| Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
|---|---|---|---|---|---|
| ILT354 | MULTIMEDIA IV | 6 | 4 | 2 | 8 |
GENERAL INFORMATION |
|
|---|---|
| Language of Instruction : | Turkish |
| Level of the Course Unit : | , TYY: + , EQF-LLL: , QF-EHEA: |
| Type of the Course : | Compulsory |
| Mode of Delivery of the Course Unit | - |
| Coordinator of the Course Unit | |
| Instructor(s) of the Course Unit | |
| Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
|
|---|---|
| Objectives of the Course Unit: | This course aims to provide the student who has reached a certain level of aesthetic sensitivity to create projects presenting design solutions with advance level multimedia use with know-how. |
| Contents of the Course Unit: | Contents of the course include the learning and applications of Adobe Photoshop, Illustrator, AfterEffects and Animate for the production of advanced multimedia works with the basic principles of multimedia and visual design. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
|---|
| Develop skills on advanced concepts of multimedia. |
| Memorize, interpret and produce ideas about the messages to be given. |
| Calculate giving the message to the target audience through multimedia works according to advance multimedia principles correctly. |
| State a principle of Multimedia Design in multiple media that are written and visual |
| Give an example of various design elements and principles. |
| Analyze the use of written communication and visual design, animation techniques, voice communication, sound. |
| Compute Adobe Photoshop, Illustrator, AfterEffects and Animate programs at advanced level. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
|||
|---|---|---|---|
| Week | Preparatory | Topics(Subjects) | Method |
| 1 | Green, Timothy D. ve Abbie Brown. (2002). Multimedia Projects in the Classroom: A Guide to Development and Evaluation (1st Edition). USA: Corwin. Read chapter 1. | Introduction to course and meeting | Discussion |
| 2 | Green, Timothy D. ve Abbie Brown. (2002). Multimedia Projects in the Classroom: A Guide to Development and Evaluation (1st Edition). USA: Corwin. Read chapter 2. | Pilot Project: 1st Stage | Individual Study |
| 3 | Green, Timothy D. ve Abbie Brown. (2002). Multimedia Projects in the Classroom: A Guide to Development and Evaluation (1st Edition). USA: Corwin. Read chapter 3. | Pilot Project: 2nd Stage | Individual Study |
| 4 | Green, Timothy D. ve Abbie Brown. (2002). Multimedia Projects in the Classroom: A Guide to Development and Evaluation (1st Edition). USA: Corwin. Read chapter 4. | Pilot Project: Continuing tothe 2nd Stage | Individual Study |
| 5 | Green, Timothy D. ve Abbie Brown. (2002). Multimedia Projects in the Classroom: A Guide to Development and Evaluation (1st Edition). USA: Corwin. Read chapter 5. | Pilot Project: 3rd Stage | Individual Study |
| 6 | - | Pilot Project: Continuation | Individual Study |
| 7 | Karen S. Ivers ve Ann E. Barron. (2010). Multimedia Projects in Education: Designing, Porducing, Assessing, 4th Edition. USA: Libraries Unlimited. Read chapter 4-5. | Pilot Project: Continuation | Individual Study |
| 8 | - | MID-TERM EXAM | - |
| 9 | - | Writing a Project Proposal | Individual Study |
| 10 | Karen S. Ivers ve Ann E. Barron. (2010). Multimedia Projects in Education: Designing, Porducing, Assessing, 4th Edition. USA: Libraries Unlimited. Read chapter 8. | Introduction to Proposed Project | Individual Study |
| 11 | Karen S. Ivers ve Ann E. Barron. (2010). Multimedia Projects in Education: Designing, Porducing, Assessing, 4th Edition. USA: Libraries Unlimited. Read chapter 9. | Proposed Project: Planning | Individual Study |
| 12 | Karen S. Ivers ve Ann E. Barron. (2010). Multimedia Projects in Education: Designing, Porducing, Assessing, 4th Edition. USA: Libraries Unlimited. Read chapter 10. | Proposed Project: Production | Individual Study |
| 13 | Karen S. Ivers ve Ann E. Barron. (2010). Multimedia Projects in Education: Designing, Porducing, Assessing, 4th Edition. USA: Libraries Unlimited. Read chapter 11. | Proposed Project: Continuing to Production | Individual Study |
| 14 | - | Proposed Project: Production | Individual Study |
| 15 | - | Proposed Project: Production | Individual Study |
| 16 | - | FINAL EXAM | - |
| 17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
|---|
| Karen S. Ivers ve Ann E. Barron. (2010). Multimedia Projects in Education: Designing, Producing, Assessing, 4th Edition. USA: Libraries Unlimited. |
| Green, Timothy D. ve Abbie Brown. (2002). Multimedia Projects in the Classroom: A Guide to Development and Evaluation (1st Edition). USA: Corwin. |
ASSESSMENT |
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|---|---|---|---|
| Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
| Level of Contribution | |||||
|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
|||||||
|---|---|---|---|---|---|---|---|
Theoretical |
|||||||
| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
The students will be able to explain him/herself in verbally and orally in Turkish and at least in one foreign language in order to be able to work together with the professional persons and institutions.
|
3 | |||||
KNOWLEDGE |
|||||||
|---|---|---|---|---|---|---|---|
Factual |
|||||||
| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
The students will be able to define the basic concepts in the field of communication and design
|
4 | |||||
SKILLS |
|||||||
|---|---|---|---|---|---|---|---|
Cognitive |
|||||||
| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
The students will be able to create designs by processing technical information in the field of Communication and Digital Visual Design.
|
5 | |||||
SKILLS |
|||||||
|---|---|---|---|---|---|---|---|
Practical |
|||||||
| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
The students will be able to make applications in the field of Digital Design and Multimedia.
|
5 | |||||
| 2 |
The students will be able to use the softwares required for each stage of the post-production process in a communication facility.
|
5 | |||||
OCCUPATIONAL |
|||||||
|---|---|---|---|---|---|---|---|
Autonomy & Responsibility |
|||||||
| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
The students will be able to solve communication, design and artistic problems individually and as well as a member of a team in the field of digital media design.
|
5 | |||||
OCCUPATIONAL |
|||||||
|---|---|---|---|---|---|---|---|
Learning to Learn |
|||||||
| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
The students will be able to interpret communication, social and design concepts used in the discipline of Communication Design.
|
4 | |||||
OCCUPATIONAL |
|||||||
|---|---|---|---|---|---|---|---|
Communication & Social |
|||||||
| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
The students will be able to do literature review in the field.
He/she follows the artistic agenda of the day.
He/she produces written and oral works based on the oral and written communication agenda of the day.
|
4 | |||||
| 2 |
The students will be able to develop projects within an interdisciplinary perspective, conscious of being a communicator and designer.
|
5 | |||||
OCCUPATIONAL |
|||||||
|---|---|---|---|---|---|---|---|
Occupational and/or Vocational |
|||||||
| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
The students will be able to formulate various analytical visual communication strategies using the knowledge of communication and design science in the construction and implementation of sustainable design principles.
|
5 | |||||
| 2 |
The students will be able to create designs using advanced computer softwares and information-communication technologies that are required by the discipline of Communication Design .
|
5 | |||||
| 3 |
The students will be able to develop campaigns aimed at solving political and social visual communication problems by taking advantage of the historical and theoretical knowledge of the discipline of Communication Design.
|
4 | |||||
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
|||
|---|---|---|---|
Workload for Learning & Teaching Activities |
|||
| Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
| Lecture & In-Class Activities | 14 | 4 | 56 |
| Preliminary & Further Study | 0 | 0 | 0 |
| Land Surveying | 0 | 0 | 0 |
| Group Work | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Reading | 0 | 0 | 0 |
| Assignment (Homework) | 3 | 13 | 39 |
| Project Work | 1 | 50 | 50 |
| Seminar | 0 | 0 | 0 |
| Internship | 0 | 0 | 0 |
| Technical Visit | 0 | 0 | 0 |
| Web Based Learning | 0 | 0 | 0 |
| Implementation/Application/Practice | 0 | 0 | 0 |
| Practice at a workplace | 0 | 0 | 0 |
| Occupational Activity | 0 | 0 | 0 |
| Social Activity | 0 | 0 | 0 |
| Thesis Work | 0 | 0 | 0 |
| Field Study | 0 | 0 | 0 |
| Report Writing | 0 | 0 | 0 |
| Final Exam | 1 | 50 | 50 |
| Preparation for the Final Exam | 0 | 0 | 0 |
| Mid-Term Exam | 1 | 15 | 15 |
| Preparation for the Mid-Term Exam | 0 | 0 | 0 |
| Short Exam | 0 | 0 | 0 |
| Preparation for the Short Exam | 0 | 0 | 0 |
| TOTAL | 20 | 0 | 210 |
| Total Workload of the Course Unit | 210 | ||
| Workload (h) / 25.5 | 8,2 | ||
| ECTS Credits allocated for the Course Unit | 8,0 |