SECTION I: GENERAL INFORMATION ABOUT THE COURSE |
Course Code | Course Name | Year | Semester | Theoretical | Practical | Credit | ECTS |
60031YEEOS-LFL2016 | Lifelong Learning | 4 | Fall | 2 | 0 | 2 | 3 |
Course Type : | University Elective |
Cycle: | Bachelor TQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree |
Language of Instruction: | |
Prerequisities and Co-requisities: | N/A |
Mode of Delivery: | |
Name of Coordinator: | Instructor ELİF İNCİ ARAS |
Dersin Öğretim Eleman(lar)ı: | |
Dersin Kategorisi: | Competency Development (University Elective) |
SECTION II: INTRODUCTION TO THE COURSE |
Course Objectives: | The aim of the Lifelong Learning course is to encourage students to continuously learn throughout their lives and prepare them for their professional careers. This course is designed to help students develop their personal and professional skills, create a confident or motivated work environment for themselves, and achieve success in their careers or lives. The goal of the Lifelong Learning course is for students to embrace the philosophy of lifelong learning and understand the benefits of continuous learning and the tools required for learning. Lifelong Learning is a process of learning that continues throughout a person's life. This approach recognizes the importance of learning and encourages individuals to continually enhance their knowledge and skills to stay current and competitive. The course focuses on collaboration, research, and competency skills, which are highly respected by universities and employers. It encourages inquiry and independent thinking freedom. It provides opportunities for students to express themselves accurately through interactions with independent researchers, professionals, and guest speakers from the business world. |
Course Content: | The content of the Lifelong Learning course covers a wide range of topics and skills aimed at fostering continuous learning and personal development. Introduction to Lifelong Learning: An overview of the concept of lifelong learning, its importance, and the benefits it offers for personal and professional growth. Critical Thinking and Problem-Solving: Developing skills in critical thinking, analysis, and problem-solving to approach challenges and make informed decisions. Self-Awareness and Personal Development: Exploring one's strengths, weaknesses, values, and goals to enhance self-awareness and personal growth. Effective Communication: Developing effective communication skills, including written, verbal, and nonverbal communication, as well as active listening and interpersonal skills. Research Skills: Introduction to research methods, information literacy, and the ability to critically evaluate and use various sources of information. Adaptability and Resilience: Building skills to adapt to change, cope with challenges, and develop resilience in the face of setbacks. Continuous Learning Strategies: Techniques and tools for lifelong learning, including effective study habits, time management, goal setting, and learning from diverse resources. Technology and Digital Literacy: Exploring digital tools, online resources, and developing digital literacy skills for learning, communication, and information management. Global Awareness and Cultural Competence: Developing an understanding of diverse cultures, global issues, and fostering cultural sensitivity and inclusivity. Collaboration and Teamwork: Learning to work effectively in teams, foster collaboration, and contribute to collective problem-solving and decision-making. Ethics and Social Responsibility: Exploring ethical considerations, social responsibility, and the impact of personal actions on the community and society. |
Knowledge (Described as Theoritical and/or Factual Knowledge.) | ||
Skills (Describe as Cognitive and/or Practical Skills.) | ||
Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.) | ||
1) The concept of lifelong learning is the development of an individual's ability to learn on their own from birth to death. It is based on fostering students' critical thinking and gaining awareness of different perspectives. The course of lifelong learning provides an opportunity for students to develop the skills they need to succeed in university and their future careers. It examines all dimensions, including disaster awareness, economy, politics, technology, and ecology, as part of the 21st-century competence of lifelong learning. It aims to enable students to be successful in their areas of interest before graduating or starting their careers, by promoting easy adaptability, critical thinking, problem-solving, and self-awareness, as well as establishing measured communication with their surroundings. It emphasizes the importance of continuous self-renewal and staying up to date. It also highlights the significance of research and reading books.
The course focuses on collaboration, research, and competency skills, which are highly respected by universities and employers. It encourages inquiry and independent thinking freedom. It provides opportunities for students to express themselves accurately through interactions with independent researchers, professionals, and guest speakers from the business world. |
Week | Subject | ||
Related Preparation | Further Study | ||
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Course Notes / Textbooks: | The Lifelong Learning course utilizes various instructional and learning methods based on different subject areas to aid in lesson planning and delivery. These methods include: Webinars with expert professionals, volunteers from NGOs, and guest speakers from the business world to share their experiences relevant to the topics covered. PowerPoint slides, online videos, and visual sharing from the internet to explain how resources support the learning process, enhancing the smooth flow of the course. |
References: | References: The course draws on a variety of sources, including e-learning platforms, books, articles, original publications, Google images, PowerPoint images, Wikipedia, Harvard Business Review's 10 Must Read books, and more. |
SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs) |
CLOs/PLOs | KPLO 1 | KPLO 2 | KPLO 3 | KPLO 4 | KPLO 5 | ||||||||||||||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
CLO1 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE |
Lectures | |
Discussion | |
Case Study | |
Problem Solving | |
Demonstration | |
Views | |
Laboratory | |
Reading | |
Homework | |
Project Preparation | |
Thesis Preparation | |
Peer Education | |
Seminar | |
Technical Visit | |
Course Conference | |
Brain Storming | |
Questions Answers | |
Individual and Group Work | |
Role Playing-Animation-Improvisation | |
Active Participation in Class |
Midterm | |
Presentation | |
Final Exam | |
Quiz | |
Report Evaluation | |
Homework Evaluation | |
Oral Exam | |
Thesis Defense | |
Jury Evaluation | |
Practice Exam | |
Evaluation of Implementation Training in the Workplace | |
Active Participation in Class | |
Participation in Discussions |
LEARNING & TEACHING METHODS | ASSESMENT & EVALUATION METHODS | ||||||||||||||||||||
CLO1 | |||||||||||||||||||||
-Lectures | -Midterm | ||||||||||||||||||||
-Discussion | -Presentation | ||||||||||||||||||||
-Case Study | -Final Exam | ||||||||||||||||||||
-Problem Solving | -Quiz | ||||||||||||||||||||
-Demonstration | -Report Evaluation | ||||||||||||||||||||
-Views | -Homework Evaluation | ||||||||||||||||||||
-Laboratory | -Oral Exam | ||||||||||||||||||||
-Reading | -Thesis Defense | ||||||||||||||||||||
-Homework | -Jury Evaluation | ||||||||||||||||||||
-Project Preparation | -Practice Exam | ||||||||||||||||||||
-Thesis Preparation | -Evaluation of Implementation Training in the Workplace | ||||||||||||||||||||
-Peer Education | -Active Participation in Class | ||||||||||||||||||||
-Seminar | - Participation in Discussions | ||||||||||||||||||||
-Technical Visit | |||||||||||||||||||||
-Course Conference | |||||||||||||||||||||
-Brain Storming | |||||||||||||||||||||
-Questions Answers | |||||||||||||||||||||
-Individual and Group Work | |||||||||||||||||||||
-Role Playing-Animation-Improvisation | |||||||||||||||||||||
-Active Participation in Class |
Measurement and Evaluation Methods | # of practice per semester | Level of Contribution |
Quizzes | 2 | % 20.00 |
Midterms | 1 | % 30.00 |
Semester Final Exam | 1 | % 50.00 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE |