103 (32.9)

7. Remark / Comment 1.6 29.4 51.8 17.3 227 (72.5) 86 (27.5)

8. Lesson record 3.2 29.7 54.0 13.1 224 (71.6) 89 (28.4)

9. Virtual keyboard 1.3 23.3 56.9 18.5 186 (59.4) 127 (40.6)

10. Import image/audio/video 1.9 19.8 51.1 27.2 153 (48.9) 160 (51.1)

11. Handwriting recognition 1.6 26.2 54.6 17.6 195 (62.3) 118 (37.7)

12. Screen shading/ screening 2.2 26.8 54.6 16.3 214 (68.4) 99 (31.6)

13. Internet 1.3 7.0 56.9 34.8 121 (38.7) 192 (61.3)

14. Hyperlinks 1.9 27.8 49.8 20.4 213 (68.1) 100 (31.9)

15. Create shape/chart/table 1.3 18.8 54.0 25.9 167 (53.4) 146 (46.6)

16. Document Camera/Visualizer 1.0 14.1 51.8 33.2 127 (40.6) 186 (59.4)

17. Mirror (for Visualizer) 1.0 20.5 53.5 25.0 161 (51.4) 152 (48.6)

18. Split (for Visualizer) 1.3 24.4 52.9 21.5 179 (57.2) 134 (42.8)

a Agreement Level (SD=Strongly Disagree, D=Disagree, A=Agree, SA=Strongly Agree)

As shows in the table above, the greater respondents felt confident in using a feature, the greater the

confidence degree for them to use IWB. From Table 1, under the column of confidence level, about 70% of the

respondents indicated (for agreed and strongly agreed) that they are confident in operating common functions

such as highlight (83.3%), color an object (82.5%), gallery (78.6%), draw (75.4%), virtual keyboard (75.4%),

import image/audio/video (78.3%), handwriting recognition (72.2%), or create shape/chart/table (79.9%), mirror

function in for visualizer (75%), Split function for visualizer (74.4%).

While, teachers also indicated that functions such as zoom in/ zoom out (96.8%), Internet (90.7%), and

document camera also known as visualizer (85%) are the functions they felt most confident in operating.


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However, respondents do not feel confident in using functions like lesson record (33%), snapshot (31%),

remark/ comment (31%), hyperlink (29.7%), and screen shading/ screening (29%). It might because of these

functions are seldom required when using an IWB for teaching and learning process. The confidence level of

using an IWB also can determine according to the usage frequencies in IWB’s functions.

By obtaining teachers' use of the tools above, it exhibits the confidence level of teachers are not averagely

distributed. And this might because of the lack of training or knowledge to operate it.

Based on Table 1, a comparison bar chart of the IWB’s functions uses frequencies was created as shows in

Figure 1 below. The highest degree of usage frequencies of IWB feature is “zoom in/ zoom out” with 77.3 % of

respondents frequently used for teaching and learning. Teachers used to show several types of document via

the document camera which also known as visualizer (59.4%). To ensure the teaching content display in IWB

visible for whole class, whether using linked desktop or visualizer, it always requires the teacher to use “zoom

in or zoom out” function much frequently.

Figure 1: IWB functions usage frequencies of Teachers.

Followed by the next frequently used function is surfing resource for Internet (61.3%). As advocated by the

Ministry of Education, teachers are encouraged to integrate more current issues or updated resource to support

their teaching contents. It is also allows teachers to access their works saved online in advance before the

lesson.

On the other hand, remark or comment function is seldom used by teachers, as well as the lesson record or

hyperlink functions. Notwithstanding this, the confidence level of respondents cannot be generalized by only

analyzing the usage frequencies on IWB, because it is possible for trained teachers to grasp and manage the

skills to operate IWB functions, but they are designed and preparing their lesson activities according the needs

of students, not on the skill to operate IWB they have.


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4.2 IWB Familiarity in Teaching and Learning

Teachers’ confidence level in using an IWB also can be explored through the aspect of teachers’ familiarity of

using an IWB in teaching and learning process. The greater the familiarity of IWB used the greatest level of

confidence in using teachers.

According Table 2, it appears that 248 (79.2%) of the respondents are familiar to use IWB for teaching and

learning purpose in the classroom. On the other hand, there are 65 (20.8%) of respondents evince that they are

unfamiliar to use IWB during teaching and learning process.

Table 2: IWB Familiarity in Teaching and Learning

Familiar to IWB No of Respondents Percentage (%)

Yes 248 79.2

No 65 20.8

Basically, the majority of teachers are familiar with using an IWB in teaching and learning activities, but the

usage might only be limited to certain function or subject, instead of applying to all subjects.

4.3 Source of IWB Skills Learned

Figure 2, shows that party that could provide sources of help to 313 respondents in using an IWB in school.

Respondents are allowed to select more than one answer from the options provided. The findings are based on

the number sources learned instead of the other way round.

According to the responses, 49% of respondents learned knowledge about IWB from the training courses

arranged by schools. Some 28% of teachers claimed that they learned IWB information from their colleagues.

At the same time, 17% of teachers learned IWB skills from the vendor of IWB which used to provide training

courses once in a while depending on the requests from schools. Lastly, 6% of teachers learn how to navigate

or use IWB on their own.

Figure 2: Source of IWB Skill and Knowledge Obtained by Teachers

The percentage of teachers who learned IWB skills from colleagues is unexpectedly high, and this might be

because of the insufficient training courses provided by schools, especially for newly joined teachers or

teachers who transferred from another school which do not have IWB.


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5. CONCLUSIONS

The confidence level is one of the key factors that could motivate or be an obstacle for teachers in using the

IWB. The confidence level of teacher in using IWB was observed by investigating the daily usage frequencies

of IWB features. According to Bidaki and Mobasheri (2013). teachers or technology users with a higher degree

of confidence in using ICT features will relatively apply their technical skills to integrate IWB into classroom

practices. Sang et al. (2010) also made a statement that a regular ICT user is more likely to integrate IWB in

teaching and learning process.

The finding exhibits that teachers are only confident in using certain tools or features in IWB. The teacher

confidence level is not averagely distributed in features or tools asked in the questionnaire. This is supportive of

The SmartVET project findings that IWB features to using IWB are reflexed the same situation in this study,

where the level agreements toward the IWB features vary with feature such as a pen, eraser and highlight tools

shows a greater percentage of confidence level. While others features such as Hyperlink, speech/bubble, and

create a graph/ diagram tools appeared greater percentage of unconfident to in using it (Koenraad, 2012;

Koenraad, Whyte & Schmid, 2013).

The confidence level also has been tested by IWB feature use frequencies by choosing from two options:

seldom or frequently use (see Table 1). Based on the finding in this study, the most seldom use features were

remarking/comment (72.5%), lesson record (71.6%), screen shading/ screening (68.4%) and hyperlink (68.1%).

At the same time, the features frequently used by teachers zoomed in/zoom out (77.3%), Internet (61.3%),

visualizer (59.4%) and highlight (58.1%). A same trend of finding on IWB features uses frequencies was found

in relevant researches where hyperlink has fewer number of uses compared to other features (Celik, 2012;

Koenraad, 2012; Türel & Johnson, 2012).

Besides, teachers’ confidence level in using an IWB also can be explored through the aspect of teachers’

familiarity of using an IWB in teaching and learning process. The familiarity with IWB features is the best way to

use it and this is important to promote the quality of IWB integration in teaching and learning process (Celik,

2012; Emron & Dhindsa, 2010). In the other words, the greater the familiarity of IWB uses the greatest level of

confidence in using teachers. This is also applicable to the relationship between advance ICT users and IWB

use frequencies in instructional practice where teachers who are proficient in ICT skills has more confidence

and are pleased to use the IWB as they are more familiar with technical aspects of these features (Bidaki &

Mobasheri, 2013; Cox, Cox & Preston, 2000). However, to promote quality use of IWB, the level of confidence

in teachers to integrate IWB in the classroom need to be strengthened through professional development and

training programs to enhance their IWB competencies.

As previous researchers (Bidaki & Mobasheri, 2013; Hussain, Morgan, & Al-Jumeily, 2011; Holmes, 2009) have

stated, providing relevant training for teachers is an essential factor in the effective use of Interactive

Whiteboards in the teaching and learning process. So, to integrate IWB into primary education level, the focus

should not limit on IWB facilities, but the School Director Board, Teachers and Parents Association (TPA),

school’s management level should prepare teacher a complete professional Development and training program

to confront the generation of IWB.

6. REFERENCES

Bidaki, M. Z., & Mobasheri, N. (2013). Teachers’ Views of the Effects of the Interactive White Board (IWB) on

Teaching. Procedia-Social and Behavioral Sciences, 83, 140-144.

Celik, S. (2012). Competency Levels of Teachers in Using Interactive Whiteboards. Contemporary Educational

Technology, 3(2), 115-129.

Chaamwe, N. (2010, March). Integrating ICTs in the Teaching and Learning of Mathematics: An Overview. In

Education Technology and Computer Science (ETCS), 2010 Second International Workshop , 1, 397-

400. IEEE.

Cox, M. J., Cox, K., & Preston, C. (2000). What factors support or prevent teachers from using ICT in their

classrooms? Retrieved from: http://www.leeds.ac.uk/educol/documents/00001304.htm

http://www.leeds.ac.uk/educol/documents/00001304.htm


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Emron, S., & Dhindsa, H. S. (2010). Integration of interactive whiteboard technology to improve secondary

science teaching and learning. International Journal for Research in Education, 28, 1-24.

Hamidi, F., Meshkat, M., Rezaee, M., & Jafari, M. (2011). Information technology in education. Procedia

Computer Science, 3, 369-373.

Holmes, K. (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service

secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351-365.

