{"id":1265,"date":"2023-05-11T16:07:40","date_gmt":"2023-05-11T13:07:40","guid":{"rendered":"https:\/\/legendhomework.com\/tr\/?p=1265"},"modified":"2023-05-11T16:07:40","modified_gmt":"2023-05-11T13:07:40","slug":"semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri","status":"publish","type":"post","link":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","title":{"rendered":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri"},"content":{"rendered":"<h3 style=\"text-align: center\"><strong><span style=\"color: #ff00ff;font-family: 'times new roman', times, serif\">SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Video verisinden nesneleri almak i\u00e7in bir yakla\u015f\u0131m, video verisinin i\u00e7sel \u00f6zelliklerine, yani videoda g\u00f6r\u00fcnen nesnelerin hareketine ba\u011fl\u0131d\u0131r. Yazarlar, VideoQ adl\u0131 otomatik i\u00e7erik tabanl\u0131 bir video arama sistemi geli\u015ftirdiler. Bu sistem, bir kullan\u0131c\u0131n\u0131n nesneleri almak i\u00e7in y\u00f6r\u00fcngeyi, s\u00fcreyi, \u00f6l\u00e7eklendirmeyi, rengi, \u015fekli ve dokuyu belirlemesine izin verir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6nerilen ba\u015fka bir sistem, video verilerinde g\u00f6zlemlenen bir nesnenin hareketini fareyi hareket ettirerek veya bir nesnenin boyutunu de\u011fi\u015ftirerek belirterek video verilerini al\u0131r. \u00d6rnek bir hareket kullan\u0131l\u0131rken, y\u00f6r\u00fcnge ve h\u0131z, fare hareketine g\u00f6re \u00f6rneklenir. Bir nesnenin boyutunu de\u011fi\u015ftirirken, yeni boyut, zaman \u00e7izelgesiyle birlikte dikd\u00f6rtgenler \u00e7izilerek belirlenir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bir nesnenin y\u00f6r\u00fcngesine, h\u0131z\u0131na ve boyutuna g\u00f6re nesneleri almak, uzay-zamansal i\u00e7eriklerin geri al\u0131nmas\u0131 i\u00e7in ba\u015fka bir yakla\u015f\u0131md\u0131r \u00e7\u00fcnk\u00fc \u00f6rnek bir hareket, bir uzaysal ili\u015fkiler dizisi olarak kabul edilir. Nesnelerin konumlar\u0131, sistemin belirli bir zamanda uzamsal ili\u015fkileri \u00e7\u0131kard\u0131\u011f\u0131 bir ekranda belirtilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Nesnelerin uzamsal-zamansal ili\u015fkilerini temsil eden, zamana uygun olarak iki veya daha fazla uzamsal ili\u015fki k\u00fcmesi s\u0131rayla tan\u0131mlan\u0131r. Bu yakla\u015f\u0131mda, bir nesnenin hareketi ayr\u0131k zamanda belirlenir. Bu nedenle, yakla\u015f\u0131mlar\u0131n\u0131n ana odak noktas\u0131, bir nesnenin ayr\u0131nt\u0131l\u0131 hareketinin elde edilmesinden ziyade, birden \u00e7ok nesnenin uzamsal-zamansal korelasyonunu ama\u00e7lamaktad\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u0130\u00e7erik tabanl\u0131 eri\u015fim, nesnelerin tan\u0131mlay\u0131c\u0131 bilgisine veya t\u00fcretme bilgisine dayal\u0131 olarak ger\u00e7ekle\u015ftirilebilir. Baz\u0131 durumlarda, bir veri taban\u0131 semantik i\u00e7erikler belirtilerek sorgulan\u0131r ve bu nedenle, sorguyu yorumlaman\u0131n yan\u0131 s\u0131ra multimedya verilerinin anlamsal i\u00e7eriklerini yakalamak i\u00e7in bilgi gerekir. Bilgi destekli eri\u015fim, \u00e7oklu ortam veritabanlar\u0131nda \u00f6nemli bir rol oynar \u00e7\u00fcnk\u00fc tek bir medya verisinin bile bir\u00e7ok anlam ve i\u00e7erik y\u00fcz\u00fc vard\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Multimedya verilerinin anlamsal i\u00e7erikleri iki yakla\u015f\u0131mla y\u00f6netilebilir. \u0130lki, bir g\u00f6r\u00fcnt\u00fcye, videoya veya ses verisine metinle a\u00e7\u0131klama eklemektir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Di\u011fer yakla\u015f\u0131m, sisteme bir kural taban\u0131 veya bilgi veya kurallar\u0131n ham verilerden \u00f6zellikler \u00e7\u0131karmak, i\u00e7eri\u011fi e\u015fle\u015ftirmek, sorgular\u0131 analiz etmek vb. i\u00e7in kullan\u0131ld\u0131\u011f\u0131 bir bilgi taban\u0131 sa\u011flamakt\u0131r. Genel olarak ikinci yakla\u015f\u0131m, daha sonra tart\u0131\u015f\u0131lacak olan b\u00fcy\u00fck multimedya veritabanlar\u0131nda bile birinci yakla\u015f\u0131mdan daha pratiktir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">1. G\u00f6r\u00fcnt\u00fcler ve video verileri i\u00e7in metin a\u00e7\u0131klamalar\u0131na dayal\u0131 i\u00e7erik tabanl\u0131 alma \u00f6rnekleri vard\u0131r. Bu \u00e7al\u0131\u015fmalarda, bir g\u00f6r\u00fcnt\u00fcn\u00fcn veya bir video verisinin anlamsal i\u00e7erikleri, insan a\u00e7\u0131klamal\u0131 metinsel betimlemelerle temsil edilmektedir. Metinsel a\u00e7\u0131klamalar, g\u00f6r\u00fcnt\u00fc i\u015fleme teknikleriyle bir g\u00f6r\u00fcnt\u00fcden veya video verisinden \u00e7\u0131kar\u0131lamayan bilgiler sa\u011flar, \u00f6rne\u011fin bir nehrin ad\u0131.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu nedenle, resimler veya video verileri i\u00e7in i\u00e7erik tabanl\u0131 alma, ek a\u00e7\u0131klamalar i\u00e7in bir anahtar s\u00f6zc\u00fck almayla dahili olarak de\u011fi\u015ftirilir. Bu yakla\u015f\u0131m genellikle g\u00f6r\u00fcnt\u00fc, video veya ses verilerinden hedef i\u00e7erikleri \u00e7\u0131karman\u0131n\/tan\u0131man\u0131n \u00e7ok zor oldu\u011fu durumlarda benimsenir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu yakla\u015f\u0131m\u0131n iki avantaj\u0131 vard\u0131r. \u0130lk olarak, kolayca uygulanabilir. \u0130kinci olarak, i\u00e7eri\u011fin yanl\u0131\u015f de\u011ferlendirilmesi nadiren ger\u00e7ekle\u015fecektir. Ancak, birka\u00e7 sorunun ele al\u0131nmas\u0131 gerekiyor. Metin ek a\u00e7\u0131klamalar\u0131 eri\u015fim i\u00e7in kullan\u0131ld\u0131\u011f\u0131ndan, ek a\u00e7\u0131klamalar\u0131n g\u00f6r\u00fcnt\u00fc, video ve\/veya ses verileriyle ili\u015fkili olarak haz\u0131rlanmas\u0131 gerekir ve genellikle insanlar taraf\u0131ndan olu\u015fturulur.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Ek a\u00e7\u0131klamalar insanlar taraf\u0131ndan olu\u015fturuldu\u011funda, bu yakla\u015f\u0131m \u00f6zellikle b\u00fcy\u00fck multimedya veritabanlar\u0131nda uygulanamaz hale gelir. Ek a\u00e7\u0131klamalar\u0131n e\u015flik etti\u011fi ham verilerin s\u0131k s\u0131k g\u00fcncellendi\u011fi varsay\u0131ld\u0131\u011f\u0131ndan, nispeten k\u00fc\u00e7\u00fck bir multimedya veritaban\u0131nda bile pratik de\u011fildir.<\/span><\/p>\n<hr \/>\n<p style=\"text-align: center\"><span style=\"color: #008000\">Semantik bilgi Nedir<\/span><br \/>\n<span style=\"color: #008000\"><a href=\"https:\/\/legendhomework.com\/tr\/\" target=\"_blank\" rel=\"noopener\">Semantik<\/a> \u00f6rnekleri<\/span><br \/>\n<span style=\"color: #008000\">Semantik Nedir<\/span><br \/>\n<span style=\"color: #008000\">Semantik c\u00fcmle \u00f6rnekleri<\/span><br \/>\n<span style=\"color: #008000\">Semantik dil Nedir<\/span><br \/>\n<span style=\"color: #008000\">Sentaktik ve semantik nedir<\/span><br \/>\n<span style=\"color: #008000\">Semantik unsur Nedir<\/span><br \/>\n<span style=\"color: #008000\">Semantik Nedir E\u011fitim Bilimleri<\/span><\/p>\n<hr \/>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Ek a\u00e7\u0131klamalar\u0131n tutarl\u0131l\u0131\u011f\u0131n\u0131 sa\u011flamak \u00e7ok zor oldu\u011fundan, hedef verilerdeki bir \u00f6zniteli\u011fin derecesi a\u00e7\u0131klamalar\u0131 temsil etmek i\u00e7in kullan\u0131ld\u0131\u011f\u0131nda ba\u015fka bir sorun ortaya \u00e7\u0131kacakt\u0131r. \u0130nsanlar, ayn\u0131 nesne i\u00e7in ek a\u00e7\u0131klamalar\u0131 belirleme konusunda farkl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131na sahiptir. Ek olarak, de\u011ferlendirme kriterlerinin tutarl\u0131l\u0131\u011f\u0131n\u0131n veri taban\u0131 geli\u015fimi boyunca iyi y\u00f6netilmesi gerekir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">2. Literat\u00fcrde metin veritabanlar\u0131na kural tabanl\u0131 veya bilgi tabanl\u0131 yakla\u015f\u0131m uygulanm\u0131\u015ft\u0131r. Bu \u00e7al\u0131\u015fmalarda as\u0131l ilgi, i\u015fbirlik\u00e7i cevaplar \u00fcretmek veya metinde ima edilen anlamsal i\u00e7erikleri elde etmektir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6te yandan, \u00e7oklu ortam veritabanlar\u0131 i\u00e7in i\u00e7erik tabanl\u0131 eri\u015fim alan\u0131nda do\u011frudan veya dolayl\u0131 olarak bir\u00e7ok \u00e7al\u0131\u015fma kural tabanl\u0131 veya bilgiye dayal\u0131 yakla\u015f\u0131m kullanm\u0131\u015ft\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Anlamsal i\u00e7erikler, i\u00e7eri\u011fin temel \u00f6zelli\u011finin \u00f6zellik de\u011ferleri ve\/veya uzamsal ili\u015fkilerle ili\u015fkili bilgi olmas\u0131 anlam\u0131nda do\u011frudan bilgi ile temsil edilir; anlamsal i\u00e7erikler dolayl\u0131 olarak bilgi taraf\u0131ndan temsil edilirken, bilgi dolayl\u0131 olarak ilgilenilen konu i\u00e7in tan\u0131mlanm\u0131\u015ft\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">G\u00f6r\u00fcnt\u00fcde g\u00f6r\u00fcnen nesnelerin bilindi\u011fi ve nesnelerin \u00f6znitelik de\u011ferlerine ili\u015fkin semantik i\u00e7eriklerin de al\u0131nabilece\u011fi varsay\u0131lmaktad\u0131r. T\u0131bbi g\u00f6r\u00fcnt\u00fclere uygulanan bilgi tabanl\u0131 i\u00e7erik tabanl\u0131 eri\u015fim incelenmi\u015ftir. Yazarlar, \u00f6znitelik de\u011ferleri k\u00fcmeleriyle genel bir kavram d\u00fczeyini ayr\u0131nt\u0131l\u0131 d\u00fczeye kadar tan\u0131mlamak i\u00e7in T\u00fcr Soyutlama Hiyerar\u015fisi (TAH) adl\u0131 bir hiyerar\u015fi geli\u015ftirirler.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Yakla\u015f\u0131mlar\u0131nda bilgi, nesnelerin (\u00f6rne\u011fin bir t\u00fcm\u00f6r) \u015fekillerinin ve uzamsal ili\u015fkilerinin de\u011ferlendirilmesine at\u0131fta bulunur ve uzamsal ili\u015fkiler veya anlamsal i\u00e7erikler \u00fczerindeki i\u00e7erikleri yorumlamak i\u00e7in Bilgi TAH taraf\u0131ndan olu\u015fturulur. Ba\u015fka bir deyi\u015fle, TAH&#8217;lar radyolojik veritabanlar\u0131nda arama verimlili\u011fini art\u0131rmak i\u00e7in nesneleri ve anlamlar\u0131n\u0131 kavramsalla\u015ft\u0131r\u0131r ve alan uzman bilgisini birle\u015ftirir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">G\u00f6r\u00fcnt\u00fc temsilleri a\u00e7\u0131s\u0131ndan semantik i\u00e7erikleri yorumlayan bilgi kullan\u0131larak g\u00f6r\u00fcnt\u00fclerin i\u00e7erik tabanl\u0131 olarak al\u0131nmas\u0131 tart\u0131\u015f\u0131lmaktad\u0131r. Bu iki yakla\u015f\u0131m, g\u00f6r\u00fcnt\u00fcleri almak i\u00e7in i\u00e7eri\u011fe \u00f6zg\u00fc g\u00f6r\u00fcnt\u00fc \u00f6zelliklerine dayal\u0131 i\u00e7eri\u011fi kullan\u0131r. \u0130\u00e7inde, al\u0131nacak i\u00e7erik bir g\u00f6r\u00fcnt\u00fcn\u00fcn anlam\u0131 ile ilgilidir. G\u00f6r\u00fcnt\u00fcn\u00fcn anlam\u0131, renk b\u00f6lgeleri ve konumlar\u0131 gibi g\u00f6r\u00fcnt\u00fc \u00f6zelliklerinin a\u00e7\u0131klamas\u0131yla tan\u0131mlanan bir anahtar s\u00f6zc\u00fckle temsil edilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Anlamsal i\u00e7erikler, renk b\u00f6lgelerinin uzamsal bile\u015fimi ile temsil edilir. \u0130lkel renk b\u00f6lgeleri ile anlamsal i\u00e7erikler aras\u0131ndaki hiyerar\u015fik ili\u015fki, bir durum ge\u00e7i\u015f modelinde yakalan\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Yazarlar, bir sorgu ko\u015fulunu, al\u0131nacak i\u00e7erikleri a\u00e7\u0131klayan bir alan bilgisi ile ili\u015fkilendiren bir sahte \u00f6znitelik tan\u0131mlarken. Multimedya verilerinden semantik \u00f6zellikleri \u00e7\u0131karma y\u00f6ntemi, sorgu ko\u015fullar\u0131n\u0131 t\u00fcr\u00fc \u00e7\u0131kar\u0131lan semantik \u00f6zelliklerle ayn\u0131 olan dahili bir temsile d\u00f6n\u00fc\u015ft\u00fcrme kurallar\u0131 veya belirli bir i\u015fleci i\u00e7eri\u011fe ba\u011f\u0131ml\u0131 analize d\u00f6n\u00fc\u015ft\u00fcrme kurallar\u0131, alan bilgisi olarak adland\u0131r\u0131l\u0131r.\u00a0<\/span><\/p>\n<noscript class=\"ninja-forms-noscript-message\">\n\tBildirim: Bu i\u00e7erik i\u00e7in bir JavaScript gereklidir.<\/noscript>\n<div id=\"nf-form-2-cont\" class=\"nf-form-cont\" aria-live=\"polite\" aria-labelledby=\"nf-form-title-2\" aria-describedby=\"nf-form-errors-2\" role=\"form\">\n\n    <div class=\"nf-loading-spinner\"><\/div>\n\n<\/div>\n        <!-- That data is being printed as a workaround to page builders reordering the order of the scripts loaded-->\n        <script>var formDisplay=1;var nfForms=nfForms||[];var 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Yazarlar, VideoQ adl\u0131 otomatik i\u00e7erik tabanl\u0131 bir video arama sistemi geli\u015ftirdiler. Bu sistem, bir kullan\u0131c\u0131n\u0131n nesneleri almak i\u00e7in y\u00f6r\u00fcngeyi, s\u00fcreyi, \u00f6l\u00e7eklendirmeyi, rengi, \u015fekli ve dokuyu belirlemesine izin verir. \u00d6nerilen ba\u015fka bir sistem, video verilerinde g\u00f6zlemlenen&hellip; <br \/> <a class=\"button small blue\" href=\"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\">Devam\u0131<\/a><\/p>\n","protected":false},"author":2,"featured_media":403,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[3879,3880],"tags":[3779,3778,3777,1735,3881,3776,3780,3775],"class_list":["post-1265","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-semantik-bilgi-nedir","category-semantik-cumle-ornekleri","tag-semantik-bilgi-nedir","tag-semantik-cumle-ornekleri","tag-semantik-dil-nedir","tag-semantik-nedir","tag-semantik-nedir-egitim-bilimleri","tag-semantik-ornekleri","tag-semantik-unsur-nedir","tag-sentaktik-ve-semantik-nedir"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 4.9.6.2 - aioseo.com -->\n\t<meta name=\"description\" content=\"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc Video verisinden nesneleri almak i\u00e7in bir yakla\u015f\u0131m, video verisinin i\u00e7sel \u00f6zelliklerine, yani videoda g\u00f6r\u00fcnen nesnelerin hareketine ba\u011fl\u0131d\u0131r. 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Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum\" \/>\n\t\t<meta property=\"og:type\" content=\"article\" \/>\n\t\t<meta property=\"og:title\" content=\"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH\" \/>\n\t\t<meta property=\"og:description\" content=\"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc Video verisinden nesneleri almak i\u00e7in bir yakla\u015f\u0131m, video verisinin i\u00e7sel \u00f6zelliklerine, yani videoda g\u00f6r\u00fcnen nesnelerin hareketine ba\u011fl\u0131d\u0131r. Yazarlar, VideoQ adl\u0131 otomatik i\u00e7erik tabanl\u0131 bir video arama sistemi geli\u015ftirdiler. Bu sistem, bir kullan\u0131c\u0131n\u0131n nesneleri almak i\u00e7in y\u00f6r\u00fcngeyi, s\u00fcreyi, \u00f6l\u00e7eklendirmeyi, rengi, \u015fekli ve dokuyu belirlemesine izin verir. \u00d6nerilen ba\u015fka bir sistem, video verilerinde g\u00f6zlemlenen\" \/>\n\t\t<meta property=\"og:url\" content=\"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\" \/>\n\t\t<meta property=\"og:image\" content=\"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg\" \/>\n\t\t<meta property=\"og:image:secure_url\" content=\"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg\" \/>\n\t\t<meta property=\"og:image:width\" content=\"304\" \/>\n\t\t<meta property=\"og:image:height\" content=\"166\" \/>\n\t\t<meta property=\"article:published_time\" content=\"2023-05-11T13:07:40+00:00\" \/>\n\t\t<meta property=\"article:modified_time\" content=\"2023-05-11T13:07:40+00:00\" \/>\n\t\t<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n\t\t<meta name=\"twitter:title\" content=\"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH\" \/>\n\t\t<meta name=\"twitter:description\" content=\"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc Video verisinden nesneleri almak i\u00e7in bir yakla\u015f\u0131m, video verisinin i\u00e7sel \u00f6zelliklerine, yani videoda g\u00f6r\u00fcnen nesnelerin hareketine ba\u011fl\u0131d\u0131r. Yazarlar, VideoQ adl\u0131 otomatik i\u00e7erik tabanl\u0131 bir video arama sistemi geli\u015ftirdiler. Bu sistem, bir kullan\u0131c\u0131n\u0131n nesneleri almak i\u00e7in y\u00f6r\u00fcngeyi, s\u00fcreyi, \u00f6l\u00e7eklendirmeyi, rengi, \u015fekli ve dokuyu belirlemesine izin verir. \u00d6nerilen ba\u015fka bir sistem, video verilerinde g\u00f6zlemlenen\" \/>\n\t\t<meta name=\"twitter:image\" content=\"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg\" \/>\n\t\t<script type=\"application\/ld+json\" class=\"aioseo-schema\">\n\t\t\t{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"BlogPosting\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#blogposting\",\"name\":\"SEMANT\\u0130K B\\u0130LG\\u0130 G\\u00d6R\\u00dcN\\u00dcM\\u00dc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri - Makale Yapt\\u0131rma - LH\",\"headline\":\"SEMANT\\u0130K B\\u0130LG\\u0130 G\\u00d6R\\u00dcN\\u00dcM\\u00dc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri\",\"author\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"publisher\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\"},\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/10\\\/raporlar.png\",\"width\":1024,\"height\":683,\"caption\":\"Ara\\u015ft\\u0131rma \\u0130ncelemeleri\\n\\nAra\\u015ft\\u0131rma incelemeleri, PD\\u00d6'n\\u00fcn geleneksel \\u00f6\\u011fretim yakla\\u015f\\u0131mlar\\u0131na g\\u00f6re \\u00f6nemli \\u00f6\\u011frenme avantajlar\\u0131 sundu\\u011funa dair net bir kan\\u0131t olmad\\u0131\\u011f\\u0131 sonucuna varm\\u0131\\u015ft\\u0131r. Bununla birlikte, PD\\u00d6 t\\u0131p \\u00f6\\u011frencileri, geleneksel kurslara kat\\u0131lan \\u00f6\\u011frencilere g\\u00f6re s\\u00fcrekli olarak daha olumlu tutumlar bildirmektedir.\\n\\nPBL, CSCL'ye nas\\u0131l uyarlanabilir? Hem e\\u015fzamans\\u0131z hem de e\\u015f zamanl\\u0131 sohbet oturumlar\\u0131n\\u0131 kullanan hem\\u015firelik \\u00f6\\u011frencileri i\\u00e7in bir PD\\u00d6 dersi de\\u011ferlendirildi. Dersin odak noktas\\u0131 Fetal Alkol Spektrum Bozuklu\\u011fu (FASD) idi.\\n\\n\\u00d6\\u011frenciler, hem\\u015fire taraf\\u0131ndan g\\u00f6r\\u00fc\\u015f\\u00fclen hamile bir hastan\\u0131n \\u00e7evrimi\\u00e7i videosunu izleyerek derse ba\\u015flarlar. \\u00d6\\u011frenciler, bir hasta \\u00f6yk\\u00fcs\\u00fc, erken fetal geli\\u015fimin multimedya a\\u00e7\\u0131klamas\\u0131 ve ilgili makaleler ve web siteleri dahil olmak \\u00fczere bir dizi kayna\\u011fa eri\\u015febildi.\\n\\nBuna ek olarak \\u00f6\\u011frenciler, bir halk sa\\u011fl\\u0131\\u011f\\u0131 hem\\u015firesi, bir neonatolog ve FASD'li iki \\u00e7ocu\\u011fun yasal vasisi dahil olmak \\u00fczere \\u00e7e\\u015fitli FASD uzmanlar\\u0131na e-posta g\\u00f6nderebilir.\\n\\nBu kaynaklara e-posta aray\\u00fcz\\u00fcn\\u00fc g\\u00f6sterir. Vaka uzmanlar\\u0131na \\u00f6\\u011frencilerin tepkileri \\u00e7ok olumluydu. Bir kat\\u0131l\\u0131mc\\u0131 \\u015fu yorumu yapt\\u0131: \\u201cYani, ger\\u00e7ek deneyime sahip ger\\u00e7ek bir insana sahip olmak; Bu ger\\u00e7ekten iyiydi\\u201d, Ann Guardian'\\u0131n PBL vaka videolar\\u0131ndaki karakterlerden daha samimi oldu\\u011funu belirtti.