| Radio, Television and Cinema (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI309 | ||||
| Course Name: | Introduction to Metaverse | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Prof. Dr. HATİCE ÖZ PEKTAŞ | ||||
| Course Lecturer(s): | Michael Barngrover | ||||
| Course Assistants: |
| Course Objectives: | The main objective of the course is to develop within students an understanding of the core components of the metaverse and an awareness of its potential impacts on society. By the end of the class, students will possess developed ethical positions on many of the important metaverse topics. |
| Course Content: | The course introduces fundamental elements that form the foundation of various conceptualizations of “The Metaverse”. Topics to be presented and discussed include shared spatialization, digital mediation of reality, socialization, and assigning value to digital objects. The course will devote significant time to discussions of ethics and the impacts that digitization will have on non-digital aspects of society. Students will be required to research and write several essays throughout the course and design a metaverse scenario as a final group project. Online class sessions will frequently take place inside of 2D and 3D “metaverse platforms”. Students will be expected to know how to use their keyboard and mouse/touchpad to navigate these spaces and to use their microphone effectively. This is not a course focused on cryptographic topics. Blockchains, cryptocurrencies, and NFTs will not be the focus of the course, although these subjects will be included in discussions of metaverse economics and concepts of ownership. |
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The students who have succeeded in this course;
1) Understand the concept and components of the Metaverse. 2) Understand the role and impact of avatars in the Metaverse learning environment. 3) Explore tools and modalities for synchronous learning in the Metaverse. 4) Address accessibility and equity considerations in designing inclusive Metaverse learning experiences 5) analyze the impact of diverse perspectives and cultures on Metaverse learning. |
| Week | Subject | Related Preparation |
| 1) | he concept and the evolving dynamics of Metaverse | |
| 2) | origins of metaverse and its impact on various industries | |
| 3) | understanding the Metaverse's interactive digital environments, virtual reality (VR), augmented reality (AR), and mixed reality (MR) | |
| 4) | understanding the Metaverse's interactive digital environments, virtual reality (VR), augmented reality (AR), and mixed reality (MR)_2 | |
| 5) | ethical, legal, and privacy considerations related to Metaverse | |
| 6) | leveraging Metaverse for business growth, virtual reality, gaming and social interactions_1 | |
| 7) | leveraging Metaverse for business growth, virtual reality, gaming and social interactions_2 | |
| 8) | midterm week | |
| 9) | 3D modeling, programming, blockchain understanding, virtual reality integration, and AR development | |
| 10) | concepts of dataspace management, virtual economies, digital asset creation, and setting up interactive experiences | |
| 11) | future possibilities and innovations in the Metaverse ecosystem | |
| 12) | Student presentations | |
| 13) | Student presentations | |
| 14) | Student presentations | |
| 15) | final week | |
| 16) | final week |
| Course Notes / Textbooks: | Readings to be assigned and provided in class Access to VR headsets and library of VR experiences Computers capable of opening webVR sites |
| References: | Readings to be assigned and provided in class Access to VR headsets and library of VR experiences Computers capable of opening webVR sites |
| Course Learning Outcomes | 1 |
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| Program Outcomes | ||||||||||||||
| 1) By providing both theoretical and practical education, it prepares students for academic and business life. | ||||||||||||||
| 2) It provides a critical perspective on mass media. | ||||||||||||||
| 3) With the English curriculum, it allows students to follow the international market and academic studies from original sources. | ||||||||||||||
| 4) Students will be an expert in front of the camera, behind-the-scenes, news center, light, sound, editing, directing, cinematography, screenwriting. | ||||||||||||||
| 5) Thanks to the media professionals, the students will be ready for the sector. | ||||||||||||||
| 6) Acquires production skills such as short and medium films, screenplays, documentaries and TV programs. | ||||||||||||||
| 7) Have the basic knowledge and experience of image technologies. | ||||||||||||||
| 8) Thanks to sectoral cooperation, professional business life will be started. | ||||||||||||||
| 9) Through an applied curriculum, students gain an interdisciplinary perspective on different media studies. | ||||||||||||||
| 10) With the technical training to be taken in studio environment, students gain experience in the sector. | ||||||||||||||
| 11) They will have skills such as negotiating with the group, taking initiative. | ||||||||||||||
| 12) Acquire basic values related to media and business ethics. | ||||||||||||||
| 13) Follow the developments in the field and communicate with colleagues by using a foreign language at least at the level of European Language Portfolio B1. | ||||||||||||||
| 14) Students use information and communication technologies together with computer software at the advanced level of European Computer Driving License required by the field. | ||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | By providing both theoretical and practical education, it prepares students for academic and business life. | |
| 2) | It provides a critical perspective on mass media. | |
| 3) | With the English curriculum, it allows students to follow the international market and academic studies from original sources. | |
| 4) | Students will be an expert in front of the camera, behind-the-scenes, news center, light, sound, editing, directing, cinematography, screenwriting. | |
| 5) | Thanks to the media professionals, the students will be ready for the sector. | |
| 6) | Acquires production skills such as short and medium films, screenplays, documentaries and TV programs. | |
| 7) | Have the basic knowledge and experience of image technologies. | |
| 8) | Thanks to sectoral cooperation, professional business life will be started. | |
| 9) | Through an applied curriculum, students gain an interdisciplinary perspective on different media studies. | |
| 10) | With the technical training to be taken in studio environment, students gain experience in the sector. | |
| 11) | They will have skills such as negotiating with the group, taking initiative. | |
| 12) | Acquire basic values related to media and business ethics. | |
| 13) | Follow the developments in the field and communicate with colleagues by using a foreign language at least at the level of European Language Portfolio B1. | |
| 14) | Students use information and communication technologies together with computer software at the advanced level of European Computer Driving License required by the field. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Project | 1 | % 40 |
| Midterms | 1 | % 30 |
| Final | 1 | % 30 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 14 | 14 |
| Project | 5 | 21 |
| Midterms | 3 | 21 |
| Final | 3 | 21 |
| Total Workload | 119 | |