Ishtaiwa, F.F. & Shana, Z. (2011). The use of interactive whiteboard (IWB) by pre-service teachers to enhance

Arabic language teaching and learning. Learning and Teaching in Higher Education: Gulf Perspectives,

8(2). Retrieved from: http://lthe.zu.ac.ae

Koenraad, T., A.L.M. (2012). Needs Analysis Research Report. EU Project SMARTVET. Retrieved from:

http://www.smartvetproject.eu

Koenraad, T.; Whyte, S. & Schmid, E.C. (2013). iTILT and SmartVET: 2 EU Projects to Promote Effective

Interactive Whiteboard Use in Language and Vocational Education. In 20 Years of EUROCALL:

Learning from the Past, Looking to the Future: 2013 EUROCALL Conference, Évora, Portugal,

Proceedings (p. 149).

Kulshrestha, A. K., & Pandey, K. (2013). Teachers Training and Professional Competencies (No. 2013-5-6).

Lai, H. J. (2010). Secondary school teachers' perceptions of interactive whiteboard training workshops: A case

study from Taiwan. Australasian Journal of Educational Technology, 26(4), 511-522.

Malaysia Education Blueprint 2013-2025. (2012). Preliminary report: Executive summary. Retrieved from:

http://www4.unescobkk.org/nespap/sites/default/files/Preliminary-Blueprint-ExecSummary-Eng_0.pdf

MSC (2008). Using Interactive Whiteboard in Teaching and Learning. MSC Malaysia Client Contact Centre,

Cyberjaya. Retrieved from:

http://www.mscmalaysia.my/sites/default/files/pdf/publications_references/IWB2008FINAL.pdf

Ololube, N. P. & Kpolovie, P. J., (2012). Approaches to conducting scientific research in education, arts and the

social sciences. Online Journal of Education Research, 1(3), 44-56.

Peeraer, J., & Van Petegem, P. (2012). Measuring integration of information and communication technology in

education: An item response modeling approach. Computers & Education, 58(4), 1247-1259.

Rowe, K. (2003). The importance of teacher quality as a key determinant of students' experiences and

outcomes of schooling. 2003-Building Teacher Quality: What does the research tell us?

Schmid, E. C. (2010). Developing competencies for using the interactive whiteboard to implement

communicative language teaching in the English as a Foreign Language classroom. Technology,

Pedagogy and Education, 19(2), 159-172.

Türel, Y. K., & Johnson, T. E. (2012). Teachers’ belief and use of Interactive Whiteboards for teaching and

learning. Journal of Educational Technology & Society, 15(1), 381-394.

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Material Development for Web Based Distance Learning: A Training to

Increase Awareness of Parents Regarding Child Abuse

Web Tabanlı Uzaktan Eğitim için Materyal Geliştirme: Ebeveynleri Çocuk

Istismarına Karşı Bilinçlendirme Eğitimi

Adem Korkmaz1, *Zerrin Ayvaz Reis

2

1 Kilis 7 Aralık Üniversitesi, [email protected]

2İstanbul Üniversitesi-Cerrahpaşa, [email protected]

Abstract:

Child abuse is an act of conscious and harmless, repetitive or one-off behavior towards the child in general. As

a result of abuse, physical and mental health of the child is adversely affected. In this regard, it is necessary for

all segments of society to contribute to the process of raising awareness and preventing abuse. One way to

support this process is to educate individuals. There are many different methods for training. Distance

education that provides the basis of this study; it is an interdisciplinary field that uses existing technologies with

a pragmatist approach to do this, which tries to eliminate the limitations of learning, teaching and learning

resources. When the periods and stages of distance education are investigated, it is seen that information and

communication technologies, which are common in each period, are used in the teaching and learning stages

and these technologies determine the periods and stages of distance education. In this study, it is handled by

applying Kemp, Morrison and Ross model to raise awareness of parents against Child Abuse prepared as web

based educational material by using Articulate Storyline program to meet the needs of the era.

Öz

Çocuk istismarı genel olarak çocuğa yönelik bilinçli ve zarar verici tekrarlı veya tek seferlik davranışlarda

bulunma eylemidir. İstismar sonucu çocuğun fiziksel ve ruhsal sağlığı olumsuz yönde etkilenmektedir. Bu

konuda toplumun her kesiminin bilinçlendirilmesi ve istismarın önlenmesi sürecine olumlu katkı vermesi

gereklidir. Bu süreci desteklemenin bir yolu da bireyleri eğitmekten geçmektedir. Eğitim için çok farklı yöntemler

bulunmaktadır. Bu çalışmanın temelini uluşturan uzaktan eğitim; öğrenen, öğreten ve öğrenme kaynakları

arasındaki kısıtlılıkları ortadan kaldırmaya çalışan, bunu yapabilmek için mevcut teknolojileri pragmatist bir

yaklaşımla kullanan disiplinler arası bir alandır. Uzaktan eğitim; alanının dönem ve evreleri araştırıldığında her

dönemde yaygın olan bilgi ve iletişim teknolojilerinin öğrenme-öğretme aşamalarında kullanıldığı ve bu

teknolojilerin uzaktan eğitimin dönem ve evrelerini belirlediği görülmektedir. Bu çalışmada çağın

gereksinimlerine cevap verecek şekilde Articulate Storyline programı kullanılarak web tabanlı eğitim materyali

olarak hazırlanan Çocuk İstismarına karşı ebeveynleri bilinçlendirme amaçlı içerik Kemp, Morrison ve Ross

modeli uygulanarak ele alınmaktadır.

Keywords: Distance education, child abuse, online education, course material, parental education.

Anahtar Kelimeler: Uzaktan eğitim, çocuk istismarı, online eğitim, ders materyali, ebeveyn eğitimi.

1. GİRİŞ

21. yüzyılın ile ortaya çıkan bilgi çağı kavramı, eğitim faaliyetlerine olan gereksinimi daha da arttırmıştır. Ancak

beklenen bilgi artışının geleneksel eğitim öğretim faaliyetleri ile karşılanamaması sonucunda toplumların

alternatif eğitim arayışları “uzaktan eğitim” kavramını ortaya çıkarmıştır (Khoshemehr, 2013). Uzaktan eğitim

programları sadece bir diploma programına kayıtlı olanlara değil, isteyen herkes için de eğitim olanağı

* Sorumlu Yazar


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sağlamaktadır. Uzaktan eğitime yönelik CDLP (California Distance Learning Project) tarafından yapılan

tanımda, uzaktan eğitim faaliyetinin öğrenciyle eğitsel kaynaklar arasında bir bağ kurularak sağlanan bir eğitim

sistemi olduğu belirtilmektedir (CDLP,2004). Uzaktan eğitim geleneksel eğitimden farklı olarak, zaman ve

mekana bağlı olmaksızın öğrenci ile eğiticinin ders materyali ve iletişim süreçlerinin teknolojik imkanların

kullanarak yapılmasıdır (Horzum, 2003; Alev ve Altun, 2014). Ayrıca, bireylerin yeni iş/fırsatlar elde etmek için

ihtiyaç duydukları bilgiye hızlıca ulaşabilmesi; mekan ve zamansal dezavantajların atılması herkes için eğitim

de fırsat eşitliği yaratması uzaktan eğitimin önemini arttırmıştır.

Türkiye’de teknolojinin gelişimine paralel bir şekilde eğitim-öğretim faaliyetlerinde bilişim teknolojileri

kullanılmaktadır. Bozkurt (2017), Türkiye’de uzaktan eğitimin gelişim dönem ve evreleri belirlenirken uzaktan

eğitim aşamalarında kullanılan yaygın teknolojiler ve alanı etkileyen önemli olaylar dikkate alındığını

söylemektedir. Buna göre Türkiye’de dört dönem yaşanmaktadır (Bozkurt, 2017). Şekil 1’de Uzaktan eğitimin

Türkiye bağlamında dönem ve evreleri görülmektedir.

I. Dönem -Tartışma ve öneriler: Kavramsal (1923-1955).

II. Dönem -Yazışarak: Mektupla (1956-1975).

III. Dönem -Görsel-işitsel araçlarla: Radyo-Televizyon (1976-1995).

IV. Dönem -Bilişim tabanlı: İnternet-Web (1996-...)

Şekil 1. Uzaktan eğitimin Türkiye bağlamında dönem ve evreleri (Kaynak: Bozkurt, 2017)

Türkiye’de uzaktan eğitim ilk olarak 1927’de eğitim sorunlarının tartışıldığı bir toplantıda ele alınmış ancak

1950’li yıllara kadar sadece kavram olarak tartışılmıştır. Ancak 1961 yılında Milli Eğitim Bakanlığı’nın (MEB)

Mektupla Öğretim Merkezi’ni açması ile orta öğretim uzaktan eğitim faaliyetlerinin başladığı görülmüştür

(Arslan,2013; Ak vd., 2018). 1975 yılında açılan Yaygın Yüksek Öğretim Kurumu orta öğretim kapsamında

mesleki eğitim kursları ile öğretmen yetiştirme alanında uzaktan eğitim faaliyetlerini yürütmüştür. 1980 darbesi

sonrası kurum kapatılarak öğretmen yetiştirme programları Yüksek Öğretim Kurumlarına devredilmiştir. 1981

yılında Anadolu Üniversitesi Açık Öğretim Fakültesi’nin açılması ve TRT iş birliği ile okul televizyonu

kullanılarak eğitim faaliyetlerine başlanmıştır. 1998 yılında Orta Doğu Teknik Üniversitesi’nin (ODTÜ) web

tabanlı İDEA paketi uygulaması ile Türkiye’de uzaktan eğitim web tabanlı olarak verilmeye başlanmıştır

(Arslan,2013; Ak vd., 2018; Ayvaz Reis ve Gülsecen,2014; İşman, 2015). Günümüzde birçok üniversitede web

tabanlı uzaktan eğitim birimleri açılmış olup çok farklı bölümlerde eğitim öğretim faaliyetlerini sürdürmektedirler.


