Yetişkin Öğrenme İlkelerinin Dijital Materyal Tasarımına Yansıtılması: Öğretim Elemanları İçin Geliştirilen Yapay Zekâ Eğitimi Örneği

Abstract

Bu çalışma, öğretim elemanlarına yönelik bir yapay zekâ okuryazarlığı mesleki gelişim programı kapsamında geliştirilen dijital öğrenme materyallerinde yetişkin öğrenme ilkelerinin hangi tasarım kararlarıyla karşılık bulduğunu belgelemeyi amaçlamaktadır. Çalışma, bir tasarım örnek olayı olarak çerçevelenmiş; HTML tabanlı metin, video, podcast, infografik ve etkileşimli zaman çizelgesinden oluşan 27 dijital öğrenme materyali ile geliştirme sürecinde tutulan tasarım kayıtları birlikte incelenmiştir. Tasarım kararları öğrenen kontrolü ve öz yönelim, esneklik ve öğrenme derinliği, deneyimle ilişkilendirme ve gereksinim ve uygulama odaklılık olmak üzere dört ölçüt altında yapılandırılmıştır. Bulgular, aynı yetişkin öğrenme ilkesinin materyalin işlevine göre farklı tasarım kararlarıyla karşılık bulabildiğini göstermektedir. Öğrenen kontrolü, sınırsız seçim özgürlüğü olarak değil, uygun öğretimsel yönlendirmeyle dengelenmesi gereken yapılandırılmış seçim fırsatları olarak ele alınmıştır. Çalışma, evrensel bir çerçeve önermek yerine bağlama duyarlı tasarım bilgisini görünür kılmakta ve materyal geliştiriciler için kısa bir uygulama kontrol listesi sunmaktadır.

Keywords

• Dijital öğrenme materyali
• yetişkin öğrenmesi
• andragoji
• öğretim tasarımı
• yapay zekâ okuryazarlığı

Supporting Institution

Bu makale, Türkiye Bilim ve Teknolojik Araştırma Kurulu (TÜBİTAK) tarafından 1002-A Hızlı Destek Modülü, 324K754 numaralı proje kapsamında desteklenen bir doktora çalışmasından türetilmiştir.

Ethical Statement

Bu çalışmada incelenen dijital öğrenme materyallerinin geliştirildiği daha geniş kapsamlı doktora araştırması, Anadolu Üniversitesi Sosyal Bilimler ve Beşeri Bilimler Araştırma ve Yayın Etik Kurulu tarafından onaylanmıştır (Protokol No. 720150, 8 Mayıs 2024).

Thanks

Yazarlar, bu makalenin temelini oluşturan doktora çalışmasına verdiği destekten dolayı Türkiye Bilimsel ve Teknolojik Araştırma Kurumuna (TÜBİTAK) teşekkürlerini sunar.

Applying Adult Learning Principles to Digital Material Design: An Example of Artificial Intelligence Training Developed for Academics

Abstract

This study documents how adult learning principles were translated into design decisions in digital learning materials developed for a faculty AI literacy professional development program. Framed as a design case, the study examined HTML-based texts, videos, podcasts, infographics, and an interactive timeline together with design records maintained during development. The documented decisions were structured under four criteria: learner control and self-direction, flexibility and depth of learning, connection to experience, and need-and application-oriented design. Findings show that the same adult learning principle may be reflected through different design decisions depending on material function. Learner control was treated not as unrestricted freedom of choice but as structured choice balanced with appropriate instructional guidance. Rather than proposing a universal framework, the study makes context-sensitive design knowledge visible and provides material developers with a concise checklist for applying adult learning principles to digital material design.

Keywords

• Digital learning materials
• adult learning
• andragogy
• instructional design
• artificial intelligence literacy

Supporting Institution

This article is derived from a doctoral dissertation supported by the Scientific and Technological Research Council of Türkiye (TÜBİTAK) under the 1002-A Rapid Support Module, project number 324K754.

Ethical Statement

The broader doctoral research within which the digital learning materials examined in this study were developed was approved by the Anadolu University Social Sciences and Humanities Research and Publication Ethics Committee (Protocol No. 720150, May 8, 2024).

Thanks

The authors would like to thank the Scientific and Technological Research Council of Türkiye (TÜBİTAK) for its support of the doctoral study from which this article was derived.

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