\\n\\nCSCL ara\\u015ft\\u0131rmas\\u0131na ili\\u015fkin incelemelerini \\u015fu \\u015fekilde sonland\\u0131r\\u0131n: \\\"Uygulama hakk\\u0131nda bilinenden daha fazla bilinmeyen var. CSCL, \\u00f6n\\u00fcm\\u00fczdeki on y\\u0131l\\u0131n en \\u00f6nemli ara\\u015ft\\u0131rma konular\\u0131ndan birini olu\\u015fturacak\\u201d. Optimal ko\\u015fullar alt\\u0131nda i\\u015fbirli\\u011fi i\\u00e7inde \\u00f6\\u011frenmenin, tek ba\\u015f\\u0131na \\u00f6\\u011frenmeye g\\u00f6re daha iyi sonu\\u00e7lara yol a\\u00e7abilece\\u011fine dair kan\\u0131tlar\\u0131m\\u0131z var.\\n\\nAyn\\u0131 \\u015fekilde, i\\u015f \\u00fcr\\u00fcnleri ve projeler, baz\\u0131 ko\\u015fullar alt\\u0131nda i\\u015fbirlik\\u00e7i bir yakla\\u015f\\u0131mdan yararlanabilir. Bununla birlikte, bir \\u00f6\\u011frenci grubu i\\u00e7in en uygun ko\\u015fullar\\u0131 olu\\u015fturan \\u015fey, istenen sonu\\u00e7lar ve teknoloji \\u00f6zellikleri muhtemelen farkl\\u0131 bir grup i\\u00e7in uygun olandan farkl\\u0131d\\u0131r.\\n\\n\\u0130\\u015fbirlik\\u00e7i ortamlardan daha iyi bireysel veya grup sonu\\u00e7lar\\u0131 elde edilmesini sa\\u011flayabilecek a\\u015fa\\u011f\\u0131daki kolayla\\u015ft\\u0131r\\u0131c\\u0131lara i\\u015faret edebiliriz:\\n\\nA. Ekibin her bir \\u00fcyesinin sorumlulu\\u011funu ve kat\\u0131l\\u0131m\\u0131n\\u0131 te\\u015fvik eden grup s\\u00fcre\\u00e7 yap\\u0131lar\\u0131\\nB. Uzak transfer problemlerinin \\u00fc\\u00e7 ila be\\u015f \\u00fcyeden olu\\u015fan k\\u00fc\\u00e7\\u00fck heterojen gruplara atanmas\\u0131\\nC. Yans\\u0131tma ve ba\\u011f\\u0131ms\\u0131z ara\\u015ft\\u0131rmadan yararlanan sonu\\u00e7lar i\\u00e7in e\\u015fzamans\\u0131z olanaklar\\u0131n kullan\\u0131m\\u0131; ileti\\u015fimin kayd\\u0131n\\u0131 tutmak, paralel girdiye izin vermek, grup anla\\u015fmalar\\u0131n\\u0131 kodlamak ve tart\\u0131\\u015fmalar\\u0131n daha fazla anonimli\\u011fini desteklemek i\\u00e7in metin veya diyagramlar gibi temsili mekanizmalar\\u0131n kullan\\u0131m\\u0131\\nD. Daha \\u00f6nce tak\\u0131m \\u00e7al\\u0131\\u015fmas\\u0131 deneyimi olmayan gruplar i\\u00e7in tak\\u0131m becerisi e\\u011fitimi\\nE. Daha derin i\\u015flemeyi destekleyen grup \\u00f6devleri ve kat\\u0131l\\u0131mc\\u0131 rolleri\\nF. Gereksiz zihinsel i\\u015flemlerden ka\\u00e7\\u0131nmak i\\u00e7in ekip s\\u00fcre\\u00e7lerine y\\u00f6nelik a\\u00e7\\u0131k rehberlik ve hedefler\\n\\nEn \\u00e7ok Okunan Ara\\u015ft\\u0131rma Kitaplar\\u0131\\ninceleme-ara\\u015ft\\u0131rma wow\\nAra\\u015ft\\u0131rma \\u0130nceleme Kitaplar\\u0131\\nAra\\u015ft\\u0131rma \\u0130nceleme kitap \\u00f6nerileri\\nT\\u00fcrkiye de Refah Devleti ve Siyaset\\nYeni \\u00c7\\u0131kan Kitaplar\\n\\nKontrol Kimde?\\n\\nKontrol, \\u00f6\\u011frencilerin tercih ettikleri konular\\u0131 ve \\u00f6\\u011fretim unsurlar\\u0131n\\u0131 se\\u00e7melerine izin veren men\\u00fcler ve ba\\u011flant\\u0131lar gibi gezinme \\u00f6zellikleri taraf\\u0131ndan ger\\u00e7ekle\\u015ftirilir. \\u0130lk bask\\u0131m\\u0131zda, \\u00f6\\u011frencilerinizin \\u00f6nceki bilgilerine ve e\\u011fitim hedeflerinizin kritikli\\u011fine ba\\u011fl\\u0131 olarak e\\u015fzamans\\u0131z e-\\u00f6\\u011frenmede \\u00f6\\u011frenci kontrol\\u00fc miktar\\u0131n\\u0131 ayarlaman\\u0131z\\u0131 tavsiye ettik.\\n\\n\\u0130lk bask\\u0131m\\u0131zdan bu yana \\u00f6\\u011frenen kontrol\\u00fc konusunda nispeten az yeni ara\\u015ft\\u0131rma yap\\u0131lm\\u0131\\u015ft\\u0131r. G\\u00fcncellememizde, \\u00f6\\u011fretim \\u00f6\\u011felerinin \\u00f6\\u011frenci performans\\u0131na dayal\\u0131 olarak dinamik olarak ki\\u015fiselle\\u015ftirildi\\u011fi uyarlanabilir kontrol ve uyarlanabilir tavsiye tasar\\u0131mlar\\u0131 \\u00fczerine yeni ara\\u015ft\\u0131rmalar\\u0131 \\u00f6zetliyoruz. Hem program\\u0131n hem de \\u00f6\\u011frencinin karar verdi\\u011fi \\u00f6\\u011frenci kontrol\\u00fcne yeni bir yakla\\u015f\\u0131m olarak payla\\u015f\\u0131lan kontrol\\u00fc sunuyoruz.\\n\\n\\u00d6zetlenen b\\u00f6l\\u00fcmleme ilkesine dayal\\u0131 olarak, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenmede \\u00f6\\u011frencilerin h\\u0131z \\u00fczerinde kontrol sahibi olmas\\u0131na her zaman izin vermenizi \\u00f6neririz. Pacing kontrol\\u00fc, kat\\u0131l\\u0131mc\\u0131lar\\u0131n kendi h\\u0131zlar\\u0131nda ileri veya geri ilerlemesine olanak tan\\u0131r. \\u00d6\\u011frenci kontrol\\u00fc, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenme bi\\u00e7imlerini e\\u015f zamanl\\u0131 formlardan ay\\u0131ran \\u00f6zelliklerden biridir.\\n\\nE\\u015fzamanl\\u0131 e-\\u00f6\\u011frenme e\\u011fitmen liderli\\u011finde oldu\\u011fundan, varsay\\u0131lan olarak genellikle e\\u011fitmen kontrol\\u00fc alt\\u0131ndad\\u0131r. E\\u011fitmen kontroll\\u00fc derslerin \\u00f6\\u011frencilere a\\u015f\\u0131r\\u0131 y\\u00fcklenme potansiyeli daha y\\u00fcksektir. Bu nedenle, sanal s\\u0131n\\u0131f etkinliklerinde bili\\u015fsel y\\u00fck\\u00fc y\\u00f6neten multimedya ilkelerinin uygulanmas\\u0131 \\u00f6zellikle \\u00f6nemlidir.\\n\\nBir dersin i\\u00e7eri\\u011fi ve h\\u0131z\\u0131 \\u00fczerindeki kontrol, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenmenin ortak bir \\u00f6zelli\\u011fidir. \\u0130nternetin alt\\u0131nda yatan \\u015fema kesinlikle se\\u00e7im \\u00f6zg\\u00fcrl\\u00fc\\u011f\\u00fcd\\u00fcr. E\\u011fitimde \\u00f6\\u011frenci kontrol\\u00fc ne kadar etkilidir? \\u00d6\\u011frenci kontrol\\u00fc ile program kontrol\\u00fc aras\\u0131ndaki \\u00f6d\\u00fcnle\\u015fimler nelerdir? Neyse ki, kararlar\\u0131m\\u0131za rehberlik edecek ara\\u015ft\\u0131rmalardan ve bili\\u015fsel teoriden elde edilen kan\\u0131tlara sahibiz.\\n\\n\\u00d6\\u011frenci Kontrol\\u00fcne Kar\\u015f\\u0131 Program Kontrol\\u00fc\\n\\nS\\u0131n\\u0131fta ve e\\u015fzamanl\\u0131 e-\\u00f6\\u011frenmenin aksine, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenme, \\u00f6\\u011frencilerin istedikleri konular\\u0131 se\\u00e7melerine, ilerleme h\\u0131zlar\\u0131n\\u0131 kontrol etmelerine ve \\u00f6rnekler veya uygulama gibi baz\\u0131 ders unsurlar\\u0131n\\u0131 atlay\\u0131p atlamamaya karar vermelerine izin verecek \\u015fekilde tasarlanabilir.\\n\\nBu se\\u00e7enekleri sunan e-\\u00d6\\u011frenim programlar\\u0131n\\u0131n \\u00f6\\u011frenci kontrol\\u00fcnde y\\u00fcksek oldu\\u011fu kabul edilir. Tersine, kurs ve ders birka\\u00e7 \\u00f6\\u011frenci se\\u00e7ene\\u011fi sundu\\u011funda, \\u00f6\\u011fretim program\\u0131n kontrol\\u00fc alt\\u0131ndad\\u0131r. E\\u015fzamanl\\u0131 e-\\u00f6\\u011frenme bi\\u00e7imlerinin \\u00e7o\\u011fu, \\u00f6\\u011fretim kontrol\\u00fc olarak da adland\\u0131r\\u0131lan program kontrol modunda \\u00e7al\\u0131\\u015f\\u0131r.\\n\\nE\\u011fitmen liderli\\u011findeki sanal s\\u0131n\\u0131flar tipik olarak tek bir h\\u0131zda ilerler, do\\u011frusal bir s\\u0131ray\\u0131 takip eder ve bir dizi \\u00f6\\u011fretim tekni\\u011fi kullan\\u0131r. E\\u011fitmen tek bir \\u00f6\\u011frenme yolunu kolayla\\u015ft\\u0131r\\u0131r. \\u00d6te yandan, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenme \\u00e7ok veya az say\\u0131da se\\u00e7enek sunabilir ve bu nedenle \\u00f6\\u011frenen kontroll\\u00fc veya program kontroll\\u00fc olarak tasarlanabilir.\\n\\nKontrol Se\\u00e7enekleri\\n\\n\\\"\\u00d6\\u011frenen kontrol\\u00fc\\\" terimi genellikle jenerik olarak kullan\\u0131lsa da, ger\\u00e7ek kontrol t\\u00fcr\\u00fc de\\u011fi\\u015fir. Bu nedenle, \\u201c\\u00f6\\u011frenci kontrol\\u00fcnde y\\u00fcksek\\u201d olarak g\\u00f6sterilen iki ders asl\\u0131nda olduk\\u00e7a farkl\\u0131 \\u00f6\\u011frenci kontrol\\u00fc se\\u00e7enekleri sunabilir.\\n\\nGenel olarak, kontrol se\\u00e7enekleri \\u00fc\\u00e7 alana ayr\\u0131l\\u0131r:\\n\\n1. \\u0130\\u00e7erik S\\u0131ralamas\\u0131. \\u00d6\\u011frenciler bir ders i\\u00e7indeki derslerin, konular\\u0131n ve ekranlar\\u0131n s\\u0131ras\\u0131n\\u0131 kontrol edebilir. Tasar\\u0131m gibi pek \\u00e7ok e-kurs, \\u00f6\\u011frencilerin konular\\u0131 istedikleri s\\u0131rayla se\\u00e7tikleri bir kurs men\\u00fcs\\u00fc arac\\u0131l\\u0131\\u011f\\u0131yla i\\u00e7erik kontrol\\u00fcne izin verir. Ayn\\u0131 \\u015fekilde, derslere yerle\\u015ftirilen ba\\u011flant\\u0131lar, kursta ek sayfalara veya ilgili bilgileri i\\u00e7eren alternatif web sitelerine y\\u00f6nlendirebilir.\\n\\n2. \\u0130lerleme h\\u0131z\\u0131. \\u00d6\\u011frenciler, her ders sayfas\\u0131nda harcanan zaman\\u0131 kontrol edebilir. K\\u0131sa video veya ses dizileri d\\u0131\\u015f\\u0131nda, hemen hemen t\\u00fcm e\\u015fzamans\\u0131z e-\\u00f6\\u011frenmede benimsenen bir standart, \\u00f6\\u011frencilerin herhangi bir ekranda istedikleri kadar \\u00e7ok veya az zaman harcayarak, e\\u011fitim boyunca kendi h\\u0131zlar\\u0131nda ilerlemelerine olanak tan\\u0131r. Ayn\\u0131 \\u015fekilde, her ekranda geri gitme veya \\u00e7\\u0131kma se\\u00e7enekleri sunulur.\\n\\nH\\u0131z denetiminin daha kapsaml\\u0131 bir bi\\u00e7imi, \\u00f6\\u011frencilerin i\\u00e7erikte hareket etmek i\\u00e7in kayd\\u0131r\\u0131c\\u0131 \\u00e7ubuklar\\u0131 veya makaralar\\u0131 kullanmas\\u0131na olanak tan\\u0131r veya h\\u0131zl\\u0131 ileri sarma, geri sarma, duraklatma ve oynatma d\\u00fc\\u011fmelerini i\\u00e7erir.\\n\\n3. \\u00d6\\u011frenme Deste\\u011fine Eri\\u015fim. \\u00d6\\u011frenciler, \\u00f6rnekler veya uygulama al\\u0131\\u015ft\\u0131rmalar\\u0131 gibi derslerin \\u00f6\\u011fretimsel bile\\u015fenlerini kontrol edebilir. Belirli bir ders i\\u00e7inde gezinme d\\u00fc\\u011fmeleri, ba\\u011flant\\u0131lar veya sekmeler, kurs hedeflerine, tan\\u0131mlara, ek referanslara, ko\\u00e7lara, \\u00f6rneklere, yard\\u0131m sistemlerine veya al\\u0131\\u015ft\\u0131rma al\\u0131\\u015ft\\u0131rmalar\\u0131na g\\u00f6t\\u00fcr\\u00fcr. 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Bu sistem, bir kullan\\u0131c\\u0131n\\u0131n nesneleri almak i\\u00e7in y\\u00f6r\\u00fcngeyi, s\\u00fcreyi, \\u00f6l\\u00e7eklendirmeyi, rengi, \\u015fekli ve dokuyu belirlemesine izin verir. \\u00d6nerilen ba\\u015fka bir sistem, video verilerinde g\\u00f6zlemlenen\",\"inLanguage\":\"tr-TR\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#breadcrumblist\"},\"author\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"creator\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/10\\\/raporlar.png\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\",\"width\":1024,\"height\":683,\"caption\":\"Ara\\u015ft\\u0131rma \\u0130ncelemeleri\\n\\nAra\\u015ft\\u0131rma incelemeleri, PD\\u00d6'n\\u00fcn geleneksel \\u00f6\\u011fretim yakla\\u015f\\u0131mlar\\u0131na g\\u00f6re \\u00f6nemli \\u00f6\\u011frenme avantajlar\\u0131 sundu\\u011funa dair net bir kan\\u0131t olmad\\u0131\\u011f\\u0131 sonucuna varm\\u0131\\u015ft\\u0131r. Bununla birlikte, PD\\u00d6 t\\u0131p \\u00f6\\u011frencileri, geleneksel kurslara kat\\u0131lan \\u00f6\\u011frencilere g\\u00f6re s\\u00fcrekli olarak daha olumlu tutumlar bildirmektedir.\\n\\nPBL, CSCL'ye nas\\u0131l uyarlanabilir? Hem e\\u015fzamans\\u0131z hem de e\\u015f zamanl\\u0131 sohbet oturumlar\\u0131n\\u0131 kullanan hem\\u015firelik \\u00f6\\u011frencileri i\\u00e7in bir PD\\u00d6 dersi de\\u011ferlendirildi. Dersin odak noktas\\u0131 Fetal Alkol Spektrum Bozuklu\\u011fu (FASD) idi.\\n\\n\\u00d6\\u011frenciler, hem\\u015fire taraf\\u0131ndan g\\u00f6r\\u00fc\\u015f\\u00fclen hamile bir hastan\\u0131n \\u00e7evrimi\\u00e7i videosunu izleyerek derse ba\\u015flarlar. \\u00d6\\u011frenciler, bir hasta \\u00f6yk\\u00fcs\\u00fc, erken fetal geli\\u015fimin multimedya a\\u00e7\\u0131klamas\\u0131 ve ilgili makaleler ve web siteleri dahil olmak \\u00fczere bir dizi kayna\\u011fa eri\\u015febildi.\\n\\nBuna ek olarak \\u00f6\\u011frenciler, bir halk sa\\u011fl\\u0131\\u011f\\u0131 hem\\u015firesi, bir neonatolog ve FASD'li iki \\u00e7ocu\\u011fun yasal vasisi dahil olmak \\u00fczere \\u00e7e\\u015fitli FASD uzmanlar\\u0131na e-posta g\\u00f6nderebilir.\\n\\nBu kaynaklara e-posta aray\\u00fcz\\u00fcn\\u00fc g\\u00f6sterir. Vaka uzmanlar\\u0131na \\u00f6\\u011frencilerin tepkileri \\u00e7ok olumluydu. Bir kat\\u0131l\\u0131mc\\u0131 \\u015fu yorumu yapt\\u0131: \\u201cYani, ger\\u00e7ek deneyime sahip ger\\u00e7ek bir insana sahip olmak; Bu ger\\u00e7ekten iyiydi\\u201d, Ann Guardian'\\u0131n PBL vaka videolar\\u0131ndaki karakterlerden daha samimi oldu\\u011funu belirtti.\\n\\nCSCL ara\\u015ft\\u0131rmas\\u0131na ili\\u015fkin incelemelerini \\u015fu \\u015fekilde sonland\\u0131r\\u0131n: \\\"Uygulama hakk\\u0131nda bilinenden daha fazla bilinmeyen var. CSCL, \\u00f6n\\u00fcm\\u00fczdeki on y\\u0131l\\u0131n en \\u00f6nemli ara\\u015ft\\u0131rma konular\\u0131ndan birini olu\\u015fturacak\\u201d. Optimal ko\\u015fullar alt\\u0131nda i\\u015fbirli\\u011fi i\\u00e7inde \\u00f6\\u011frenmenin, tek ba\\u015f\\u0131na \\u00f6\\u011frenmeye g\\u00f6re daha iyi sonu\\u00e7lara yol a\\u00e7abilece\\u011fine dair kan\\u0131tlar\\u0131m\\u0131z var.\\n\\nAyn\\u0131 \\u015fekilde, i\\u015f \\u00fcr\\u00fcnleri ve projeler, baz\\u0131 ko\\u015fullar alt\\u0131nda i\\u015fbirlik\\u00e7i bir yakla\\u015f\\u0131mdan yararlanabilir. Bununla birlikte, bir \\u00f6\\u011frenci grubu i\\u00e7in en uygun ko\\u015fullar\\u0131 olu\\u015fturan \\u015fey, istenen sonu\\u00e7lar ve teknoloji \\u00f6zellikleri muhtemelen farkl\\u0131 bir grup i\\u00e7in uygun olandan farkl\\u0131d\\u0131r.\\n\\n\\u0130\\u015fbirlik\\u00e7i ortamlardan daha iyi bireysel veya grup sonu\\u00e7lar\\u0131 elde edilmesini sa\\u011flayabilecek a\\u015fa\\u011f\\u0131daki kolayla\\u015ft\\u0131r\\u0131c\\u0131lara i\\u015faret edebiliriz:\\n\\nA. Ekibin her bir \\u00fcyesinin sorumlulu\\u011funu ve kat\\u0131l\\u0131m\\u0131n\\u0131 te\\u015fvik eden grup s\\u00fcre\\u00e7 yap\\u0131lar\\u0131\\nB. Uzak transfer problemlerinin \\u00fc\\u00e7 ila be\\u015f \\u00fcyeden olu\\u015fan k\\u00fc\\u00e7\\u00fck heterojen gruplara atanmas\\u0131\\nC. Yans\\u0131tma ve ba\\u011f\\u0131ms\\u0131z ara\\u015ft\\u0131rmadan yararlanan sonu\\u00e7lar i\\u00e7in e\\u015fzamans\\u0131z olanaklar\\u0131n kullan\\u0131m\\u0131; ileti\\u015fimin kayd\\u0131n\\u0131 tutmak, paralel girdiye izin vermek, grup anla\\u015fmalar\\u0131n\\u0131 kodlamak ve tart\\u0131\\u015fmalar\\u0131n daha fazla anonimli\\u011fini desteklemek i\\u00e7in metin veya diyagramlar gibi temsili mekanizmalar\\u0131n kullan\\u0131m\\u0131\\nD. Daha \\u00f6nce tak\\u0131m \\u00e7al\\u0131\\u015fmas\\u0131 deneyimi olmayan gruplar i\\u00e7in tak\\u0131m becerisi e\\u011fitimi\\nE. Daha derin i\\u015flemeyi destekleyen grup \\u00f6devleri ve kat\\u0131l\\u0131mc\\u0131 rolleri\\nF. Gereksiz zihinsel i\\u015flemlerden ka\\u00e7\\u0131nmak i\\u00e7in ekip s\\u00fcre\\u00e7lerine y\\u00f6nelik a\\u00e7\\u0131k rehberlik ve hedefler\\n\\nEn \\u00e7ok Okunan Ara\\u015ft\\u0131rma Kitaplar\\u0131\\ninceleme-ara\\u015ft\\u0131rma wow\\nAra\\u015ft\\u0131rma \\u0130nceleme Kitaplar\\u0131\\nAra\\u015ft\\u0131rma \\u0130nceleme kitap \\u00f6nerileri\\nT\\u00fcrkiye de Refah Devleti ve Siyaset\\nYeni \\u00c7\\u0131kan Kitaplar\\n\\nKontrol Kimde?\\n\\nKontrol, \\u00f6\\u011frencilerin tercih ettikleri konular\\u0131 ve \\u00f6\\u011fretim unsurlar\\u0131n\\u0131 se\\u00e7melerine izin veren men\\u00fcler ve ba\\u011flant\\u0131lar gibi gezinme \\u00f6zellikleri taraf\\u0131ndan ger\\u00e7ekle\\u015ftirilir. \\u0130lk bask\\u0131m\\u0131zda, \\u00f6\\u011frencilerinizin \\u00f6nceki bilgilerine ve e\\u011fitim hedeflerinizin kritikli\\u011fine ba\\u011fl\\u0131 olarak e\\u015fzamans\\u0131z e-\\u00f6\\u011frenmede \\u00f6\\u011frenci kontrol\\u00fc miktar\\u0131n\\u0131 ayarlaman\\u0131z\\u0131 tavsiye ettik.\\n\\n\\u0130lk bask\\u0131m\\u0131zdan bu yana \\u00f6\\u011frenen kontrol\\u00fc konusunda nispeten az yeni ara\\u015ft\\u0131rma yap\\u0131lm\\u0131\\u015ft\\u0131r. G\\u00fcncellememizde, \\u00f6\\u011fretim \\u00f6\\u011felerinin \\u00f6\\u011frenci performans\\u0131na dayal\\u0131 olarak dinamik olarak ki\\u015fiselle\\u015ftirildi\\u011fi uyarlanabilir kontrol ve uyarlanabilir tavsiye tasar\\u0131mlar\\u0131 \\u00fczerine yeni ara\\u015ft\\u0131rmalar\\u0131 \\u00f6zetliyoruz. Hem program\\u0131n hem de \\u00f6\\u011frencinin karar verdi\\u011fi \\u00f6\\u011frenci kontrol\\u00fcne yeni bir yakla\\u015f\\u0131m olarak payla\\u015f\\u0131lan kontrol\\u00fc sunuyoruz.\\n\\n\\u00d6zetlenen b\\u00f6l\\u00fcmleme ilkesine dayal\\u0131 olarak, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenmede \\u00f6\\u011frencilerin h\\u0131z \\u00fczerinde kontrol sahibi olmas\\u0131na her zaman izin vermenizi \\u00f6neririz. Pacing kontrol\\u00fc, kat\\u0131l\\u0131mc\\u0131lar\\u0131n kendi h\\u0131zlar\\u0131nda ileri veya geri ilerlemesine olanak tan\\u0131r. \\u00d6\\u011frenci kontrol\\u00fc, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenme bi\\u00e7imlerini e\\u015f zamanl\\u0131 formlardan ay\\u0131ran \\u00f6zelliklerden biridir.\\n\\nE\\u015fzamanl\\u0131 e-\\u00f6\\u011frenme e\\u011fitmen liderli\\u011finde oldu\\u011fundan, varsay\\u0131lan olarak genellikle e\\u011fitmen kontrol\\u00fc alt\\u0131ndad\\u0131r. E\\u011fitmen kontroll\\u00fc derslerin \\u00f6\\u011frencilere a\\u015f\\u0131r\\u0131 y\\u00fcklenme potansiyeli daha y\\u00fcksektir. Bu nedenle, sanal s\\u0131n\\u0131f etkinliklerinde bili\\u015fsel y\\u00fck\\u00fc y\\u00f6neten multimedya ilkelerinin uygulanmas\\u0131 \\u00f6zellikle \\u00f6nemlidir.\\n\\nBir dersin i\\u00e7eri\\u011fi ve h\\u0131z\\u0131 \\u00fczerindeki kontrol, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenmenin ortak bir \\u00f6zelli\\u011fidir. \\u0130nternetin alt\\u0131nda yatan \\u015fema kesinlikle se\\u00e7im \\u00f6zg\\u00fcrl\\u00fc\\u011f\\u00fcd\\u00fcr. E\\u011fitimde \\u00f6\\u011frenci kontrol\\u00fc ne kadar etkilidir? \\u00d6\\u011frenci kontrol\\u00fc ile program kontrol\\u00fc aras\\u0131ndaki \\u00f6d\\u00fcnle\\u015fimler nelerdir? Neyse ki, kararlar\\u0131m\\u0131za rehberlik edecek ara\\u015ft\\u0131rmalardan ve bili\\u015fsel teoriden elde edilen kan\\u0131tlara sahibiz.\\n\\n\\u00d6\\u011frenci Kontrol\\u00fcne Kar\\u015f\\u0131 Program Kontrol\\u00fc\\n\\nS\\u0131n\\u0131fta ve e\\u015fzamanl\\u0131 e-\\u00f6\\u011frenmenin aksine, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenme, \\u00f6\\u011frencilerin istedikleri konular\\u0131 se\\u00e7melerine, ilerleme h\\u0131zlar\\u0131n\\u0131 kontrol etmelerine ve \\u00f6rnekler veya uygulama gibi baz\\u0131 ders unsurlar\\u0131n\\u0131 atlay\\u0131p atlamamaya karar vermelerine izin verecek \\u015fekilde tasarlanabilir.\\n\\nBu se\\u00e7enekleri sunan e-\\u00d6\\u011frenim programlar\\u0131n\\u0131n \\u00f6\\u011frenci kontrol\\u00fcnde y\\u00fcksek oldu\\u011fu kabul edilir. Tersine, kurs ve ders birka\\u00e7 \\u00f6\\u011frenci se\\u00e7ene\\u011fi sundu\\u011funda, \\u00f6\\u011fretim program\\u0131n kontrol\\u00fc alt\\u0131ndad\\u0131r. E\\u015fzamanl\\u0131 e-\\u00f6\\u011frenme bi\\u00e7imlerinin \\u00e7o\\u011fu, \\u00f6\\u011fretim kontrol\\u00fc olarak da adland\\u0131r\\u0131lan program kontrol modunda \\u00e7al\\u0131\\u015f\\u0131r.\\n\\nE\\u011fitmen liderli\\u011findeki sanal s\\u0131n\\u0131flar tipik olarak tek bir h\\u0131zda ilerler, do\\u011frusal bir s\\u0131ray\\u0131 takip eder ve bir dizi \\u00f6\\u011fretim tekni\\u011fi kullan\\u0131r. E\\u011fitmen tek bir \\u00f6\\u011frenme yolunu kolayla\\u015ft\\u0131r\\u0131r. \\u00d6te yandan, e\\u015fzamans\\u0131z e-\\u00f6\\u011frenme \\u00e7ok veya az say\\u0131da se\\u00e7enek sunabilir ve bu nedenle \\u00f6\\u011frenen kontroll\\u00fc veya program kontroll\\u00fc olarak tasarlanabilir.\\n\\nKontrol Se\\u00e7enekleri\\n\\n\\\"\\u00d6\\u011frenen kontrol\\u00fc\\\" terimi genellikle jenerik olarak kullan\\u0131lsa da, ger\\u00e7ek kontrol t\\u00fcr\\u00fc de\\u011fi\\u015fir. Bu nedenle, \\u201c\\u00f6\\u011frenci kontrol\\u00fcnde y\\u00fcksek\\u201d olarak g\\u00f6sterilen iki ders asl\\u0131nda olduk\\u00e7a farkl\\u0131 \\u00f6\\u011frenci kontrol\\u00fc se\\u00e7enekleri sunabilir.\\n\\nGenel olarak, kontrol se\\u00e7enekleri \\u00fc\\u00e7 alana ayr\\u0131l\\u0131r:\\n\\n1. \\u0130\\u00e7erik S\\u0131ralamas\\u0131. \\u00d6\\u011frenciler bir ders i\\u00e7indeki derslerin, konular\\u0131n ve ekranlar\\u0131n s\\u0131ras\\u0131n\\u0131 kontrol edebilir. Tasar\\u0131m gibi pek \\u00e7ok e-kurs, \\u00f6\\u011frencilerin konular\\u0131 istedikleri s\\u0131rayla se\\u00e7tikleri bir kurs men\\u00fcs\\u00fc arac\\u0131l\\u0131\\u011f\\u0131yla i\\u00e7erik kontrol\\u00fcne izin verir. Ayn\\u0131 \\u015fekilde, derslere yerle\\u015ftirilen ba\\u011flant\\u0131lar, kursta ek sayfalara veya ilgili bilgileri i\\u00e7eren alternatif web sitelerine y\\u00f6nlendirebilir.\\n\\n2. \\u0130lerleme h\\u0131z\\u0131. \\u00d6\\u011frenciler, her ders sayfas\\u0131nda harcanan zaman\\u0131 kontrol edebilir. K\\u0131sa video veya ses dizileri d\\u0131\\u015f\\u0131nda, hemen hemen t\\u00fcm e\\u015fzamans\\u0131z e-\\u00f6\\u011frenmede benimsenen bir standart, \\u00f6\\u011frencilerin herhangi bir ekranda istedikleri kadar \\u00e7ok veya az zaman harcayarak, e\\u011fitim boyunca kendi h\\u0131zlar\\u0131nda ilerlemelerine olanak tan\\u0131r. Ayn\\u0131 \\u015fekilde, her ekranda geri gitme veya \\u00e7\\u0131kma se\\u00e7enekleri sunulur.\\n\\nH\\u0131z denetiminin daha kapsaml\\u0131 bir bi\\u00e7imi, \\u00f6\\u011frencilerin i\\u00e7erikte hareket etmek i\\u00e7in kayd\\u0131r\\u0131c\\u0131 \\u00e7ubuklar\\u0131 veya makaralar\\u0131 kullanmas\\u0131na olanak tan\\u0131r veya h\\u0131zl\\u0131 ileri sarma, geri sarma, duraklatma ve oynatma d\\u00fc\\u011fmelerini i\\u00e7erir.\\n\\n3. \\u00d6\\u011frenme Deste\\u011fine Eri\\u015fim. \\u00d6\\u011frenciler, \\u00f6rnekler veya uygulama al\\u0131\\u015ft\\u0131rmalar\\u0131 gibi derslerin \\u00f6\\u011fretimsel bile\\u015fenlerini kontrol edebilir. Belirli bir ders i\\u00e7inde gezinme d\\u00fc\\u011fmeleri, ba\\u011flant\\u0131lar veya sekmeler, kurs hedeflerine, tan\\u0131mlara, ek referanslara, ko\\u00e7lara, \\u00f6rneklere, yard\\u0131m sistemlerine veya al\\u0131\\u015ft\\u0131rma al\\u0131\\u015ft\\u0131rmalar\\u0131na g\\u00f6t\\u00fcr\\u00fcr. Buna kar\\u015f\\u0131l\\u0131k, program kontroll\\u00fc bir ders, \\u00f6\\u011frenciler ileri d\\u00fc\\u011fmesini t\\u0131klad\\u0131\\u011f\\u0131nda bu \\u00f6\\u011fretim bile\\u015fenlerinin \\u00e7o\\u011funu varsay\\u0131lan olarak sa\\u011flar.\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\"},\"datePublished\":\"2023-05-11T16:07:40+03:00\",\"dateModified\":\"2023-05-11T16:07:40+03:00\"},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/\",\"name\":\"Makale Yapt\\u0131rma - LH\",\"description\":\"0 (312) 276 75 93 - Essay Yazd\\u0131rma, Proje Yapt\\u0131rma, Tez Yazd\\u0131rma, \\u00d6dev Yapt\\u0131rma, Makale Yazd\\u0131rma, Blog Yapt\\u0131rma, Blog Makale Yapt\\u0131rma *** Essay, Makale, \\u00d6dev, Tez, Proje Yazd\\u0131rma Merkezi... *** 7\\\/24 Hizmet Veriyoruz.... Mail kanallar\\u0131n\\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\\u0131, Sayfa ba\\u015f\\u0131 yaz\\u0131 yazma \\u00fccreti, \\u0130ngilizce makale yazd\\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\\u0131 2022, Makale yazma, Blog Yazd\\u0131rma, Blog Yazd\\u0131rmak \\u0130stiyorum\",\"inLanguage\":\"tr-TR\",\"publisher\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\"}}]}\n\t\t<\/script>\n\t\t<!-- All in One SEO Pro -->\r\n\t\t<title>SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH<\/title>\n\n","aioseo_head_json":{"title":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc Video verisinden nesneleri almak i\u00e7in bir yakla\u015f\u0131m, video verisinin i\u00e7sel \u00f6zelliklerine, yani videoda g\u00f6r\u00fcnen nesnelerin hareketine ba\u011fl\u0131d\u0131r. Yazarlar, VideoQ adl\u0131 otomatik i\u00e7erik tabanl\u0131 bir video arama sistemi geli\u015ftirdiler. Bu sistem, bir kullan\u0131c\u0131n\u0131n nesneleri almak i\u00e7in y\u00f6r\u00fcngeyi, s\u00fcreyi, \u00f6l\u00e7eklendirmeyi, rengi, \u015fekli ve dokuyu belirlemesine izin verir. \u00d6nerilen ba\u015fka bir sistem, video verilerinde g\u00f6zlemlenen","canonical_url":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","robots":"max-image-preview:large","keywords":"","webmasterTools":{"google-site-verification":"BLwpujKNw0UduxFeX4HXQCaXI4CuWJPUXkyEJBeO6Xs","miscellaneous":""},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"BlogPosting","@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#blogposting","name":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","headline":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/raporlar.png","width":1024,"height":683,"caption":"Ara\u015ft\u0131rma \u0130ncelemeleri\n\nAra\u015ft\u0131rma incelemeleri, PD\u00d6'n\u00fcn geleneksel \u00f6\u011fretim yakla\u015f\u0131mlar\u0131na g\u00f6re \u00f6nemli \u00f6\u011frenme avantajlar\u0131 sundu\u011funa dair net bir kan\u0131t olmad\u0131\u011f\u0131 sonucuna varm\u0131\u015ft\u0131r. Bununla birlikte, PD\u00d6 t\u0131p \u00f6\u011frencileri, geleneksel kurslara kat\u0131lan \u00f6\u011frencilere g\u00f6re s\u00fcrekli olarak daha olumlu tutumlar bildirmektedir.\n\nPBL, CSCL'ye nas\u0131l uyarlanabilir? Hem e\u015fzamans\u0131z hem de e\u015f zamanl\u0131 sohbet oturumlar\u0131n\u0131 kullanan hem\u015firelik \u00f6\u011frencileri i\u00e7in bir PD\u00d6 dersi de\u011ferlendirildi. Dersin odak noktas\u0131 Fetal Alkol Spektrum Bozuklu\u011fu (FASD) idi.\n\n\u00d6\u011frenciler, hem\u015fire taraf\u0131ndan g\u00f6r\u00fc\u015f\u00fclen hamile bir hastan\u0131n \u00e7evrimi\u00e7i videosunu izleyerek derse ba\u015flarlar. \u00d6\u011frenciler, bir hasta \u00f6yk\u00fcs\u00fc, erken fetal geli\u015fimin multimedya a\u00e7\u0131klamas\u0131 ve ilgili makaleler ve web siteleri dahil olmak \u00fczere bir dizi kayna\u011fa eri\u015febildi.\n\nBuna ek olarak \u00f6\u011frenciler, bir halk sa\u011fl\u0131\u011f\u0131 hem\u015firesi, bir neonatolog ve FASD'li iki \u00e7ocu\u011fun yasal vasisi dahil olmak \u00fczere \u00e7e\u015fitli FASD uzmanlar\u0131na e-posta g\u00f6nderebilir.\n\nBu kaynaklara e-posta aray\u00fcz\u00fcn\u00fc g\u00f6sterir. Vaka uzmanlar\u0131na \u00f6\u011frencilerin tepkileri \u00e7ok olumluydu. Bir kat\u0131l\u0131mc\u0131 \u015fu yorumu yapt\u0131: \u201cYani, ger\u00e7ek deneyime sahip ger\u00e7ek bir insana sahip olmak; Bu ger\u00e7ekten iyiydi\u201d, Ann Guardian'\u0131n PBL vaka videolar\u0131ndaki karakterlerden daha samimi oldu\u011funu belirtti.\n\nCSCL ara\u015ft\u0131rmas\u0131na ili\u015fkin incelemelerini \u015fu \u015fekilde sonland\u0131r\u0131n: \"Uygulama hakk\u0131nda bilinenden daha fazla bilinmeyen var. CSCL, \u00f6n\u00fcm\u00fczdeki on y\u0131l\u0131n en \u00f6nemli ara\u015ft\u0131rma konular\u0131ndan birini olu\u015fturacak\u201d. Optimal ko\u015fullar alt\u0131nda i\u015fbirli\u011fi i\u00e7inde \u00f6\u011frenmenin, tek ba\u015f\u0131na \u00f6\u011frenmeye g\u00f6re daha iyi sonu\u00e7lara yol a\u00e7abilece\u011fine dair kan\u0131tlar\u0131m\u0131z var.\n\nAyn\u0131 \u015fekilde, i\u015f \u00fcr\u00fcnleri ve projeler, baz\u0131 ko\u015fullar alt\u0131nda i\u015fbirlik\u00e7i bir yakla\u015f\u0131mdan yararlanabilir. Bununla birlikte, bir \u00f6\u011frenci grubu i\u00e7in en uygun ko\u015fullar\u0131 olu\u015fturan \u015fey, istenen sonu\u00e7lar ve teknoloji \u00f6zellikleri muhtemelen farkl\u0131 bir grup i\u00e7in uygun olandan farkl\u0131d\u0131r.\n\n\u0130\u015fbirlik\u00e7i ortamlardan daha iyi bireysel veya grup sonu\u00e7lar\u0131 elde edilmesini sa\u011flayabilecek a\u015fa\u011f\u0131daki kolayla\u015ft\u0131r\u0131c\u0131lara i\u015faret edebiliriz:\n\nA. Ekibin her bir \u00fcyesinin sorumlulu\u011funu ve kat\u0131l\u0131m\u0131n\u0131 te\u015fvik eden grup s\u00fcre\u00e7 yap\u0131lar\u0131\nB. Uzak transfer problemlerinin \u00fc\u00e7 ila be\u015f \u00fcyeden olu\u015fan k\u00fc\u00e7\u00fck heterojen gruplara atanmas\u0131\nC. Yans\u0131tma ve ba\u011f\u0131ms\u0131z ara\u015ft\u0131rmadan yararlanan sonu\u00e7lar i\u00e7in e\u015fzamans\u0131z olanaklar\u0131n kullan\u0131m\u0131; ileti\u015fimin kayd\u0131n\u0131 tutmak, paralel girdiye izin vermek, grup anla\u015fmalar\u0131n\u0131 kodlamak ve tart\u0131\u015fmalar\u0131n daha fazla anonimli\u011fini desteklemek i\u00e7in metin veya diyagramlar gibi temsili mekanizmalar\u0131n kullan\u0131m\u0131\nD. Daha \u00f6nce tak\u0131m \u00e7al\u0131\u015fmas\u0131 deneyimi olmayan gruplar i\u00e7in tak\u0131m becerisi e\u011fitimi\nE. Daha derin i\u015flemeyi destekleyen grup \u00f6devleri ve kat\u0131l\u0131mc\u0131 rolleri\nF. Gereksiz zihinsel i\u015flemlerden ka\u00e7\u0131nmak i\u00e7in ekip s\u00fcre\u00e7lerine y\u00f6nelik a\u00e7\u0131k rehberlik ve hedefler\n\nEn \u00e7ok Okunan Ara\u015ft\u0131rma Kitaplar\u0131\ninceleme-ara\u015ft\u0131rma wow\nAra\u015ft\u0131rma \u0130nceleme Kitaplar\u0131\nAra\u015ft\u0131rma \u0130nceleme kitap \u00f6nerileri\nT\u00fcrkiye de Refah Devleti ve Siyaset\nYeni \u00c7\u0131kan Kitaplar\n\nKontrol Kimde?\n\nKontrol, \u00f6\u011frencilerin tercih ettikleri konular\u0131 ve \u00f6\u011fretim unsurlar\u0131n\u0131 se\u00e7melerine izin veren men\u00fcler ve ba\u011flant\u0131lar gibi gezinme \u00f6zellikleri taraf\u0131ndan ger\u00e7ekle\u015ftirilir. \u0130lk bask\u0131m\u0131zda, \u00f6\u011frencilerinizin \u00f6nceki bilgilerine ve e\u011fitim hedeflerinizin kritikli\u011fine ba\u011fl\u0131 olarak e\u015fzamans\u0131z e-\u00f6\u011frenmede \u00f6\u011frenci kontrol\u00fc miktar\u0131n\u0131 ayarlaman\u0131z\u0131 tavsiye ettik.\n\n\u0130lk bask\u0131m\u0131zdan bu yana \u00f6\u011frenen kontrol\u00fc konusunda nispeten az yeni ara\u015ft\u0131rma yap\u0131lm\u0131\u015ft\u0131r. G\u00fcncellememizde, \u00f6\u011fretim \u00f6\u011felerinin \u00f6\u011frenci performans\u0131na dayal\u0131 olarak dinamik olarak ki\u015fiselle\u015ftirildi\u011fi uyarlanabilir kontrol ve uyarlanabilir tavsiye tasar\u0131mlar\u0131 \u00fczerine yeni ara\u015ft\u0131rmalar\u0131 \u00f6zetliyoruz. Hem program\u0131n hem de \u00f6\u011frencinin karar verdi\u011fi \u00f6\u011frenci kontrol\u00fcne yeni bir yakla\u015f\u0131m olarak payla\u015f\u0131lan kontrol\u00fc sunuyoruz.\n\n\u00d6zetlenen b\u00f6l\u00fcmleme ilkesine dayal\u0131 olarak, e\u015fzamans\u0131z e-\u00f6\u011frenmede \u00f6\u011frencilerin h\u0131z \u00fczerinde kontrol sahibi olmas\u0131na her zaman izin vermenizi \u00f6neririz. Pacing kontrol\u00fc, kat\u0131l\u0131mc\u0131lar\u0131n kendi h\u0131zlar\u0131nda ileri veya geri ilerlemesine olanak tan\u0131r. \u00d6\u011frenci kontrol\u00fc, e\u015fzamans\u0131z e-\u00f6\u011frenme bi\u00e7imlerini e\u015f zamanl\u0131 formlardan ay\u0131ran \u00f6zelliklerden biridir.\n\nE\u015fzamanl\u0131 e-\u00f6\u011frenme e\u011fitmen liderli\u011finde oldu\u011fundan, varsay\u0131lan olarak genellikle e\u011fitmen kontrol\u00fc alt\u0131ndad\u0131r. E\u011fitmen kontroll\u00fc derslerin \u00f6\u011frencilere a\u015f\u0131r\u0131 y\u00fcklenme potansiyeli daha y\u00fcksektir. Bu nedenle, sanal s\u0131n\u0131f etkinliklerinde bili\u015fsel y\u00fck\u00fc y\u00f6neten multimedya ilkelerinin uygulanmas\u0131 \u00f6zellikle \u00f6nemlidir.\n\nBir dersin i\u00e7eri\u011fi ve h\u0131z\u0131 \u00fczerindeki kontrol, e\u015fzamans\u0131z e-\u00f6\u011frenmenin ortak bir \u00f6zelli\u011fidir. \u0130nternetin alt\u0131nda yatan \u015fema kesinlikle se\u00e7im \u00f6zg\u00fcrl\u00fc\u011f\u00fcd\u00fcr. E\u011fitimde \u00f6\u011frenci kontrol\u00fc ne kadar etkilidir? \u00d6\u011frenci kontrol\u00fc ile program kontrol\u00fc aras\u0131ndaki \u00f6d\u00fcnle\u015fimler nelerdir? Neyse ki, kararlar\u0131m\u0131za rehberlik edecek ara\u015ft\u0131rmalardan ve bili\u015fsel teoriden elde edilen kan\u0131tlara sahibiz.\n\n\u00d6\u011frenci Kontrol\u00fcne Kar\u015f\u0131 Program Kontrol\u00fc\n\nS\u0131n\u0131fta ve e\u015fzamanl\u0131 e-\u00f6\u011frenmenin aksine, e\u015fzamans\u0131z e-\u00f6\u011frenme, \u00f6\u011frencilerin istedikleri konular\u0131 se\u00e7melerine, ilerleme h\u0131zlar\u0131n\u0131 kontrol etmelerine ve \u00f6rnekler veya uygulama gibi baz\u0131 ders unsurlar\u0131n\u0131 atlay\u0131p atlamamaya karar vermelerine izin verecek \u015fekilde tasarlanabilir.\n\nBu se\u00e7enekleri sunan e-\u00d6\u011frenim programlar\u0131n\u0131n \u00f6\u011frenci kontrol\u00fcnde y\u00fcksek oldu\u011fu kabul edilir. Tersine, kurs ve ders birka\u00e7 \u00f6\u011frenci se\u00e7ene\u011fi sundu\u011funda, \u00f6\u011fretim program\u0131n kontrol\u00fc alt\u0131ndad\u0131r. E\u015fzamanl\u0131 e-\u00f6\u011frenme bi\u00e7imlerinin \u00e7o\u011fu, \u00f6\u011fretim kontrol\u00fc olarak da adland\u0131r\u0131lan program kontrol modunda \u00e7al\u0131\u015f\u0131r.\n\nE\u011fitmen liderli\u011findeki sanal s\u0131n\u0131flar tipik olarak tek bir h\u0131zda ilerler, do\u011frusal bir s\u0131ray\u0131 takip eder ve bir dizi \u00f6\u011fretim tekni\u011fi kullan\u0131r. E\u011fitmen tek bir \u00f6\u011frenme yolunu kolayla\u015ft\u0131r\u0131r. \u00d6te yandan, e\u015fzamans\u0131z e-\u00f6\u011frenme \u00e7ok veya az say\u0131da se\u00e7enek sunabilir ve bu nedenle \u00f6\u011frenen kontroll\u00fc veya program kontroll\u00fc olarak tasarlanabilir.\n\nKontrol Se\u00e7enekleri\n\n\"\u00d6\u011frenen kontrol\u00fc\" terimi genellikle jenerik olarak kullan\u0131lsa da, ger\u00e7ek kontrol t\u00fcr\u00fc de\u011fi\u015fir. Bu nedenle, \u201c\u00f6\u011frenci kontrol\u00fcnde y\u00fcksek\u201d olarak g\u00f6sterilen iki ders asl\u0131nda olduk\u00e7a farkl\u0131 \u00f6\u011frenci kontrol\u00fc se\u00e7enekleri sunabilir.\n\nGenel olarak, kontrol se\u00e7enekleri \u00fc\u00e7 alana ayr\u0131l\u0131r:\n\n1. \u0130\u00e7erik S\u0131ralamas\u0131. \u00d6\u011frenciler bir ders i\u00e7indeki derslerin, konular\u0131n ve ekranlar\u0131n s\u0131ras\u0131n\u0131 kontrol edebilir. Tasar\u0131m gibi pek \u00e7ok e-kurs, \u00f6\u011frencilerin konular\u0131 istedikleri s\u0131rayla se\u00e7tikleri bir kurs men\u00fcs\u00fc arac\u0131l\u0131\u011f\u0131yla i\u00e7erik kontrol\u00fcne izin verir. Ayn\u0131 \u015fekilde, derslere yerle\u015ftirilen ba\u011flant\u0131lar, kursta ek sayfalara veya ilgili bilgileri i\u00e7eren alternatif web sitelerine y\u00f6nlendirebilir.\n\n2. \u0130lerleme h\u0131z\u0131. \u00d6\u011frenciler, her ders sayfas\u0131nda harcanan zaman\u0131 kontrol edebilir. K\u0131sa video veya ses dizileri d\u0131\u015f\u0131nda, hemen hemen t\u00fcm e\u015fzamans\u0131z e-\u00f6\u011frenmede benimsenen bir standart, \u00f6\u011frencilerin herhangi bir ekranda istedikleri kadar \u00e7ok veya az zaman harcayarak, e\u011fitim boyunca kendi h\u0131zlar\u0131nda ilerlemelerine olanak tan\u0131r. Ayn\u0131 \u015fekilde, her ekranda geri gitme veya \u00e7\u0131kma se\u00e7enekleri sunulur.\n\nH\u0131z denetiminin daha kapsaml\u0131 bir bi\u00e7imi, \u00f6\u011frencilerin i\u00e7erikte hareket etmek i\u00e7in kayd\u0131r\u0131c\u0131 \u00e7ubuklar\u0131 veya makaralar\u0131 kullanmas\u0131na olanak tan\u0131r veya h\u0131zl\u0131 ileri sarma, geri sarma, duraklatma ve oynatma d\u00fc\u011fmelerini i\u00e7erir.\n\n3. \u00d6\u011frenme Deste\u011fine Eri\u015fim. \u00d6\u011frenciler, \u00f6rnekler veya uygulama al\u0131\u015ft\u0131rmalar\u0131 gibi derslerin \u00f6\u011fretimsel bile\u015fenlerini kontrol edebilir. Belirli bir ders i\u00e7inde gezinme d\u00fc\u011fmeleri, ba\u011flant\u0131lar veya sekmeler, kurs hedeflerine, tan\u0131mlara, ek referanslara, ko\u00e7lara, \u00f6rneklere, yard\u0131m sistemlerine veya al\u0131\u015ft\u0131rma al\u0131\u015ft\u0131rmalar\u0131na g\u00f6t\u00fcr\u00fcr. Buna kar\u015f\u0131l\u0131k, program kontroll\u00fc bir ders, \u00f6\u011frenciler ileri d\u00fc\u011fmesini t\u0131klad\u0131\u011f\u0131nda bu \u00f6\u011fretim bile\u015fenlerinin \u00e7o\u011funu varsay\u0131lan olarak sa\u011flar."},"datePublished":"2023-05-11T16:07:40+03:00","dateModified":"2023-05-11T16:07:40+03:00","inLanguage":"tr-TR","mainEntityOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"articleSection":"Semantik bilgi Nedir, Semantik c\u00fcmle \u00f6rnekleri, Semantik bilgi Nedir, Semantik c\u00fcmle \u00f6rnekleri, Semantik dil Nedir, Semantik Nedir, Semantik Nedir E\u011fitim Bilimleri, Semantik \u00f6rnekleri, Semantik unsur Nedir, Sentaktik ve semantik nedir"},{"@type":"BreadcrumbList","@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist","itemListElement":[{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","position":1,"name":"Ev","item":"https:\/\/legendhomework.com\/tr","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/semantik-bilgi-nedir\/#listItem","name":"Semantik bilgi Nedir"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/semantik-bilgi-nedir\/#listItem","position":2,"name":"Semantik bilgi Nedir","item":"https:\/\/legendhomework.com\/tr\/category\/semantik-bilgi-nedir\/","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","name":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri"},"previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","name":"Ev"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","position":3,"name":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/semantik-bilgi-nedir\/#listItem","name":"Semantik bilgi Nedir"}}]},{"@type":"Organization","@id":"https:\/\/legendhomework.com\/tr\/#organization","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","url":"https:\/\/legendhomework.com\/tr\/","telephone":"+905423712952","logo":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo","width":304,"height":166,"caption":"Rapor Nas\u0131l Yaz\u0131l\u0131r ?\u00a0 \u2013 Rapor Nas\u0131l Haz\u0131rlan\u0131r? \u2013 Rapor \u00d6devi Nedir? \u2013 Rapor Haz\u0131rlatma -Rapor \u00dccretleri \u2013 Rapor Haz\u0131rlatma \u00dccretleri"},"image":{"@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo"}},{"@type":"Person","@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author","url":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/","name":"Makale Deniz","image":{"@type":"ImageObject","url":"https:\/\/secure.gravatar.com\/avatar\/59ec4d60e791736e5f50cd9ac0ecc04e5bd2717e59e7eefa2b7199c62ff027d5?s=96&d=mm&r=g"}},{"@type":"WebPage","@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage","url":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","name":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc Video verisinden nesneleri almak i\u00e7in bir yakla\u015f\u0131m, video verisinin i\u00e7sel \u00f6zelliklerine, yani videoda g\u00f6r\u00fcnen nesnelerin hareketine ba\u011fl\u0131d\u0131r. Yazarlar, VideoQ adl\u0131 otomatik i\u00e7erik tabanl\u0131 bir video arama sistemi geli\u015ftirdiler. Bu sistem, bir kullan\u0131c\u0131n\u0131n nesneleri almak i\u00e7in y\u00f6r\u00fcngeyi, s\u00fcreyi, \u00f6l\u00e7eklendirmeyi, rengi, \u015fekli ve dokuyu belirlemesine izin verir. \u00d6nerilen ba\u015fka bir sistem, video verilerinde g\u00f6zlemlenen","inLanguage":"tr-TR","isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/#website"},"breadcrumb":{"@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist"},"author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"creator":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/raporlar.png","@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage","width":1024,"height":683,"caption":"Ara\u015ft\u0131rma \u0130ncelemeleri\n\nAra\u015ft\u0131rma incelemeleri, PD\u00d6'n\u00fcn geleneksel \u00f6\u011fretim yakla\u015f\u0131mlar\u0131na g\u00f6re \u00f6nemli \u00f6\u011frenme avantajlar\u0131 sundu\u011funa dair net bir kan\u0131t olmad\u0131\u011f\u0131 sonucuna varm\u0131\u015ft\u0131r. Bununla birlikte, PD\u00d6 t\u0131p \u00f6\u011frencileri, geleneksel kurslara kat\u0131lan \u00f6\u011frencilere g\u00f6re s\u00fcrekli olarak daha olumlu tutumlar bildirmektedir.\n\nPBL, CSCL'ye nas\u0131l uyarlanabilir? Hem e\u015fzamans\u0131z hem de e\u015f zamanl\u0131 sohbet oturumlar\u0131n\u0131 kullanan hem\u015firelik \u00f6\u011frencileri i\u00e7in bir PD\u00d6 dersi de\u011ferlendirildi. Dersin odak noktas\u0131 Fetal Alkol Spektrum Bozuklu\u011fu (FASD) idi.\n\n\u00d6\u011frenciler, hem\u015fire taraf\u0131ndan g\u00f6r\u00fc\u015f\u00fclen hamile bir hastan\u0131n \u00e7evrimi\u00e7i videosunu izleyerek derse ba\u015flarlar. \u00d6\u011frenciler, bir hasta \u00f6yk\u00fcs\u00fc, erken fetal geli\u015fimin multimedya a\u00e7\u0131klamas\u0131 ve ilgili makaleler ve web siteleri dahil olmak \u00fczere bir dizi kayna\u011fa eri\u015febildi.\n\nBuna ek olarak \u00f6\u011frenciler, bir halk sa\u011fl\u0131\u011f\u0131 hem\u015firesi, bir neonatolog ve FASD'li iki \u00e7ocu\u011fun yasal vasisi dahil olmak \u00fczere \u00e7e\u015fitli FASD uzmanlar\u0131na e-posta g\u00f6nderebilir.\n\nBu kaynaklara e-posta aray\u00fcz\u00fcn\u00fc g\u00f6sterir. Vaka uzmanlar\u0131na \u00f6\u011frencilerin tepkileri \u00e7ok olumluydu. Bir kat\u0131l\u0131mc\u0131 \u015fu yorumu yapt\u0131: \u201cYani, ger\u00e7ek deneyime sahip ger\u00e7ek bir insana sahip olmak; Bu ger\u00e7ekten iyiydi\u201d, Ann Guardian'\u0131n PBL vaka videolar\u0131ndaki karakterlerden daha samimi oldu\u011funu belirtti.\n\nCSCL ara\u015ft\u0131rmas\u0131na ili\u015fkin incelemelerini \u015fu \u015fekilde sonland\u0131r\u0131n: \"Uygulama hakk\u0131nda bilinenden daha fazla bilinmeyen var. CSCL, \u00f6n\u00fcm\u00fczdeki on y\u0131l\u0131n en \u00f6nemli ara\u015ft\u0131rma konular\u0131ndan birini olu\u015fturacak\u201d. Optimal ko\u015fullar alt\u0131nda i\u015fbirli\u011fi i\u00e7inde \u00f6\u011frenmenin, tek ba\u015f\u0131na \u00f6\u011frenmeye g\u00f6re daha iyi sonu\u00e7lara yol a\u00e7abilece\u011fine dair kan\u0131tlar\u0131m\u0131z var.\n\nAyn\u0131 \u015fekilde, i\u015f \u00fcr\u00fcnleri ve projeler, baz\u0131 ko\u015fullar alt\u0131nda i\u015fbirlik\u00e7i bir yakla\u015f\u0131mdan yararlanabilir. Bununla birlikte, bir \u00f6\u011frenci grubu i\u00e7in en uygun ko\u015fullar\u0131 olu\u015fturan \u015fey, istenen sonu\u00e7lar ve teknoloji \u00f6zellikleri muhtemelen farkl\u0131 bir grup i\u00e7in uygun olandan farkl\u0131d\u0131r.\n\n\u0130\u015fbirlik\u00e7i ortamlardan daha iyi bireysel veya grup sonu\u00e7lar\u0131 elde edilmesini sa\u011flayabilecek a\u015fa\u011f\u0131daki kolayla\u015ft\u0131r\u0131c\u0131lara i\u015faret edebiliriz:\n\nA. Ekibin her bir \u00fcyesinin sorumlulu\u011funu ve kat\u0131l\u0131m\u0131n\u0131 te\u015fvik eden grup s\u00fcre\u00e7 yap\u0131lar\u0131\nB. Uzak transfer problemlerinin \u00fc\u00e7 ila be\u015f \u00fcyeden olu\u015fan k\u00fc\u00e7\u00fck heterojen gruplara atanmas\u0131\nC. Yans\u0131tma ve ba\u011f\u0131ms\u0131z ara\u015ft\u0131rmadan yararlanan sonu\u00e7lar i\u00e7in e\u015fzamans\u0131z olanaklar\u0131n kullan\u0131m\u0131; ileti\u015fimin kayd\u0131n\u0131 tutmak, paralel girdiye izin vermek, grup anla\u015fmalar\u0131n\u0131 kodlamak ve tart\u0131\u015fmalar\u0131n daha fazla anonimli\u011fini desteklemek i\u00e7in metin veya diyagramlar gibi temsili mekanizmalar\u0131n kullan\u0131m\u0131\nD. Daha \u00f6nce tak\u0131m \u00e7al\u0131\u015fmas\u0131 deneyimi olmayan gruplar i\u00e7in tak\u0131m becerisi e\u011fitimi\nE. Daha derin i\u015flemeyi destekleyen grup \u00f6devleri ve kat\u0131l\u0131mc\u0131 rolleri\nF. Gereksiz zihinsel i\u015flemlerden ka\u00e7\u0131nmak i\u00e7in ekip s\u00fcre\u00e7lerine y\u00f6nelik a\u00e7\u0131k rehberlik ve hedefler\n\nEn \u00e7ok Okunan Ara\u015ft\u0131rma Kitaplar\u0131\ninceleme-ara\u015ft\u0131rma wow\nAra\u015ft\u0131rma \u0130nceleme Kitaplar\u0131\nAra\u015ft\u0131rma \u0130nceleme kitap \u00f6nerileri\nT\u00fcrkiye de Refah Devleti ve Siyaset\nYeni \u00c7\u0131kan Kitaplar\n\nKontrol Kimde?\n\nKontrol, \u00f6\u011frencilerin tercih ettikleri konular\u0131 ve \u00f6\u011fretim unsurlar\u0131n\u0131 se\u00e7melerine izin veren men\u00fcler ve ba\u011flant\u0131lar gibi gezinme \u00f6zellikleri taraf\u0131ndan ger\u00e7ekle\u015ftirilir. \u0130lk bask\u0131m\u0131zda, \u00f6\u011frencilerinizin \u00f6nceki bilgilerine ve e\u011fitim hedeflerinizin kritikli\u011fine ba\u011fl\u0131 olarak e\u015fzamans\u0131z e-\u00f6\u011frenmede \u00f6\u011frenci kontrol\u00fc miktar\u0131n\u0131 ayarlaman\u0131z\u0131 tavsiye ettik.\n\n\u0130lk bask\u0131m\u0131zdan bu yana \u00f6\u011frenen kontrol\u00fc konusunda nispeten az yeni ara\u015ft\u0131rma yap\u0131lm\u0131\u015ft\u0131r. G\u00fcncellememizde, \u00f6\u011fretim \u00f6\u011felerinin \u00f6\u011frenci performans\u0131na dayal\u0131 olarak dinamik olarak ki\u015fiselle\u015ftirildi\u011fi uyarlanabilir kontrol ve uyarlanabilir tavsiye tasar\u0131mlar\u0131 \u00fczerine yeni ara\u015ft\u0131rmalar\u0131 \u00f6zetliyoruz. Hem program\u0131n hem de \u00f6\u011frencinin karar verdi\u011fi \u00f6\u011frenci kontrol\u00fcne yeni bir yakla\u015f\u0131m olarak payla\u015f\u0131lan kontrol\u00fc sunuyoruz.\n\n\u00d6zetlenen b\u00f6l\u00fcmleme ilkesine dayal\u0131 olarak, e\u015fzamans\u0131z e-\u00f6\u011frenmede \u00f6\u011frencilerin h\u0131z \u00fczerinde kontrol sahibi olmas\u0131na her zaman izin vermenizi \u00f6neririz. Pacing kontrol\u00fc, kat\u0131l\u0131mc\u0131lar\u0131n kendi h\u0131zlar\u0131nda ileri veya geri ilerlemesine olanak tan\u0131r. \u00d6\u011frenci kontrol\u00fc, e\u015fzamans\u0131z e-\u00f6\u011frenme bi\u00e7imlerini e\u015f zamanl\u0131 formlardan ay\u0131ran \u00f6zelliklerden biridir.\n\nE\u015fzamanl\u0131 e-\u00f6\u011frenme e\u011fitmen liderli\u011finde oldu\u011fundan, varsay\u0131lan olarak genellikle e\u011fitmen kontrol\u00fc alt\u0131ndad\u0131r. E\u011fitmen kontroll\u00fc derslerin \u00f6\u011frencilere a\u015f\u0131r\u0131 y\u00fcklenme potansiyeli daha y\u00fcksektir. Bu nedenle, sanal s\u0131n\u0131f etkinliklerinde bili\u015fsel y\u00fck\u00fc y\u00f6neten multimedya ilkelerinin uygulanmas\u0131 \u00f6zellikle \u00f6nemlidir.\n\nBir dersin i\u00e7eri\u011fi ve h\u0131z\u0131 \u00fczerindeki kontrol, e\u015fzamans\u0131z e-\u00f6\u011frenmenin ortak bir \u00f6zelli\u011fidir. \u0130nternetin alt\u0131nda yatan \u015fema kesinlikle se\u00e7im \u00f6zg\u00fcrl\u00fc\u011f\u00fcd\u00fcr. E\u011fitimde \u00f6\u011frenci kontrol\u00fc ne kadar etkilidir? \u00d6\u011frenci kontrol\u00fc ile program kontrol\u00fc aras\u0131ndaki \u00f6d\u00fcnle\u015fimler nelerdir? Neyse ki, kararlar\u0131m\u0131za rehberlik edecek ara\u015ft\u0131rmalardan ve bili\u015fsel teoriden elde edilen kan\u0131tlara sahibiz.\n\n\u00d6\u011frenci Kontrol\u00fcne Kar\u015f\u0131 Program Kontrol\u00fc\n\nS\u0131n\u0131fta ve e\u015fzamanl\u0131 e-\u00f6\u011frenmenin aksine, e\u015fzamans\u0131z e-\u00f6\u011frenme, \u00f6\u011frencilerin istedikleri konular\u0131 se\u00e7melerine, ilerleme h\u0131zlar\u0131n\u0131 kontrol etmelerine ve \u00f6rnekler veya uygulama gibi baz\u0131 ders unsurlar\u0131n\u0131 atlay\u0131p atlamamaya karar vermelerine izin verecek \u015fekilde tasarlanabilir.\n\nBu se\u00e7enekleri sunan e-\u00d6\u011frenim programlar\u0131n\u0131n \u00f6\u011frenci kontrol\u00fcnde y\u00fcksek oldu\u011fu kabul edilir. Tersine, kurs ve ders birka\u00e7 \u00f6\u011frenci se\u00e7ene\u011fi sundu\u011funda, \u00f6\u011fretim program\u0131n kontrol\u00fc alt\u0131ndad\u0131r. E\u015fzamanl\u0131 e-\u00f6\u011frenme bi\u00e7imlerinin \u00e7o\u011fu, \u00f6\u011fretim kontrol\u00fc olarak da adland\u0131r\u0131lan program kontrol modunda \u00e7al\u0131\u015f\u0131r.\n\nE\u011fitmen liderli\u011findeki sanal s\u0131n\u0131flar tipik olarak tek bir h\u0131zda ilerler, do\u011frusal bir s\u0131ray\u0131 takip eder ve bir dizi \u00f6\u011fretim tekni\u011fi kullan\u0131r. E\u011fitmen tek bir \u00f6\u011frenme yolunu kolayla\u015ft\u0131r\u0131r. \u00d6te yandan, e\u015fzamans\u0131z e-\u00f6\u011frenme \u00e7ok veya az say\u0131da se\u00e7enek sunabilir ve bu nedenle \u00f6\u011frenen kontroll\u00fc veya program kontroll\u00fc olarak tasarlanabilir.\n\nKontrol Se\u00e7enekleri\n\n\"\u00d6\u011frenen kontrol\u00fc\" terimi genellikle jenerik olarak kullan\u0131lsa da, ger\u00e7ek kontrol t\u00fcr\u00fc de\u011fi\u015fir. Bu nedenle, \u201c\u00f6\u011frenci kontrol\u00fcnde y\u00fcksek\u201d olarak g\u00f6sterilen iki ders asl\u0131nda olduk\u00e7a farkl\u0131 \u00f6\u011frenci kontrol\u00fc se\u00e7enekleri sunabilir.\n\nGenel olarak, kontrol se\u00e7enekleri \u00fc\u00e7 alana ayr\u0131l\u0131r:\n\n1. \u0130\u00e7erik S\u0131ralamas\u0131. \u00d6\u011frenciler bir ders i\u00e7indeki derslerin, konular\u0131n ve ekranlar\u0131n s\u0131ras\u0131n\u0131 kontrol edebilir. Tasar\u0131m gibi pek \u00e7ok e-kurs, \u00f6\u011frencilerin konular\u0131 istedikleri s\u0131rayla se\u00e7tikleri bir kurs men\u00fcs\u00fc arac\u0131l\u0131\u011f\u0131yla i\u00e7erik kontrol\u00fcne izin verir. Ayn\u0131 \u015fekilde, derslere yerle\u015ftirilen ba\u011flant\u0131lar, kursta ek sayfalara veya ilgili bilgileri i\u00e7eren alternatif web sitelerine y\u00f6nlendirebilir.\n\n2. \u0130lerleme h\u0131z\u0131. \u00d6\u011frenciler, her ders sayfas\u0131nda harcanan zaman\u0131 kontrol edebilir. K\u0131sa video veya ses dizileri d\u0131\u015f\u0131nda, hemen hemen t\u00fcm e\u015fzamans\u0131z e-\u00f6\u011frenmede benimsenen bir standart, \u00f6\u011frencilerin herhangi bir ekranda istedikleri kadar \u00e7ok veya az zaman harcayarak, e\u011fitim boyunca kendi h\u0131zlar\u0131nda ilerlemelerine olanak tan\u0131r. Ayn\u0131 \u015fekilde, her ekranda geri gitme veya \u00e7\u0131kma se\u00e7enekleri sunulur.\n\nH\u0131z denetiminin daha kapsaml\u0131 bir bi\u00e7imi, \u00f6\u011frencilerin i\u00e7erikte hareket etmek i\u00e7in kayd\u0131r\u0131c\u0131 \u00e7ubuklar\u0131 veya makaralar\u0131 kullanmas\u0131na olanak tan\u0131r veya h\u0131zl\u0131 ileri sarma, geri sarma, duraklatma ve oynatma d\u00fc\u011fmelerini i\u00e7erir.\n\n3. \u00d6\u011frenme Deste\u011fine Eri\u015fim. \u00d6\u011frenciler, \u00f6rnekler veya uygulama al\u0131\u015ft\u0131rmalar\u0131 gibi derslerin \u00f6\u011fretimsel bile\u015fenlerini kontrol edebilir. Belirli bir ders i\u00e7inde gezinme d\u00fc\u011fmeleri, ba\u011flant\u0131lar veya sekmeler, kurs hedeflerine, tan\u0131mlara, ek referanslara, ko\u00e7lara, \u00f6rneklere, yard\u0131m sistemlerine veya al\u0131\u015ft\u0131rma al\u0131\u015ft\u0131rmalar\u0131na g\u00f6t\u00fcr\u00fcr. Buna kar\u015f\u0131l\u0131k, program kontroll\u00fc bir ders, \u00f6\u011frenciler ileri d\u00fc\u011fmesini t\u0131klad\u0131\u011f\u0131nda bu \u00f6\u011fretim bile\u015fenlerinin \u00e7o\u011funu varsay\u0131lan olarak sa\u011flar."},"primaryImageOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage"},"datePublished":"2023-05-11T16:07:40+03:00","dateModified":"2023-05-11T16:07:40+03:00"},{"@type":"WebSite","@id":"https:\/\/legendhomework.com\/tr\/#website","url":"https:\/\/legendhomework.com\/tr\/","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","inLanguage":"tr-TR","publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"}}]},"og:locale":"tr_TR","og:site_name":"Makale Yapt\u0131rma - LH - 0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","og:type":"article","og:title":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","og:description":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc Video verisinden nesneleri almak i\u00e7in bir yakla\u015f\u0131m, video verisinin i\u00e7sel \u00f6zelliklerine, yani videoda g\u00f6r\u00fcnen nesnelerin hareketine ba\u011fl\u0131d\u0131r. Yazarlar, VideoQ adl\u0131 otomatik i\u00e7erik tabanl\u0131 bir video arama sistemi geli\u015ftirdiler. Bu sistem, bir kullan\u0131c\u0131n\u0131n nesneleri almak i\u00e7in y\u00f6r\u00fcngeyi, s\u00fcreyi, \u00f6l\u00e7eklendirmeyi, rengi, \u015fekli ve dokuyu belirlemesine izin verir. \u00d6nerilen ba\u015fka bir sistem, video verilerinde g\u00f6zlemlenen","og:url":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","og:image":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","og:image:secure_url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","og:image:width":304,"og:image:height":166,"article:published_time":"2023-05-11T13:07:40+00:00","article:modified_time":"2023-05-11T13:07:40+00:00","twitter:card":"summary_large_image","twitter:title":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","twitter:description":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc Video verisinden nesneleri almak i\u00e7in bir yakla\u015f\u0131m, video verisinin i\u00e7sel \u00f6zelliklerine, yani videoda g\u00f6r\u00fcnen nesnelerin hareketine ba\u011fl\u0131d\u0131r. Yazarlar, VideoQ adl\u0131 otomatik i\u00e7erik tabanl\u0131 bir video arama sistemi geli\u015ftirdiler. Bu sistem, bir kullan\u0131c\u0131n\u0131n nesneleri almak i\u00e7in y\u00f6r\u00fcngeyi, s\u00fcreyi, \u00f6l\u00e7eklendirmeyi, rengi, \u015fekli ve dokuyu belirlemesine izin verir. \u00d6nerilen ba\u015fka bir sistem, video verilerinde g\u00f6zlemlenen","twitter:image":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg"},"aioseo_meta_data":{"post_id":"1265","title":null,"description":null,"keywords":null,"keyphrases":null,"primary_term":null,"canonical_url":null,"og_title":null,"og_description":null,"og_object_type":"default","og_image_type":"default","og_image_url":null,"og_image_width":null,"og_image_height":null,"og_image_custom_url":null,"og_image_custom_fields":null,"og_video":null,"og_custom_url":null,"og_article_section":null,"og_article_tags":null,"twitter_use_og":false,"twitter_card":"default","twitter_image_type":"default","twitter_image_url":null,"twitter_image_custom_url":null,"twitter_image_custom_fields":null,"twitter_title":null,"twitter_description":null,"schema":{"blockGraphs":[],"customGraphs":[],"default":{"data":{"Article":[],"Course":[],"Dataset":[],"FAQPage":[],"Movie":[],"Person":[],"Product":[],"ProductReview":[],"Car":[],"Recipe":[],"Service":[],"SoftwareApplication":[],"WebPage":[]},"graphName":"","isEnabled":true},"graphs":[]},"schema_type":"default","schema_type_options":null,"pillar_content":false,"robots_default":true,"robots_noindex":false,"robots_noarchive":false,"robots_nosnippet":false,"robots_nofollow":false,"robots_noimageindex":false,"robots_noodp":false,"robots_notranslate":false,"robots_max_snippet":null,"robots_max_videopreview":null,"robots_max_imagepreview":"large","priority":null,"frequency":null,"local_seo":null,"seo_analyzer_scan_date":"2026-02-09 09:44:37","breadcrumb_settings":null,"limit_modified_date":false,"reviewed_by":null,"open_ai":null,"ai":null,"created":"2024-11-01 17:46:22","updated":"2026-02-25 04:13:27"},"aioseo_breadcrumb":"<div class=\"aioseo-breadcrumbs\"><span class=\"aioseo-breadcrumb\">\n\t<a href=\"https:\/\/legendhomework.com\/tr\" title=\"Ev\">Ev<\/a>\n<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t<a href=\"https:\/\/legendhomework.com\/tr\/category\/semantik-bilgi-nedir\/\" title=\"Semantik bilgi Nedir\">Semantik bilgi Nedir<\/a>\n<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\tSEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri\n<\/span><\/div>","aioseo_breadcrumb_json":[{"label":"Ev","link":"https:\/\/legendhomework.com\/tr"},{"label":"Semantik bilgi Nedir","link":"https:\/\/legendhomework.com\/tr\/category\/semantik-bilgi-nedir\/"},{"label":"SEMANT\u0130K B\u0130LG\u0130 G\u00d6R\u00dcN\u00dcM\u00dc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","link":"https:\/\/legendhomework.com\/tr\/semantik-bilgi-gorunumu-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/"}],"_links":{"self":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/1265","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/comments?post=1265"}],"version-history":[{"count":1,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/1265\/revisions"}],"predecessor-version":[{"id":1266,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/1265\/revisions\/1266"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/media\/403"}],"wp:attachment":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/media?parent=1265"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/categories?post=1265"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/tags?post=1265"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}