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Çocuk istismarı; fiziksel, cinsel ya da duygusal istismar olarak, çocuk ihmali ise fiziksel ya da duygusal ihmal

olarak ayrılmaktadır (Taner ve Gökler, 2004). İstismar ve ihmalin bu farklı şekilleri yalnız aileleri değil, toplumu,

sosyal kuruluşları, yasal sistemleri, eğitim sistemini ve iş alanlarını da etkileyen toplumsal bir sorundur.

TÜİK verileri incelendiğinde çocuk mağdur sayısı 2014’te 74.064 iken 2016’da 83.552’ye yükselmiştir. Adli Sicil

ve İstatistik Genel Müdürlüğüne göre; 2006 yılında çocuk cinsel istismar hükümlülerinin yüzdesi % 42,5 iken, bu

oran 2016 yılında % 58,8’e yükselmiştir. Cinsel suç mağduru olan çocukların yüzdesi ise 2014'ten 2016'ya %33

oranında artmıştır (Polat, 2018). Türkiye çocuk istismarı ile ilgili veriler incelendiğinde mağdur vakalarının her

yıl arttığı görülmektedir.

Türkiye’de 1995-2016 yılları arasında çocuk ihmali ve istismarına yönelik araştırmalar incelendiğinde

çalışmaların %45 oranında genel ihmal ve istismar, %36 oranında ise cinsel istismar ve ihmaline yönelik

yapıldığı görülmüştür (Bakır ve Kapucu, 2017). TÜİK verileri ve yapılan alan çalışmaları incelendiğinde

çalışmaların özel konu bağlamında ağırlıklı olarak cinsel istismar üzerinde yoğunlaştığı görülmektedir. Çocuklar

bağlamında suç oranlarının her yıl arttığı görülmesine rağmen fiziksel ve duygusal konu bağlamında özel

çalışmaların sınırlı olduğu görülmüştür.

Türkiye’de artan çocuk istismarına dair, konu ayrımı yapmaksızın bilinçlendirme faaliyetleri yapılmasının önemi

artmıştır. Bu bağlamda temel eğitim ve ilköğretim çağındaki çocukların bu tür olaylardan koruması için

ebeveynlerinin bu konu hakkındaki farkındalıklarını artırmaya yönelik bu ders materyali hazırlanmıştır.

Çalışmanın Amacı

TÜİK istatistik verileri incelendiğinde Türkiye’de çocuk istismarı hakkında son yıllarda artan haberlerin doğru

orantılı bir şekilde toplumun her kesiminde arttığı görülmektedir. Toplumsal bir sorun haline gelen çocuk

istismarı hakkında ebeveynler/yetişkinler açısından çocuk istismarını önlemeye yönelik bilinçlendirme eğitiminin

oluşturulması, toplumun bu açıdan daha olumlu bir bakış ve farkındalık içinde olmasını sağlayacaktır. Bu

bağlamda çalışmada, çocuk istismarı konusunun ebeveynler/yetişkinler açısından farkındalığının oluşturulması

için web tabanlı bir eğitim materyali hazırlanması amaçlanmıştır.

2. YÖNTEM

Bu çalışma Kemp, Morrison ve Ross eğitim materyali geliştirme modeline göre gerçekleştirilmiştir. Bu modelin

seçilmesinin sebebi; öğretmen veya tasarımcının ders materyali geliştirme çalışmasına herhangi bir aşamadan

başlayabilir olmasıdır. Kemp, Morrison ve Ross modeli öğretim tasarımı sürecinde Öğretim Sorunları, Öğrenci

Nitelikleri, Görev Çözümlemesi, Öğretim Amaçları İçeriği Düzenleme, Öğretim Stratejileri, Öğretimin Sunumu,

Değerlendirme Amaçları ve Öğretim Kaynakları’ndan oluşan temel 9 adımı içermektedir. Bu adımların süreç

boyunca Ara Değerlendirme ve Düzeltme aşamasındaki dokuz adımın her aşamasında ve bu aşamalara

paralel olarak Proje Yönetimi, Destek Hizmetleri, Planlama ve Son Değerlendirme ile etkili öğrenme

materyalinin geliştirilmesi hedeflenmektedir (Morrison, Ross, Kemp, ve Kalman, 2010: Çakır vd., 2015).

Çalışmada temel eğitim ve ilköğretim öğrenci velileri için çocuk istismarı hakkında farkındalık oluşturacak bir

eğitim materyalinin geliştirilmesi amaçlanmıştır. Çalışmanın geliştirilmesinde uzaktan eğitim materyali geliştirme

araçlarından Articulate Storyline programı kullanılmıştır. Articulate Storyline, arayüz olarak Microsoft Office

programlarına benzerliği ile kullanıcılar açısından daha kolay öğrenme olanağı sunmaktadır. PowerPoint, Flash

ve HTML gibi özellikleri bir arada barındırması ve görsel içeriklerin güçlü etkileşimi ile etkili ders içerikleri

oluşturabilmeyi sağlamaktadır. Geliştirilmiş ders materyali ile teorik derslerden sonra uygulanan mini sınav

sonrasında öğreniciler yapıcı geri dönüt alarak, kendilerini daha geliştirme imkanı bulmaktadır.

Hazırlanan ders materyalinin Eğitim Programları ve Öğretim Anabilim dalında uzman öğretim üyelerinden

oluşan üç kişilik bir uzman ekip tarafından, Ateş (2011)’in geliştirdiği “Eğitsel Yazılım Değerlenme Formu”na

göre içerik uygunluğu ve analizi yapılmıştır.


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Çalışmanın Kapsamını Kilis Merkez’deki tüm özel ve devlet okullarından oluşan temel eğitim ve ilköğretim

düzeyinde faaliyette bulunan okullar oluşturmaktadır. Çalışmanın örnekleminde ise Kilis ili Merkez ilçesindeki

Kilis 7 Aralık Üniversitesine bağlı çocuk kreşindeki öğrenci velileri hedef alınmıştır. Öğrenci velileri genel olarak

kamu personeli kesiminden oluşmaktadır. Velilerin eğitim seviyelerine bağlı olarak farkındalık kanallarının daha

açık olması sonucu, konunun daha anlaşılır olacağı düşünülmüştür.

Bu çalışma için aşağıdaki aşamalar gerçekleştirilmiştir;

Öğretim tasarım modeli belirlenmiştir.

Öğrenen özellikleri göz önüne alınarak öğretim problemleri ve hedefleri belirlenmiştir.

Öğretim stratejisine bağlı olarak 40 dakikalık bir ders için ders içerikleri hazırlanmıştır.

Son aşama olarak da; hazırlanan ders materyalinin yayınlanması ve dersin duyurulması faaliyetleri gerçekleştirilmiştir.

Ders materyalinin hazırlanmasında tercih edilen öğretim stratejisi sırasıyla aşağıdaki başlıklarda

gerçekleştirilmiştir.

Dikkat Çekme

Derse Geçiş

Anlatım

Animasyon İzleme

Soru-Cevap

Grupla Öğrenme Etkinlikleri (Tartışma)

Bireylerin konu hakkında farkındalıklarını arttırmak, sahip oldukları çocukları ve çevrelerinde bulunan çocukların

bu sorunlardan etkilenmelerini önlemek ve korumaya yönelik adımların bilinçli bir şekilde doğru yolda yapılması

amacıyla sunuş yolu ile öğretim stratejisi kullanılması planlanmıştır.

2.1. Öğretim Materyali

Hazırlanan eğitim materyali, Kemp, Morrison ve Ross eğitim modeli baz alınarak öğrenenin istediği konu

başlığından başlayarak öğrenme sürecine başlayacağı sistemde hazırlanmıştır. Birbirinden bağımsız olarak

hazırlanan konu içeriklerinin öğrenenlerde daha iyi pekişmesi açısından konu içerikleri metin, resim ve

animasyon teknikleri ile zenginleştirilmiştir.

Aşağıda hazırlanan eğitim materyalinin birkaç görsel örneği görülmektedir (Resim 1). Resim 1 incelendiğinde,

eğitim materyalinin ilk sunumunda çalışmanın konusu ve hazırlayanlarla ilgili bilgiler yer almaktadır. Materyalin

sol kısmında ise içeriğe erişimle ilgili menüler bulunmakta ve konu bütünlüğüne göre, birbirinden bağımsız

olacak şekilde içerikler görüntülenmektedir. Sağ tarafta ise metin, görsel veya animasyon film tekniği ile

konunun anlatılması sağlanarak bireylere konunun öğretilmesi amaçlanmıştır.


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Resim 1. Eğitim Materyali


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DEĞERLENDİRME

Bireylerin konuya dikkatlerini çekmek için çocuk istismarı hakkında kısa bir sunum yapılarak derse giriş yapılır.

Eğitim materyalinin bireylere verilmesi için internet erişimi olan bilgisayar laboratuvarına ihtiyaç vardır.

Öğrenme Yönetim Sistemi üzerine yüklenen eğitim materyaline kullanıcıların erişimi sağlanır. Her kullanıcının

eğitim içeriğini baştan sona kadar dikkatle izlemesi için herhangi bir soru cevap alınmadan dersin sonuna kadar

izlenmesi gerekmektedir.

Eğitsel özellikler bağlamında uzmanlar tarafından yetersiz bulunan “Sayfa başlıklarının konuyu yansıtması”

sayfa başlıkları konu içeriğini net olarak açıklayacak şekilde düzenlenmiştir. Soru-cevap kısmında kullanıcıya

geri bildirim verilmemesi şeklindeki eksiklik düzeltilerek kullanıcının anında geri bildirim alması sağlanmıştır.

Genel anlamda eğitsel özellikler bakımından eğitim materyalindeki eksikler düzeltilerek bireylerin kullanımına

hazır hale getirilmiştir.

Uzmanlardan alınan geri dönütler ile eğitim materyali üzerinde “Görsel Tasarım Özellikleri” bağlamında gerekli

düzeltmeler yapılmıştır. Uzmanların eksik olarak gördüğü sayfa içeriklerindeki metinler çok veya fazla olması,

menülerin konuyu bütünlük sağlayacak şekilde kullanıcıya yeterince bilgi vermemesi, sayfa başlıklarının

konumlandırmalarının eksikliği ve içeriklerin görsel tasarım ilkelerinden simetri oluşturacak şekilde

yerleşimlerinin yapılamaması şeklinde verilen hatalar düzeltilerek akıcı bir ders materyali oluşturulmuştur.

