DERSİN GENEL BİLGİLERİ |
Ders Kodu | Ders Adı | Yıl | Yarıyıl | Teorik | Pratik | Kredi | AKTS |
60314GEEOS-GLP2293 | Global Perspective | 0 | Güz |
2 | 0 | 2 | 3 |
Dersin Türü: | General Elective |
Dersin Düzeyi: | Lisans TYYÇ:6. Düzey QF-EHEA:1. Düzey EQF-LLL:6. Düzey |
Dersin Öğretim Dili: | |
Dersin Ön/Yan Koşulu: | Yoktur |
Dersin Veriliş Şekli: | Yüz yüze |
Dersin Koordinatörü: | Öğretim Görevlisi ELİF İNCİ ARAS |
Dersin Öğretim Eleman(lar)ı: |
Öğretim Görevlisi ELİF İNCİ ARAS |
Dersin Kategorisi: |
BÖLÜM II: DERSİN TANITIMI |
Dersin Amacı: | To increase students' awareness and understanding of cultural, social, economic, and political diversity in the world. To develop students' critical thinking and analytical skills to compare and contrast different global perspectives and to evaluate the impact of global issues on different populations. To improve students' ability to communicate and work effectively with people from diverse backgrounds and to appreciate and value cultural differences. To expose students to different ways of thinking and problem-solving and to develop their creativity and critical thinking skills. To increase students' empathy and understanding of global issues and their impact on different populations and to develop a sense of global citizenship and social responsibility. To increase students' understanding of global systems and structures and their ability to navigate them. To develop students' ability to think creatively and critically about global issues, and to develop solutions that take into account different perspectives and experiences. To develop students' understanding of global power dynamics and their ability to navigate them. Overall, global perspectives awareness lessons should aim to equip students with the knowledge, skills, and attitudes they need to be active and engaged global citizens who can understand and navigate the complex world around them. |
Dersin İçeriği: |
Bilgi (Kuramsal ve/veya olgusal bilgi olarak tanımlanmıştır.) | ||
Beceriler (Bilişsel ve/veya uygulama becerileri olarak tanımlanmıştır.) | ||
Yetkinlikler ("Bağımsız Çalışabilme", "Sorumluluk Alabilme", "Öğrenme", "İletişim ve Sosyal" ve "Alana Özgü" yetkinlikler olarak tanımlanmıştır.) | ||
1) Adapting to Change;
The ability to successfully engage and navigate new or unfamiliar circumstances or create opportunities.Global Perspective lessons should aim to equip students with the knowledge, skills, and attitudes they need to be active and engaged global citizens who can understand and navigate the complex world around them.
Development of global citizenship skills such as cultural competency, intercultural communication, and understanding of global power dynamics. Overall, global perspective lessons should aim to equip students with the knowledge, skills, and attitudes they need to be active and engaged global citizens who can understand and navigate the complex world around them. Adapting to Change. 2.1) Demonstrate knowledge of the connection between countries and peoples of the world and recognize the political, economic, and environmental interdependence between them. Demonstrate the ability to interpret issues from more than one cultural perspective. 2.2) Recognize individual and cultural differences and demonstrate an ability to communicate and interact effectively and respectfully across cultures. Identify and critique instances of cultural stereotyping and show empathy and respect for differences in culture, worldviews, and viewpoints Demonstrate effort to acquire knowledge of at least one language other than one’s own native language. Also, self-awareness, social awareness. 2.3) The ability to consider alternative viewpoints and their potential consequences. 