Growing know-how for the future technologIES

my LAST book is about DIALOG TECHNOLOGIES

This book provides a vast array of viewpoints from distinct disciplinary backgrounds including educational science, linguistics, dialog analysis, psychology, philosophy, and computer science.

The different perspectives combine both theoretical and practical aspects of dialogic knowledge building with technology. This book provides insights into the why, what for, and how new pedagogic and educational technologies for 21st century knowledge building should be designed.

Publisher: John Benjamins Publishing, Netherlands

Selected Design Research Publications

Yengin, I. & B., Lazarevic. (2018). Mobile app. Design for Learning Argumentation Skills. International Journal of Information and Education Technology (IJIET), 8(2).

Ince, I. F., & Yengin, I. (2014). Subjective Evaluation of Prototypes and Task Complexities for Mobile Phone Usability. Lecture Notes in Computer Science, Intelligent Computing Theory (pp. 582-593). Springer International Publishing.

Yengin, I., Karahoca, A., & Uzunboylu, H. (2012). Common Design Perspectives of Visual Design, Web Usability, and Multimedia Design. Procedia Information Technology and Computer Science, 2, 324-330. Elsevier.

Karahoca, A, Karahoca, D., Yengin, I., et al. (2006). Usability Evaluation of Cell Phone User Interfaces. WSEAS Transactions on Information Science and Applications, 3(8), 1582-1588. World Scientific and Engineering Academy and Society, Ag. Ioannou Theologou 17-23, Athens, 15773, Zographou, Greece.

[ Full Publication List ]

training talents for the design of the future technologies

Graduate Courses

Programming Future Learning Environments (Faculty)

Mediterranean Graduate School of Applied Social Cognition, Cyprus

Neuroscience Education Technology Systems (NETS) :

Programming Future Learning Environments investigates the practical applications of the pedagogic theories, which are mainly related to collaborative knowledge building, and inventive thinking in technologically enhanced learning environments in near future. The course focuses on theoretical aspects such as knowledge building, inventive thinking, unified learning model, dialog and argumentation and negotiation for knowledge using technology. Suggested topics are the foundations of theoretical aspects of the course and will be discussed shortly during the course (e.g. readings and discussions). The majority of the course covers the practical applications of suggested theories by examining the methods of designing and developing interactive learning tools. These tools will be designed as desktop and mobile applications using “Live Code” (LC) technology. Live Code is a modern and open software development technology. LC is easy to learn and to develop real applications in short time periods for different platforms (iOS, iPhone, iPad, iPod touch, Android, Mac, Windows, Linux, and Server). Concepts related to programming with LC are discussed in details and practical applications are demonstrated during the course.

Managing Online Projects (Instructor)

University of Bahcesehir , Istanbul (1 Year / 1 Section)

This graduate level course teaches project management including topics such as project life cycle, tasks and requirement analyses, risk, time and resources management, Gantt charts and decision making. I delivered the lectures on using Microsoft Project Management software.

Undergraduate Courses

Designing and Using Instructional Technology (Instructor)

University of Nebraska — Lincoln , United States (3 Years / 12 Sections)

Instructional Technology (TEAC 259) courses are presented to undergraduate students who are prospective and practicing educators enrolled in different subjects areas at teacher preparation programs in The Department of Teaching, Learning and Teacher Education (TLTE) of the University of Nebraska- Lincoln. I was delivering 2 sections of TEAC 259- Instructional Technology course in each semester during 2008 -2011 academic years.

In order to match the different needs of students in my classes, I was continuously streamlining and updating the standard curriculum of the course. For example, students taking this course have various background profiles such as majoring in different subject areas, from different age groups and nationalities. Thus, I extended the standard curriculum with a variety of topics pertaining to the use of technology in different subjects areas of education. Moreover, I completely redesigned the curriculum to match students’ current and future needs by considering the roadmap, standards and future trends defined in National Educational Technology Standards (NETS) title, National Educational Technology Plan (NETP) and The Horizon Report (THP).

The new, updated and leveraged curriculum was more powerful and useful for my students to acquire educational technology related skill sets that are applicable to real-world learning environments and support for their current and future teaching needs and methods. Thus, my students had a chance to learn the future trends by examining the emerging educational technologies and their possible impacts on K-12 education. The final version of the curriculum for my course includes topics for development of strategies for using educational technology to support creative and innovative K-12 classroom instruction. As a result, my students were able to use different educational tools (e-learning applications, web 2.0 , online social networks, online and offline productivity tools, authoring tools and smart – digital devices) and apply them to design effective instructional materials such as video, digital photos, web 2.0 content, multimedia, graphic organizers and web-quests, blog pages. My students demonstrated their proficiency within their e-portfolios and blogs which they presented as a final semester project.

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