Hazırlanan eğitim materyalini oluşturan en önemli içeriklerden “Çoklu Ortam Bileşenleri” hakkında yapılan

dönütler içeriklerin uygun olduğu şeklinde olmuştur. Ancak “Eğitsel Özellikler” bağlamında sayfa başlıklarının

yetersiz olması şeklindeki eksiklik aynı şekilde eğitim materyalindeki video ve animasyonlar için de geçerli

olduğu, görsel medya içeriklerini daha doğru ve tam olarak açıklayacak başlıkların eklenmesi gerektiğini

belirtmişlerdir. Bu bağlamda “Çoklu Ortam Bileşenlerinin” başlıkları tekrardan düzenlenerek kullanıcının içerik

hakkında daha fazla bilgi sahibi olması sağlanmıştır.

Eğitim materyalinin içeriğini oluşturan konunun güncel, doğru bilgiler içerdiği yapılan uzman görüşleri ile ortaya

çıkmıştır. Ancak içeriğe ait bir kaynakçaya yer verilmediği ve içeriğin dil kurallarına bağlı olunmadan verildiği

konusunda da uzman görüşleri saptanmıştır. Uzman görüşlerine bağlı kalınarak eğitim materyali dil yazım

kurallarına göre tekrardan gözden geçirilerek düzenlenmiş ve çalışma sonuna içeriği oluşturan bilgilerin alındığı

kaynakça eklenmiştir.

Eğitim materyalinde “Yönlendirme ve Yardım” seçenekleri bağlamında içeriğe ait bir yardım menüsü olmadığı

saptanmıştır. Ancak çalışmanın içeriğine erişim konusunda yönlendirme menüsünün olduğu kullanıcıların

istenilen sayfaya erişim konusunda herhangi sorun yaşamadığı görülmektedir.

Eğitim materyalinin “Kullanım Özellikleri” açısından değerlendirildiğinde kullanıcıya herhangi bir program

gerektirmeden kullanım olanağı sağlaması, materyalin en önemli özelliklerinden biri olduğu görülmektedir.

Ancak yazılım materyalinin arka plan fon ve seslerinin değiştirilememesi eksiklik olarak saptanmıştır.

TARTIŞMA VE SONUÇ

Hazırlanan eğitim materyali uzman görüşleri doğrultusunda gerekli düzenlemeler yapılarak eğitim faaliyetine

hazır hale getirilmiştir. Çalışma bu hali ile bir Eğitim Yönetim Sistemine entegre edilerek kullanılabilecek

aşamaya getirilmiştir. Yapılan çalışma, çocuk istismarının birinci dereceden mağdurlarından ziyade bu istismarı

yapanlara yönelik olması, mağduriyetlerin giderilmesinden çok mağduriyetlerin yaratılmaması açısından

önemlidir. Bu bağlamda yapılan web tabanlı eğitim materyali ile çocuk istismarına yönelik yetişkinler de

bilinçlendirme eğitimi ile farkındalık oluşturulması sağlanacaktır.

Çalışmanın daha fazla bireye ve kesime ulaşması açısından gelecekte şu çalışmalar yapılabilir;

Eğitim materyalinin tüm yetişkin bireylerin erişimine sunulması amacıyla; açık erişim LMS (Eğitim Yönetim Sistemi) ile tüm erişkin bireylere bu eğitimin verilmesi sağlanabilir.


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Mobil telefon istatistikleri incelendiğinde Türkiye'de mobil telefon kullanımı %98, akıllı telefon kullanımı %77 olarak görülmektedir (Türkay,2018). Türkiye’de bu çalışmanın mobil uygulaması yapılarak platform erişiminden bağımsız tüm mobil telefonlar aracılığı ile bu eğitimin verilmesi sağlanabilir.

Ayrıca mobil uygulamaya eklenen, güvenlik birimlerini bilgilendirecek “istismar bildir” işlevi ile anlık bildirim sayesinde istismarların önlenmesi ve vakaya erişilmesi de daha hızlı olabilecektir.

Yapılacak tüm bu çalışmalar ile ulaşılabilir hedef kitlenin en yüksek değerine ulaşılması sağlanacak ve

yapılacak geri bildirimler sayesinde programın başarı oranı da artacaktır.

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Character Education

Biljana Lazareska1, Biljana Stojanovska

2, Milena Slivoska

3, Gjorgji Noveski

4, Evgenija Sarova

5

1 prof. Primary School, OOU Vera Jocikj- Skopje, Macedonia, [email protected]

2 prof. Primary School, OOU Vera Jocikj- Skopje, Macedonia, [email protected]

3 English teacher, Macedonia, [email protected]

4 Student, FINKI - Faculty of computer science and engineering (3rd year), Macedonia, [email protected]

5High school student, Orce Nikolov, Skopje, Macedonia, [email protected]

ABSTRACT

Good character values are necessary if we are to build a better society. The most effective way to encourage

these values is to implement character education within the formal educational system. Aiming for a significant

impact, this project targeted primary school students from 1st to 3

rd grade as the main beneficiaries. The aim

was to teach children character values from a younger age, which will increase the chances of them becoming

proactive and responsible citizens in the future. By gathering data via observation techniques, surveys,

interviews and desk research we found that teachers need easily accessible materials – materials which can all

be found in one place, resources in their mother tongue that are practical, easy to use and easy to implement.

The provided support and resources at the time being are scarce, insufficient and do not deliver the desired

results. The most convenient solution, as envisioned by our team, is to have a web platform that will provide a

list of activities, materials, links and other resources for teachers which will help them teach their students a

certain character trait. One of the main aspects of this platform is to be a catalyst for creating a community

around the concept of character education. The site is gamified and is envisioned to act as a social network

which will allow teachers to connect with each other, as well as contribute to it and be rewarded for their efforts

as a result. They can add new materials they deem useful and suitable for the platform and after they are

reviewed and approved by the administrators, the materials will be published. A reward system for the most

loyal contributors will be implemented, which will further motivate those teachers, as well as the rest of the

users. Another key aspect is that the materials can be used within the framework of several school subjects, so

no additional allotment of time will be necessary to implement them. Another feature is that the parents will

have the option to contribute as well, they will be able to download these materials, so not only will character

education be implemented in school but also in children’s home environment.

Keywords: resources, character values, character education, teaching

1. INTRODUCTION Teachers play a great role in shaping society and that is why they are expected to have a certain kind of attitude and behavior in order to meet the demands of their job, but what is also needed is a greater access to teaching resources. In order for people to work in a field that requires such great dedication, teachers must be individuals who love the process of learning and who are happy to do their job. Apart from the character of the teacher, the characters of the students also influence the teaching and the learning environment. In this study we will focus only on the characteristics of the students and on how to help teachers include character education within the framework of the already existing subjects. The MyCharacter project explores issues connected to implementing character education in primary schools with focus on the first, second and third grade in order to provide information that will support the development of certain solutions which will help teachers teach character education during regular classes. We conducted a research that included more than 50 first, second and third grade teachers working in public schools in Macedonia. In order for us to understand the issues better, we spent 3 weeks to do the research using different methods-observation, semi structured face to face and online interviews, as well as desktop research of national policies, programs and reports. We came to the following conclusions. Public primary school teachers in the first, second and third grade: -provide learning experiences taking in consideration the characters of the students -find it necessary to plan the classes ahead


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-develop suitable teaching materials for students according to their age and level -know the pros and limitations of different approaches, methods and techniques of effective learning and teaching -use different learning aids -encourage students to communicate with each other and to be engaged in the process of learning, and they also include them in the decision making process with solutions which are age appropriate and benefit the group -know the required resources and methods which would motivate students to be empathetic, grateful and courageous and which would foster their learning habits -take the necessary measures to ensure that students’ basic learning skills are being improved -know the physical, emotional and mental capacities of their students and manage the teaching activities accordingly -are not only aware of the qualities of formal education, but also aknowledge the fact that character education is crucial too -acknowledge that personal and professional improvement is necessary -know their own limitation in terms of the English language and the limited resourses and lack of time to search for them -know that the experiences of their colleagues and the cooperation between parents and teachers are crucial for the education of their students Although this study was limited in terms of time and scope, the gathered results gave us a good basis for the development of a solution. The study showed that teachers have a positive attitude toward character education implemented during regular classes and would like to do that more often, instead of doing it just once a week in a special class. The biggest problem was that most teaching resources were in English, however more than 65% of teachers do not have a working knowledge of the language. Those who do speak English need too much time to look for the resources online which decreases their motivation for continuous work. In terms of how the resources are presented, research shows that teachers are more comfortable using a website that is similar in design to the ones they already use, like Facebook or Pinterest. In addition, the option for teachers to upload their own materials and the gamification-based solution is expected to prove motivating for teachers further down the road. In order to be a great teacher, one must always work hard to nourish the learning environment for maximum effect. Taking into consideration the above mentioned challenges of teachers we decided to build the Mycharaccter platform in order to make it easier for teachers to find resources which will have more than just information, that will teach character and thus open new horizons within the framework of regular classes. The meaning and goal of our study The goal of this research was to develop character values in children, not just to improve their process of learning, but also to make their lives better, to teach them how to become responsible citizens who know the value of hard work, honesty, compassion, respect and courage. That way they could enjoy their school experience more fully and become people of great integrity. In order to raise a happy and successful child we must develop their emotional intelligence and EQ skills. Unfortunately, schools as they are right now do not offer a space to hone these skills which are so essential. Students need parents, teachers, mentors and trainers who are emotionally literate themselves, who have been trained to manage the different emotional states children go through and know techniques to help students solve problems, cooperate with other people, make the right decisions and recognize different possibilities and choices. Our team consists of educators, college students and a high school student. We have begun creating the influence of a new, positive ethos and we would like to motivate and invite everyone to take part in changing the character of education for the better.

2. METHOD

When it comes to the methods that were used, the first activity that was carried out was desk research regarding national policies, school programs and laws pertaining to primary education and character education as part of it.


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One of the most beneficial methods to the study was conducting semi-structured face to face interviews with teachers, which provided us with qualitative insights into the role teachers have during classes and the challenges they encounter, with a special accent put on teaching character. Additionally, we did online interviews with some of the teachers, following the same pattern as in face to face interviews, as well as having teachers fill out questionnaires concerning the implementation of character education. Furthermore, we observed several classes, so as to be able to more clearly understand both the teachers’ and the students’ perspective. As a result, the diversity of methods used gave us a deeper and more thorough understanding of the obstacles related to the implementation of character education in the formal system and enabled us to define the details of our solution. Population and study sample The surveyed population consisted of teachers working in public primary schools in the 2017/2018 school year The teachers in the first pilot study were chosen at random. The group consisted of 50 teachers directly included in the education process. 88% of them, that is 44 teachers, were women and 12%, which is 6 teachers, were men. The average age of the teachers was 23.59 years Development Education conference on new horizons in education. Education camp for encouraging creativity among teachers. Quality education-for growth, development and better future Personality typology-Myers-Briggs Type Indicator Throughout the whole working process, we were guided by:

Tracy Sparks-Research design and research methods in education

Aidan Thomson-Strategic director of the University of Birmingham

Joseph Ward-Assistant at the University of Birmingham-character values and implementation in regular schools

Sofija Bogeva - design thinking expert from SmartUp People included in the process:

Benjamin Sparks-UNICEF Macedonia

Alekasandar Lazovski-SmartUp

Nikolcho Goshev-SmartUp Data analysis The results were analyzed using research factor analysis of the main components, design briefs, canvases, context maps and composite persona.

3. FINDINGS The results from the observation, interviews, surveys and desk research showed that

The majority of resources are in English

Teachers are not proficient in English, sometimes with no knowledge of the language at all

For those that know English, searching for, translating and adapting materials is too time consuming, taking in consideration they already have a lot of administrative work to do

One hour a week is assigned for the purposes of character education, but this hour is not always used accordingly and even when that is not the case, one hour per week is not enough, character should be taught in all the classes throughout the whole week

The parents play a major role in the whole process, the parent – teacher relationship is of great importance and parents should be present on the platform and should be able to access it

Teachers are more confident to use sites and tools they are already familiar with or look familiar to the ones they use, such us Pinterest or Facebook

Providing options for teachers to develop their own materials and receive recognition for it as part of the game field solution will be a great source of motivation for them


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4. RESULTS Character education is seen as crucial in helping today’s society overcome the ‘moral crisis’ and support children and young people in their emotional, ethical, intellectual and social development. Building good character is essential to building a fair and kind society. Considering the findings from the study we confirmed our hypothesis that a gamefied online platform providing resources and material for character development in Macedonian is the right solution. The study also revealed that the use of design thinking can have enormous positive impact in the development of solutions since it puts the user in the center of the problem and as such should be explored further in future education projects. The study resulted with the online character education development platform which will help primary school teachers implement character education in regular classes, initially in 1

st to 3

rd grade classes. The solution was

designed during the 18-day education camp #Inno4edu held May-June 2018, financed by UNICEF and we hope that it has the potential to become a national platform for character education in Macedonia. The next step of the project is testing the MyCharacter platform with pre-selected target groups to identify what elements of the platform can be improved and what type of promotional activities should be undertaken so the platform can become a nationally accepted resource for character development. Possible research directions

How to promote character education among parents

How to support the parents in building children’s character This approach also enables students to search the Internet for materials in the respective mother tongue and gives teachers the ability to add content to the platform. References A framework for character education in schools. Retrieved from

www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/character-education/Framework%20for%20Character%20Education.pdf

A working version of a comprehensive education strategy (2016-2020) and an action plan. Retrieved from http://www.mon.gov.mk/images/PRVA-Rabotna-Verzija-na-Strategija-za-obrazovanie-MK.pdf

Centers for early childhood development. Retrieved from http://www.prvite5.mk/centri-za-ran-detski-razvoj.nspx Character education. Retrieved from https://www.jubileecentre.ac.uk/432/character-education Teaching character through subjects. Retrieved from www.jubileecentre.ac.uk/1604/projects/published-

research/teaching-character-through-subjects Teaching character through the primary curriculum-An ambition to cure. Retrieved from

www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/TeachingCharacterPrimary/TeachingCharacter_Tea

chersNotes_Courage.pdf

Teaching character through the primary curriculum-Courage under fire. Retrieved from

www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/TeachingCharacterPrimary/TeachingCharacter_Nar

rative_Curiosity.pdf

What is design research? (2017, Nov 7). Retrieved from https://www.bbc.co.uk/gel/articles/what-is-design-

research

Dzajkovska, B. (2016). Mathematics through play: 50 activities for developing math skills. Skopje, Macedonia:

Step by Step Foundation for educational and cultural initiatives

(2009) Education programs for I, II and III grade for nine year primary school education. Skopje, Macedonia:

Bureau for Development of Education

http://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/character-education/Framework%20for%20Character%20Education.pdf

http://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/character-education/Framework%20for%20Character%20Education.pdf

http://www.mon.gov.mk/images/PRVA-Rabotna-Verzija-na-Strategija-za-obrazovanie-MK.pdf

http://www.prvite5.mk/centri-za-ran-detski-razvoj.nspx

https://www.jubileecentre.ac.uk/432/character-education

http://www.jubileecentre.ac.uk/1604/projects/published-research/teaching-character-through-subjects

http://www.jubileecentre.ac.uk/1604/projects/published-research/teaching-character-through-subjects

http://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/TeachingCharacterPrimary/TeachingCharacter_TeachersNotes_Courage.pdf

http://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/TeachingCharacterPrimary/TeachingCharacter_TeachersNotes_Courage.pdf

http://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/TeachingCharacterPrimary/TeachingCharacter_Narrative_Curiosity.pdf

http://www.jubileecentre.ac.uk/userfiles/jubileecentre/pdf/TeachingCharacterPrimary/TeachingCharacter_Narrative_Curiosity.pdf

https://www.bbc.co.uk/gel/articles/what-is-design-research

https://www.bbc.co.uk/gel/articles/what-is-design-research


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Middle School Students' Ideas About Aruduino Education

*İsmail Evcim

1, Hakan Akçay

2

1ME Science Teacher, [email protected]

2Yıldız Tecnical University, [email protected]

Abstract

In this study, it was aimed to determine the opinions of the 7th grade students of middle school about arduino

education. The sample group of the study consisted of 9 students from seventh grade middle school students

trained in arduino. In order for Arduino education to reveal individuals' technological products, writing codes,

setting up electrical circuits, managing auxiliary devices, and performing robotic operations. In a sense it forms

part of STEM education. In today's world where STEM education is increasingly widespread, interdisciplinary

studies are being carried out. In this context, individuals are expected to develop themselves both in science

literacy and in technology literacy. In order to investigate the course of this process, qualitative research

methods have been used to obtain data on the use of semi-structured interview techniques in order to identify

students' feelings and thoughts about technology and arduino, to clarify what the effects of their life after

arduino education are and to see if there is any difference in their future professional attitudes. Twelve semi-

structured questions were asked to the students and the responses were recorded by the voice recorder and

converted into written text. The obtained data were analyzed and the results were obtained. According to the

results obtained, it was determined that arduino education positively affected the students in making

technological designs, exhibiting products and developing self-confidence. Moreover, it has been seen that this

education has made students want to do scientific research instead of playing games on computer, and most of

them want to prefer engineering profession in future profession selection.

Keywords: Arduino Education, STEM, Engineering, Self-confidence Development, Technological Design,

Robotics

1. INTRODUCTION

In today's world where technology is rapidly advancing, it is expected that newly emerging individuals will be

able to make technological designs and produce products in order to simplify the life of living things, to solve

various problems and to prevent the problems that may arise in the future. STEM training, which has gained

increasing importance in our country in recent years, is a unique opportunity to design technological products

and provide necessary work force in engineering fields. Çorlu and Çallı (2017), who encode STEM education

with the letter 3P, say that their robotics competitions and maker's movements contribute to STEM in their

political STEM applications. In this sense, the practice of coding and robotic exercises since early ages in the

context of STEM education increases the curiosity and interest of the learners (YolcuveDemirer, 2017). Indeed,

artificial intelligence and robots are used in engineering, educational sciences and many other areas

(KeskenlerveKeskenler, 2018). Arduino training can be given to students who are studying in today's secondary

schools for coding and robotics studies. This study was conducted to investigate the effects of life-long learning

and the change in future professional attitudes, as well as the acquisition of technology and arduino-related

emotions and thoughts by 7th grade students, who were 9 students and who had studied arduino as a school-

in order to investigate whether the.

2. METHOD

The research was conducted using semi-structured interview technique from qualitative research methods.

Semi-structured interview form prepared by taking expert opinion as data collection tool (Yıldırımand Şimşek,

2016). Twelve semi-structured questions were asked to determine whether there was any difference in their

professional minds about the effects of their life after the training of arduino about the acquisition of feelings

and thoughts related to technology and arduino, and the answers were recorded and recorded by the voice

*Corresponding Author


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recorder the text has been converted. Various data were obtained by analyzing the content of the obtained

data.

3. FINDINGS

Twelve semi-structured questionnaires directed at students in the survey were asked to find out why they were

taking arduino education. In response to this question, most of the students stated that they are curious about

electronic and some of them play with jigsaws during childhood. In response to the question asked to find out

what Arduino means for them, most of the students gave a card that could produce technological products and

some of them gave card answers that worked like a brain. In response to the question asked to find out

whether there was a change in their thinking about technological products after Arduino education, the students

expressed that the technological product-making skills have developed and the technological products have

acquired the perception of curiosity about the working systems. In response to the question posed to find out

whether Arduino studies lead to the design of technological products, most of the students stated that they

could design a technological product. In answer to the question asked to learn whether they use the school

lessons in their Arduino studies, most of the students stated that they benefit from Science courses and some

of them also use Mathematics, Informatics Technologies, Turkish and English lessons. In response to the

question asked to see if there was something they disliked in their Arduino education, the students stated that

some students played games during the training, arduino devices were being tampered with by others, and

some were losing some of their materials. In response to the question directed at learning what they learned in

Arduino education, most of the students said that they provided self-confidence development. In response to

the question directed at learning whether Arduino education affects their daily lives, most of the students stated

that their desire to do research increased, and that some students had less willingness to play, and at the same

time increased their determination and effort. In response to the question posed by technology on what it

means to them, most of the students have stated that in some students, technology may cause libel in which

good or bad technology can be used. In response to the question posed to find out whether they have received

a similar education with the exception of Arduino education, some students have expressed a connection

between arduino education and information technology courses. In response to the question posed to find out

whether Arduino education has caused any change in its future dreams, most of the students expressed that

they dreamed of engineering and they wanted especially Mechatronic Engineering, and some students said

that they were transitioning from a different career dream to engineering life. Finally, in response to the

question asked to rejoin this type of education, all students expressed their willingness to continue with arduino

education.

4. CONCLUSIONS

According to the results of the research findings, it can be said that arduino education is effective in making

technological designs on the students and in revealing the products. Çepni (2017) states that in STEM

education, students can produce products that can solve problems in daily life. In addition, it can be said that

STEM education is effective in developing students' self-esteem, stop playing games on the computer, doing

scientific research, and directing to the engineering profession in dreams for the future. Donmez (2017), who

has done a similar research, says that his students' robotics activities are fun and interesting and also they are

making a scientific research.

REFERENCES

Çepni, S. (2017), Kuramdan Uygulamaya STEM Eğitimi. Ankara: Pegem Akademi Yayınları

Çorlu M.S. ve Çallı E. (2017), STEM Kuram ve Uygulamalarıyla Fen, Teknoloji, Mühendislik ve Matematik

Eğitimi. İstanbul: Pusula Yayınları

Dönmez, İ. (2017). STEM eğitimi çerçevesinde robotik turnuvalara yönelik öğrenci ve takım koçlarının görüşleri

(Bilim kahramanları buluşuyor örneği). Eğitim, Bilim ve Teknoloji Araştırmaları Dergisi, 2(1), 25-42

Keskenler, M.F. ve Keskenler, E.F. (2018) Pid Deneteyicili Robot Tork Kontrol Sistemi İçin Matlab İle

Similasyon Yazılımının Geliştirilmesi, Uluslararası Eğitim Bilimleri ve STEM Konferansı Bildiri Özetler


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Kitabı, http://www.stemes.org/SayfaDosya?link=f6b606d652538f786fe233878041b334bf2980dd web

sitesinden 11.05.2018 tarihindealınmıştır.

Yolcu, V. &Demirer, V. (2017).A review on the studies about the use of robotic technologies in education. SDU

International Journal of Educational Studies, 4(2), 127-139.

Yıldırım, A. veŞimşek, H. (2016).Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: SeçkinYayınları.


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A more integrated perspective of the knowledge space and cognitive

learning for a professional expertise in an evolving society

Prof. Dr. Souad Sassi Boudemagh (Keynote Spekaer),

laboratory LAVMF, University of Constantine3 Salah Boubnider, La Nouvelle Ville Ali Mendjeli, Algeria

Abstract

Times are changing, the world is changing because the generations are changing, and the university is the institution that is the most affected by changes in society as well as knowledge. Indeed, in the era of the knowledge economy, two new paradigms emerge on the horizon of university courses: employability (adapting and selling to the job market) and entrepreneurship (creating one’s own company creating one’s own employment). These two paradigms force us to consider learning in a more integrated and innovative way. Innovation in learning is inevitably driven by innovation in teaching since new learning methods call for new teaching methods (deciding where and when to learn, choosing how and what to learn, weaving one’s network learning and teaching). Moreover, this university is faced with the dilemma of the teacher who masters the knowledge, facing a student who masters the new tools. In terms of quality of teaching, a selection is already being made on the basis of the use or not of new technologies in teaching. The new attitudes generated by the change in the construction of knowledge, and more precisely in cognition, are turned towards know-how and know how to be, summoned to professional profiles. This intervention aims to evaluate the experience of a vocational training program implemented at the University of Constantine3, that of the Management of Architecture and Town Planning Projects, in terms of innovative learning methods and their relationship to the teaching of the project by the project with regard to the targeted professional competency and know-how. Key Words: Cognitive learning, innovative learning, Know how, know how to be, professional expertise.

1. INTRODUCTION University education has long been defined taking into account its triptych-based foundation: scientific content

or disciplinary fields, knowledge-referential skills, objectives, processes, tools and methods-criteria and

methods of evaluation of acquaintance and skills. However, the advent of ICT has jostled this triptych to

ephemeral balance by creating a gap in the modes of teaching / dissemination of knowledge and knowledge

but especially those of the acquisition / production of knowledge and acquaintance. Indeed, the mastery of ICT

clearly displays a social and scientific redistribution of teaching knowledge.

Indeed, in the era of the knowledge economy, two new paradigms emerge on the horizon of university courses:

employability (adapting and selling to the job market) and entrepreneurship (creating one's own company

creating one's own employment). These two paradigms, force us to consider learning in a more integrated and

innovative way.

Innovation in learning is inevitably driven by innovation in teaching since new learning methods call for new

teaching methods (deciding where and when to learn, choosing how and what to learn, weaving one's network

learning and teaching).

Moreover, this university is faced with the dilemma of the teacher who masters the knowledge, facing a student

who masters the new tools. In terms of quality of teaching, a selection is already being made on the basis of the

use or not of new technologies in teaching.

The new attitudes generated by the change in the construction of knowledge, and more precisely in cognition,

are turned towards know-how and know how to be, summoned to professional profiles.

This intervention aims to evaluate the experience of a vocational training program implemented at the

University of Constantine3, that of the Management of Architecture and Town Planning Projects, in terms of

innovative learning methods and their relationship to the teaching of the project by the project with regard to the

targeted professional competency and know-how.


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2.1 ACQUAINTANCE VERSUS KNOWLEDGE / COGNITIVE LEARNING

It often happens that a confusion is made between knowledge and acquaintance, while the difference is huge! For Brousseau, an acquaintance acquires a knowledge function during the process of institutionalization. "... Acquaintance exists and makes sense only in for someone only because it represents an optimal solution in a system of constraints" (Brousseau, 1978). Thus the knowledge being constituted (or in process of constitution) differs from the acquaintance, which are met in situation. Margolinas (2012) deduces that "Knowledge is depersonalized, decontextualized, and decommissioned. It is formulated, formalized, validated and memorized. It can be linearized, which corresponds to its textual nature ".

.

It was then concluded that in order to define a given acquaintance, it is necessary to describe the fundamental situations of this acquaintance (Brousseau 1986, Legrand 1996, Bessot 2011). To define a particular knowledge, it is necessary to say which institution produces and legitimizes this knowledge. Margolinas (2012) describes the process of knowledge institutionalization, a transformation that legitimizes this one in an institution, as follows: met as an acquaintance in situation, then recognized as useful, formulated, formalized, validated, memorized, knowledge thus acquires an institutional status. Research reveals, then, the problem that arises in the study or the help to the study of a knowledge, which is the fact that the setting in text erases the questions and the situations that were met in the genesis of this knowledge, (Chevallard, 2002a, Chevallard, 2002b). To study or help someone study, to teach, it is necessary to deconstruct the knowledge to find the acquaintance and the situations that make it meaningful: what is the foundation of the process of devolution. Margolinas (2012) concluded, "Teaching is about giving intelligibility of knowledge, which cannot be done without considering it as situational acquaintance". In terms of learning paradigms, two significant theoretical approaches emerged during the twentieth century: the behavioral or Behaviourism approach and the cognitive approach. The cognitivist current is concerned with complex mental activities such as reasoning and problem solving. Cognitivism is opposed to behaviorism that makes constructs based on S-R associations (Stimulus-Response). The cognitivist approach assumes that in a situation of acquisition of acquaintance, the learner undertakes complex reasoning activities tending towards an explicit goal. However, recent experimental work and modeling of complex task-learning processes show that both approaches are more complementary than antagonistic (Lamberts, 1990).


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There are two types of acquaintance: declarative and procedural. Moreover, we have three types of learning: learning concepts, learning procedural skills and learning by analogy. The most fundamental declarative knowledge concerns concepts. Concepts are the cognitive tools essential to the organization of all that is perceived. The acquisition of the concept is therefore essential to any acquisition. Procedural acquaintance is a know-how. It is used to produce a result. It is therefore an acquaintance specific to a restricted class of situations. All procedural learning must be problem-based learning (Nguyen-Xin1991). Anderson has shown that any acquisition of procedural acquaintance involves three steps:

a. Acquire declarative acquaintance b. Use this declarative acquaintance to guide the search for solutions to problems c. Acquiring knowledge to become autonomous

2.2 DIGITAL IN TRAINING / DIGITAL IN LEARNING

Given their relationship with ICTs and the time they spend in their use, PRENSKY (2001) infers that today's

students think and process information in a fundamentally different way from their predecessors. The baptized

"Digital Natives" opposing those who are not born in the digital world but are fascinated by it and adopted it,

the "Digital Immigrants".

He exposes the shift created by this opposition: “…our Digital Immigrant instructors, who speak an outdated

language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new

language”. Explaining that: “Digital Natives are used to receiving information really fast. They like to parallel

process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer

random access (like hypertext). They function best when networked. They thrive on instant gratification and

frequent rewards. They prefer games to “serious” work”.

The teachers of today are then obliged to get on the same pitch as their students, or more explicitly to speak

the same language as the Digital Natives. They must review the teaching models of both old and new content.

Lebrun (2005) proposes the IMAIP learning model (Information, Motivation, Activities, Interaction, Productions) whose five constituents fit well with the factors learning that can be stimulated by ICT.

Figure 2: dynamic view of the learning process. M.Lebrun

2.3 INNOVATION IN HIGHER EDUCATION

2.3.1 Définitions

To renovate, is to refurbish a practice without fundamentally changing it. Renovation must bring about a

change in pedagogical design (paradigm) to be an innovation.

To reform, is to introduce fundamental changes in an institutional policy ... "Prescribed innovations".


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To change, is to go from state A to state B. The change can be intentional (the fact of a person, a group of

people or an institution) or unintentional (the fruit of endogenous factors or exogenous).

To implement, is to set up an idea, a program or a set of activities and new structures for and by a group of

people (Fullan, 2001) ... It will only imply innovation if it involves a fundamental change in the design of the

training (Garant, 2008).

"... innovating is a process that is intending to be an action of change and for means the introduction of an

element or a system into an already structured context" (Cros, 1998, 2000).

To innovate is not to renovate nor necessarily to reform. On the other hand, it involves introducing a change

and implementing the new; the opposite is not necessarily true.

Innovation results: both expected effects in the field, in the short term and even in longer term than indirect or

induced unforeseen effects. At the risk of becoming a routine, innovation must become a skill that is part of

everyday practice. This is what Cros (1998) and Monetti (1998) call the third step in the history of innovation.

2.3.2. The ten points of entry for innovation De Ketele (2010) lists ten main points of entry for innovation: P1: Personal initiative;

P2: Teacher evaluation;

P3: Collective work of preparation of evaluation tools;

P4: Collaborative elaboration of course materials;

P5: Encouragement of educational initiatives;

P6: Entry through educational research;

P7: Training of university teachers;

P8: Educational Guidance;

P9: Didactic paradigm shift;

P10: International collaboration projects.

2.4. ICT IN UNIVERSITY EDUCATION: AN APPROACH TO LEARNING LEARNING

Research on university education is moving toward finding out what can improve student autonomy in the

acquisition of knowledge and capacity for lifelong learning, not just student success. The use of ICT is an

integrated approach to teaching that is expanding over time.

The term ICT refers to a set of technologies including the computer. The essential features are, in addition,

unlimited accessibility, transmission and connection in space and time, the development of new competences.

Lietart (2015, P87) showed the progressive transformation of the "passive" use of the machine due to the

technological limitation of the tool to the possibility to develop dynamic and innovative strategies.


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2. 4.1. Crossing the Evolution of Theories of Learning and ICT Development* EAO : late 70s,

behaviorism, micro processing

Educational function

Type of software

Theory of learning

underlying

Task assigned to the user

Granted status to the

acquaintance

Give exercises, Individualize teaching, programming

Exercisers, educational games

Béhaviorism

Do exercises, interaction with the system without being able to modify it

Training, repetition, application of model

Figure 3: Characteristics of EAO†

EIAO: mid-1980s constructivism, hypermedia (Computer Learning Environments)


Type of software Theory of learning

underlying


granted status to the

acquaintance

Provide an exploration space

Hyper documents Cognitivism,

constructivism Exploring

Open access presentation

Provide an environment for

discovering abstract areas

Micro worlds, program writing,

robotics, pedagogic Constructivism

Build, create, manipulate, conceptualize product web

pages,multimedia using specialized software

Explore, build his acquaintance

Figure 4 : constructivism and hypermédia‡

EIAH: cognitivism, multimédia (IT Environments for Human Learning) (early 90s)

Fonction pédagogique

Type de logiciels

Théorie de l’apprentissage sous -jacente

Tâche assignée à l’utilisateur

Statut accordé aux

connaissances

Enseigner, créer, confronter

Tutoriels Cognitivisme Confronter et créer Proche de

l’ordinateur outil béhavioriste mais avec composante créative

Présentation ordonnée, multiforme

Figure 5 : cognitivism and multimédia§

EAD: socio constructivism (Distance Learning) Internet mid-1990s

Educational function Type of

software

Theory of learning

underlying



acquaintance

Provide a space for exchange between

students, interact with groups and on projects

of users

Collaborative Learning Software

Socioconstructivism Talk, exchange, communicate

Construction by the student, collective

creation

* Armand Lietart. Les TICE et l’innovation pédagogique dans l’enseignement supérieur : comment

et pourquoi les modes de l’interaction humaine évoluent-ils dans les systèmes d’information pédagogique ?. Sciences de

l’information et de la communication. Université Michel de Montaigne -

Bordeaux III, 2015. Français. <NNT : 2015BOR30057>. <tel-01291301>. P86. † Ibid. P87.

‡ Ibid, P88.

§ Ibidem, P89


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Figure 6 : socio constructivism and Internet**

ENT (Digital Work Spaces) - UPO (Pedagogical Uses of Computer) - UPTICE (Pedagogical Uses of Information and Communication Technologies for Education): contemporary era- all digital -


Type of software Theory of learning

underlying

Task assigned to

the user


acquaintance

Provide a space for exchange between

students, a stimulating

environment, Collaborate with

others Teach and learn

Collaborative learning software, tutors,

exercisers, forums, discussion groups, web, wiki,

videoconferencing, Use of authoring software for

collaboration

Socio constructivis

m

Discuss To propose collaborate

Co construction by the student, as a team in

partnership with external actors.

Creation, confrontation when the learners

produce messagesThe access is free.

Figure 7 : UPTICE- all digital††

Crossover: theories of learning and use of ICT

Current School Application Conception of learning

Structuralist Béhaviorism, connexionnism EAO Splitting and prioritization of

acquaintance to acquire. Individual approach

Fonctionnalist or

pragmatic Constructivism, cognitivism

EIAO EIAH

Interaction between the subject and learning, "man-machine"

interaction

Gestaltpsychology (Psychology of

form) -Historico-cultural

Cognitivism, socio cognitivism, constructivism,

socioconstructivism

EAD ENT UPO

UPTICE

Provide a space for exchanges with learners, networking, discuss,

propose, collaborate, co-construction of knowledge,

motivation, importance of context and interpretation, ZPD

Figure 8 : tableau croisé courant psychologique et conception de l’apprentissage‡‡

Lebrun (2000) has highlighted the path of teachers in the integration and use of ICTs from ACOT research.

Steps according to ACOT

§§

Description of the stages

« Entry » The teacher discovers the basics, the foundations of the use of ICT. He is

introduced to the tool.

« Adoption » The teacher uses ICT, often in a traditional way and also for personal use.

« Adaptation » Teacher integrates new technology into classroom practice.

« Appropriation » The teacher targets on group work, project and interdisciplinary work. He

includes the use of the computer with other tools in his class. He extends the use to students.

« Invention » The teacher discovers new uses and diverts some software from their

primary uses. He personalizes the use of the computer. He adapts its use to situations learning.

Figure 9: the five stages of teacher development to discover ICT ***

** Ibidem, 90.

†† Idem, P92

‡‡ Idem, P93.

§§ Begun in 1985, Apple Classrooms of Tomorrow (ACOT) is a research and development collaboration among public

schools, universities, research agencies and Apple Computer, Inc. ACOT explores, develops and demonstrates the

powerful uses of technologies in teaching and learning. In all ACOT endeavors, instruction and assessment are as integral

to learning as technology. https://www.apple.com/euro/pdfs/acotlibrary/rpt7.pdf


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2. 4.2 ICT in university education: an approach towards learning autonomy: Algerian university

experience

Although the computerization of universities began in the early 1980s and the use of the Internet became

widespread from the mid-1990s, in Algeria, the application of ICT to education itself is newer. The integration of

ICT in university education is one of the essential indicators of quality in university education and it is also a

determining factor in the competition between universities.

We asked ourselves more specifically about the relationship between ICT skills

and practices of building trades and the place of this relationship in university courses for building trades:

architecture, urban planning and project management.

Case of faculty of architecture

In Algeria, high education for the practice of professions related to the built environment and its production

encounters a huge problem of rejection from the professional environment. Universities curricula are suffering

from their maladjustment to the practice in building project and its organization.

All actors; either at university or from professional field are sharing the same opinion: Teaching in the field of

architectural and urban project contrasts with the reality of the profession and its profiles.

Practitioners, as well as educators, of higher education in Algeria, argue for a professionalization in teaching

system for professions dedicated to the field of building and urban project.

Professionalization, knowledge, know-how, know how to be, skills, contextualization, reflective practice…. all

are concomitant concepts.

Competences occupy the central place in the discourse on the knowledge to act. The concept of competence is

part of a pedagogical theory valuing the return of the complexity and reality in training situations.

On the other hand, Le Boterf (2000) considers the concept of competence as intimately linked to the notion of

professionalism, "... to the extent that the competence focuses on the ability not only to perform prescribed, but

also go beyond the prescribed. ».

Another value sought by professionals is that of contextualization, and the recent wave of professionalization

driven by the adoption of the international system LMD highlights the necessary contextualization in training.

The hypothesis of Julie Desjardins is that the resistance expressed by students to the knowledge offered to

them could be explained by the fact that this knowledge is enunciated in decontextualized forms.

Contextualization introduces special situations in a complex framework of reality, compared with the theory and

conceptualization of academic teachings. This fact allows a re-questioning of theories, their relativization, and

especially the development of a critical attitude vis-à-vis these theories.

Project Management and digitalization

Worldwide, construction companies, wanting to survive and grow in today's competitive environment, focus on

tools that drive operational efficiencies, develop innovative ideas for project management.

A survey was conducted in the construction sector in Algeria, aiming to know the status of the use of 4D

modeling, the level of knowledge of this approach among professionals in the field.

***

LEBRUN, M (2000). Quand les technologies propulsent la pédagogie de l’apprentissage et la formation pédagogique des enseignants. Colloque AIPU. En ligne, file:///Users/armandlietart/Downloads/Lebrun-AIPU- 2003.pdf, consulté le 10/10/2014


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A survey was conducted in the construction sector in Algeria, aiming to know the status of the use of 4D

modeling, the level of knowledge of this approach among professionals in the field.

Experienced professionals are starting to take an interest in it. Most of the surveyed design offices and project

managers have no or too little knowledge of 4D applications.

The underlying reasons of the non-use of 4D on a large scale are lack of experience and knowledge subject,

time and the necessary human resources.

Architecture and digitalization

Saighi Ouafa, as part of a doctoral research, studied the integration of the computer tool into the design

process. The results showed that for graphic representation, students prefer the computer tool. while as the first

reaction to a project to design, they prefer the pencil. In professional life, it has been noticed that practicing

architects adopt the same attitude.

In universities and in professional life, the computer tool is not used to provide assistance in the design. The

statistical analysis confirms the existence of a significant correlation between the use of the computer tool by

students and permission of their teachers.

The mastery of the computer tool is an important criterion for landing a job. The most important element

hindering the proper integration of digital architecture lies in the lack of mastery of the entire digital process,

whether in academia or professional.

An analysis of the three courses of training provided within the Faculty of Architecture and Town Planning

reveals a blatant difference in the share of ICT in educational programs.

Architecture

0

50

100

150

200

250

300

350

400

450

500

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10

Hourly volume /Semester

Hourly volume / ICT


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Urbanism

Project management

0

50

100

150

200

250

300

350

400

450

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10


Hourly volume / ICT

0

50

100

150

200

250

300

350

400

450

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10


Hourly volume / ICT

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

S1

S3

S5

S7

S9

S1

S3

S5

S7

S9

S1

S3

S5

S7

S9

Arc

hit

ect

ure

Urb

anis

mP

roje

ctm

anag

em

en

t


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Since project management is the unique professional training program among the other two academics

curriculas, the teaching mode is more interactive, focusing on the socio-professional integration of the learner

by making him a real actor in his training, and the outputs are a high percentage of professional insertion.

Based on the analysis of the three teaching curricula, we deduce: contrary to the teachings for Architecture and

Urban Planning, where the integration of ICT is punctual and isolated from other subjects, in Project

Management, the hourly volume of ICT is moving smoothly in a gradual and continuous way because it is

distributed over the majority of subjects. ICT constitutes the interconnection and the cement between them.

CONCLUSION

Through this transformation of learning and knowledge-building tools, the conditions for the production of

knowledge and the validation of knowledge and skills have undergone a great upheaval, new relationships to

knowledge and knowledge have taken place.

ICTs / functional tools act at the neurophysiological level by amplifying the cognitive processes of learning

(perception, language, memory, emotion, etc.). While pedagogy of processes and teaching of contents are two

complementary modes, the pedagogy of processes is at the base of the teaching of contents.

The learner gives meaning to an acquaintance only if it appears as an indispensable tool for solving a problem.

REFERENCES Bessot, A. (2011). L'ingénierie didactique au coeur de la théorie des situations. In C. Margolinas, M. Abboud-

Blanchard, L. BuenoRavel, N. Douek, A. Fluckiger, P. Gibel, F. Vandebrouck & F.Wozniak (Eds.), En

amont et en aval des ingénieries

didactiques (pp. 29-56). Grenoble : La pensée sauvage.

Brousseau, G. (1978). L'observation des activités didactiques. Revue Française de Pédagogie, 45, 130-140.

http://hal.archivesouvertes.fr/hal-00515106.

Brousseau, G. (1986). Fondements et méthodes de la didactique des

mathématiques. Recherches en Didactique des Mathématiques,

7(2), 33-115.

Cros, F. (1998). L’innovation en éducation et formation : vers la construction d’un objet de recherche.

Education Permanente, 134, 9-20.

Cros, F. (2000). Le transfert des innovations scolaires. Paris, NRP, «Mission : Innover et rechercher».

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Linard M, Les TIC à l’université : potentiel des outils et conditions d’accès à l’autonomie de l’apprentissage,

Journées @ univ./ Orme - Marseille - Octobre 2000, Université Paris X Nanterre.

Margolinas C. Connaissance et savoir. Des distinctions frontalières ? Losego, Philippe. Sociologie et

didactiques : vers une transgression des frontières, 2012, Lausanne, Suisse. Haute Ecole pédagogique

de Vaud, pp.17-44, 2014, Actes du colloque ”Sociologie et didactiques : vers une transgression des

frontières”, 13 et 14 septembre 2012. <http://www.hepl.ch/sociodidac>. <hal-00779070>

Lebrun, M. (2005). E-learning pour enseigner et apprendre : Allier pédagogie et technologie. Louvain-laNeuve,

Bruylant-Academia. p 37.

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d’Internet, in les cahiers du numérique, vol 5.

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situations à d’autres approches didactiques. Recherches en Didactique des Mathématiques, 16(2),

221-280.

Lietart A. Les TICE et l’innovation pédagogique dans l’enseignement supérieur : comment et pourquoi les

modes de l’interaction humaine évoluent-ils dans les systèmes d’information pédagogique ? Sciences

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de l’information et de la communication. Université Michel de Montaigne – Bordeaux III, 2015.

Français. <NNT : 2015BOR30057>. <tel-01291301>.

De Ketel J M, (2010), L’innovation pédagogique dans l’enseignement supérieur : Des chemins de traverse aux

avenues institutionnelles. revista portuguesa de pedagogia • psychologica.

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pp57-67

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October 2001).

KEYNOTES

Keynotes

Speaker Topic

Prof. Dr. Sushil Sharma Ball State University, Muncie, IN, USA

Changing Landscape of Learning Technologies – Virtual Reality, Augmented Reality, Mixed Reality and Beyond

Gospodin Balıkçiyev Kril Hiristov Primary School, Stara Zagora, Bulgaria

Innovation in Education: Application of Digital Technology in Teaching at Kiril Hristov School in Bulgaria

Dr. Leyla Türker Şener İstanbul University, İstanbul, Turkey

3D Printing in Medical Education

Prof. Dr. Souad Sassi Boudemagh University of Constantine3, La Nouvelle Ville Ali Mendjeli, Algeria

A more integrated perspective of the knowledge space and cognitive learning for a professional expertise in an evolving society

GOOD EXAMPLES

IN EDUCATION

Good Examples in Education

PROJE ADI PROJE SAHİBİ

From Scientix To STEM FSTS Gökhan ARIKAN, Kayseri Mesleki ve Teknik Anadolu Lisesi, Kayseri, [email protected], Seyide EROĞLU, 75. Yıl Cumhuriyet Anadolu Lisesi, Kayseri, [email protected]

"Çemberimde Gül Oya " Ulusal Kültür Projesi

Nesrin KARADUMAN Gülsefa Kapancıoğlu Anadolu Lisesi Felsefe Öğretmeni [email protected] Münir TAN

Sanattan Dijitale/Organik Seramik Çamuruyla Kil Tablet ve 3D Tasarımlar

Çiğdem BİÇİCİ/ İstanbul, Avcılar Özel Mektebim Okulları

App Inventor Programında Matematik Uygulaması Geliştirme

Semiha GÜRSES /Özel Sancaktepe Teknoloji ve İnsan Koleji Lisesi Semanur KARTAL/Özel Sancaktepe Teknoloji ve İnsan Koleji Lisesi

3d Printer Baskı Sistemi Ve Tinkercad Programıyla Coğrafya Öğrenimi

Sevinç ERDOĞDU/Özel Sancaktepe Teknoloji ve İnsan Koleji Lisesi Semanur KARTAL/Özel Sancaktepe Teknoloji ve İnsan Koleji Lisesi




INDEX

Adem Korkmaz, 155

Ahmet Benzer, 9

Ali Armanc Günel, 49

Asiye Günel, 45

Asiye Günel2, 49

Ayşe Ceyda Ölmez, 119

Biljana Lazareska, 163

Biljana Stojanovska, 163

Birgül Akdağ Çimen, 41

Burcu Ozturk Tac, 57

Cagatay Kandemir, 27, 35

Ceren Çağlar, 123

Çiğdem Selçukcan Erol, 1, 137

Dilara Şahin, 21

Emre Akyuz, 57

Enis Karaarslan, 119

Esra Şahin, 71

Evgenija Sarova, 163

Fatma Önay Koçoğlu, 137

Gjorgji Noveski, 163

Gökçe Karahan Ad, 63

Hakan Akçay, 167

Halit Irmak, 109

Hassina Seridi-Bouchelaghem, 129

Houda Tadjer, 129

İrfan Şimşek, 123

İsmail Evcim, 167

Leyla Türker Şener, 179

Mehmet Derindere, 129

Mehmet Yılmaz, 21

Metin Celik, 27, 35, 57

Milena Slivoska, 163

Müge Adnan, 119

Nilgün Tosun, 71

Oğuz Ak, 105

Ouafa Saighi, 87

Oya Şanlı, 133

Önder Aydın, 27, 35

Rabia Meryem Yılmaz, 21

Róbert Jáger, 81

Serkan Demir, 45

Sevinc Gulsecen, 129

Sevinç Gülseçen, 105

Simin Ghavifekr, 147

Souad Sassi Boudemagh, 167, 179

Sumailah Sabbagh, 95

Sushil Sharma, 179

Şafak Öksüzer, 119

Veli Özcan Budak, 1

Wong Seng Yue

, 147

Yacine Lafifi, 129

Yalçın Özkan, 137

Zerrin Ayvaz Reis, 109, 155

Zeynep Turan, 41

AFTER FL2018

Documents

PROCEEDINGS BOOK - fl.istanbul.edu.trfl.istanbul.edu.tr/wp-content/uploads/2018/12/ProceedingsBook_FL2018.pdf · iv The Competition on the topic ³Digital Education Assistant was