2.4) Expand their international perspective, become more open-minded toward cultural differences and to better understand global issues (Internationalism) 2.5) Cultural Perspective Awareness Students should be able to demonstrate awareness of and respect for all cultures. learning types of cultures. 2.6) The objective of a Global Perspectives course is to equip students with a comprehensive understanding of the interconnectedness of the world and the impact of globalization on various cultural, political, economic, and environmental systems. The course aims to provide students with the knowledge, skills, and values needed to become informed, engaged, and responsible global citizens. This can be achieved through a range of activities, including case studies, group discussions, and simulations, as well as through critical analysis of global trends and issues. |
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2) 3.7) Global Perspective lessons should aim to equip students with the knowledge, skills, and attitudes they need to be active and engaged global citizens who can understand and navigate the complex world around them. Development of global citizenship skills such as cultural competency, intercultural communication, and understanding of global power dynamics. |
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3) 4.8) Independently, or collaboratively, synthesize ideas, knowledge, and Experiences to devise innovative solutions to complex problems |
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4) 5.9) Analyzing and comparing the effectiveness of various decisions 5.10) Have an analytical awareness that the world is an interconnected system of complex processes Demonstrate that they own world view and the dominant ideas in their culture are not shared by all peoples and cultures 5.11) The ability to generate ideas, take risks, and recognize opportunities in problem-solving, relationships, or self-expression. 5.12) An overview of high-level intercultural learning outcomes One of the tasks within the larger project of developing student interculturality is creating specific learning outcomes that foster intercultural and global awareness. Learning outcomes articulate knowledge, skills, and attitudes that students are expected to demonstrate upon successfully completing a course or program of study. In addition to preparing students for their personal and professional lives in intercultural spaces, these learning outcomes also serve to prepare students to contribute to global sustainable futures through understanding global issues, responding thoughtfully to multiple perspectives, relating effectively across similarity and difference, and choosing appropriate action to contribute to the well-being of the world and its people 5.13) Students should be able to address and analyze phenomena in our interconnected world. Students recognize how ideas, events, and actions in one location have consequences elsewhere for humans and/or the natural world. Students analyze how policies, processes, and/or trends relating to global phenomena are constructed, influenced or altered. No region, culture or ecosystem is autonomous or self-contained. |
Hafta | Konu | ||
Ön Hazırlık | Pekiştirme | ||
1) | Detailed presentation of the lesson | POWERPOİNT PRESENTATİON | |
2) | Psychology of globalization | powerpoint presentation | |
3) | GLOBAL PERSPECTİVE AWARENESS | POWERPOİNT PRESENTATİON | |
4) | GLOBAL PERSPECTİVE ON ECOLOGY | powerpoint | |
5) | GLOBAL TOPİC | PowerPoint Presentation | |
6) | A global perspective awareness lesson on economy and professionalism | Powerpoint presentation | |
7) | COMPLEX SYSTEM PERSPECTİVES ON EDUCATİON AND 21ST SKİLSS | POWERPOİNT PRESENTATİON | |
8) | MİDTERM | ||
9) | SUSTAİNABLE DEVELOPMENT-ANİMAL RİGHTS- ENVİROMENT- PLASTİC WASTE | POWERPOİNT PRESENTATİON | |
10) | SOCİAL NORM, LAWS, TABOOS, MORES, FOLKWAYS | POWERPOİNT PRESENTATİON | |
11) | TYPES OF CULTURE | POWERPOİNT PRESENTATİON | |
12) | SELF-AWARENES, SOCİAL AWARENESS, EMPATY VERSUS SEMPATY REFUGEE AND IMMIGRANT | ||
13) | GLOBAL PERSPECTİVE ON HUMAN RİGHTS | POVERPOİNT PRESENTATION | |
14) | INCORPARATİNG A GLOBAL PERSPECTIVE İN TO OURTO A BASIC LIFE SKILLS |
Ders Notları / Kitaplar: | The specific course books used for global perspective lessons can vary depending on the curriculum and goals of the course, Cambridge University ''Global Perspective Course'', Wikipedia, The Runaway Species 'How human creativity remakes the world'. (David Eagleman Antony Brandt the Runaway Species. (The international bestselling author of The Brain, incognito and Sum,) Yuval Noah Harari.21 Lessons for 21st Century. The Gutenberg Galaxy by Marshall McLuhan. Walter Isaacson, a Biography of the Digital Age of Those who Discovered the Future. Valerie Hansen's book: The first 1000 years of, Globalization (the beginning of a World Shrinking with Discoveries). Samuel P. Huntingdon the Clash of Civilizations and the Establishment of a New World Order, Google and Google images etc. |
Diğer Kaynaklar: |
BÖLÜM III: DERSİN PROGRAM ÖĞRENME ÇIKTILARI İLE İLİŞKİSİ |
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DÖÇ14 |
Etkisi Yok | 1 En Düşük | 2 Düşük | 3 Orta | 4 Yüksek | 5 En Yüksek |
BÖLÜM IV: DERSİN ÖĞRENME VE ÖĞRETME YÖNTEMLERİ İLE ÖLÇME VE DEĞERLENDİRME YÖNTEMLERİ |
Anlatım | |
Tartışma | |
Vaka Çalışması | |
Problem Çözme | |
Gösterip Yaptırma | |
Gösterim | |
Laboratuvar | |
Okuma | |
Ödev | |
Proje Hazırlama | |
Tez Hazırlama | |
Akran Eğitimi | |
Seminer | |
Teknik Gezi | |
Ders Konferansı | |
Beyin Fırtınası | |
Soru Cevap | |
Bireysel ve Grup Çalışması | |
Rol Oynama-Canlandırma-Doğaçlama | |
Stüdyo Uygulamaları | |
Derse Aktif Katılım |
Ara Sınav | |
Sunum | |
Yarıyıl Sonu Sınavı | |
Kısa Sınav | |
Rapor Değerlendirme | |
Ödev Değerlendirme | |
Sözlü sınav | |
Tez Sunma | |
Jüri Değerlendirmesi | |
Uygulama Sınavı | |
İşyerinde Uygulama Eğitimi Değerlendirmesi | |
Derse Aktif Katılım | |
Tartışmalara Katılım |
ÖĞRENME VE ÖĞRETME YÖNTEMLERİ | ÖLÇME VE DEĞERLENDİRME YÖNTEMLERİ | ||||||||||||||||||||||||||||||
DÖÇ1 | DÖÇ2 | DÖÇ3 | DÖÇ4 | DÖÇ5 | DÖÇ6 | DÖÇ7 | DÖÇ8 | DÖÇ9 | DÖÇ10 | DÖÇ11 | DÖÇ12 | DÖÇ12 | DÖÇ13 | DÖÇ14 | |||||||||||||||||
-Anlatım | -Ara Sınav | ||||||||||||||||||||||||||||||
-Tartışma | -Sunum | ||||||||||||||||||||||||||||||
-Vaka Çalışması | -Yarıyıl Sonu Sınavı | ||||||||||||||||||||||||||||||
-Problem Çözme | -Kısa Sınav | ||||||||||||||||||||||||||||||
-Gösterip Yaptırma | -Rapor Değerlendirme | ||||||||||||||||||||||||||||||
-Gösterim | -Ödev Değerlendirme | ||||||||||||||||||||||||||||||
-Laboratuvar | -Sözlü sınav | ||||||||||||||||||||||||||||||
-Okuma | -Tez Sunma | ||||||||||||||||||||||||||||||
-Ödev | -Jüri Değerlendirmesi | ||||||||||||||||||||||||||||||
-Proje Hazırlama | -Uygulama Sınavı | ||||||||||||||||||||||||||||||
-Tez Hazırlama | -İşyerinde Uygulama Eğitimi Değerlendirmesi | ||||||||||||||||||||||||||||||
-Akran Eğitimi | -Derse Aktif Katılım | ||||||||||||||||||||||||||||||
-Seminer | -Tartışmalara Katılım | ||||||||||||||||||||||||||||||
-Teknik Gezi | |||||||||||||||||||||||||||||||
-Ders Konferansı | |||||||||||||||||||||||||||||||
-Beyin Fırtınası | |||||||||||||||||||||||||||||||
-Soru Cevap | |||||||||||||||||||||||||||||||
-Bireysel ve Grup Çalışması | |||||||||||||||||||||||||||||||
-Rol Oynama-Canlandırma-Doğaçlama | |||||||||||||||||||||||||||||||
-Stüdyo Uygulamaları | |||||||||||||||||||||||||||||||
-Derse Aktif Katılım |
Ölçme ve Değerlendirme Yöntemleri | Uygulama Sayısı / Yarıyıl | Katkı Oranı |
Ödev | 2 | % 20.00 |
Ara Sınavlar | 1 | % 30.00 |
Yarıyıl Sonu Sınavı | 1 | % 50.00 |
Toplam | % 100 | |
YARIYIL İÇİ ÖLÇME VE DEĞERLENDİRME YÖNTEMLERİNİN BAŞARI NOTUNA KATKI ORANI | % 50 | |
YARIYIL SONU SINAVININ BAŞARI NOTUNA KATKI ORANI | % 50 | |
Toplam | % 100 |
BÖLÜM V: DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |