| Visual Communication Design | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | UNI366 | ||||
| Course Name: | Fundamentals of Project Planning | ||||
| Semester: | Fall | ||||
| 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. AYSELİN YILDIZ | ||||
| Course Lecturer(s): |
Prof. Dr. AYSELİN YILDIZ |
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| Course Assistants: |
| Course Objectives: | The aim of this course is to provide students with the knowledge about national and international grant programs in the field of education and research and to enable students to prepare projects for these grant programs. |
| Course Content: | This course covers the basic principles, processes and methods of project design and planning, as well as the basics of project budgeting. The entire content of the course was prepared within the scope of the project "EU Grants and Project Management", which was coordinated by the lecturer and awarded as the EU Jean Monnet Module (2014-2017). |
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The students who have succeeded in this course;
1) Identify grant opportunities in the field of education and research. 2) Follow calls for grant proposals from the accurate sources. 3) Identify and design the basic stages of project planning processes. 4) Use the guidelines and annexes of the call for grants correctly when preparing a project. 5) Analyze problems, objectives, stakeholders and strategies. 6) Prepare the project activity planning. 7) Prepare a project budget in accordance with the project idea. |
| Week | Subject | Related Preparation |
| 1) | Overview: The logic of grant programmes | |
| 2) | Grant opportunities, programmes for youth | |
| 3) | Practice: Examining application forms, annexes and call for proposals | |
| 4) | Key principles of project planning stages | |
| 5) | Problem analysis and writing SMART project aim | |
| 6) | Objective, strategy and stakeholder analysis | |
| 7) | Midterm Exam | |
| 8) | Determining the project teams and project topics | |
| 9) | Teamwork: Preparing Problem Analysis Tree | |
| 10) | Teamwork: Determing the project aim, strategy analysis and stakeholder analysis | |
| 11) | Teamwork: Activity planning, preparing work packages | |
| 12) | Teamwork: Work packages of preparation, implementation, dissemination | |
| 13) | Activity planning: Work packages of monitoring and evaluation, sustainability | |
| 14) | Preparing project budget | |
| 15) | Submission of the final project as project teams |
| Course Notes / Textbooks: | Öğretim üyesinin hazırladığı ders notları Ayselin Yıldız. (2016). “Activity Planning, Resource Planning and Budget” in Toker,H., İnceoğlu, Ç.,Yıldız, A.,Ozerim, G. Koçtaş, Ö., Project Culture, E-Book Yasar University https://www.researchgate.net/publication/295549279_Activity_Planning_Resource_Planning_and_Budget Erasmus+Programı Rehberi (2021-2027) Lecture notes, presentations Ayselin Yıldız. (2016). “Activity Planning, Resource Planning and Budget” in Toker,H., İnceoğlu, Ç.,Yıldız, A.,Ozerim, G. Koçtaş, Ö., Project Culture, E-Book Yasar University https://www.researchgate.net/publication/295549279_Activity_Planning_Resource_Planning_and_Budget Guide of Erasmus+ Program (2021-2027) |
| References: | European Commission, (2004), Project Cycle Management Guidelines, Vol. 1, EuropeAid Cooperation Office, Brussels T.C. Dış İşleri Bakanlığı AB Başkanlığı Çevrimiçi Eğitim Modülleri http://www.ab.gov.tr/online_egitim/ • European Commission, (2004), Project Cycle Management Guidelines, Vol. 1, EuropeAid Cooperation Office, Brussels • T.C. Dış İşleri Bakanlığı AB Başkanlığı Çevrimiçi Eğitim Modülleri (Turkish) http://www.ab.gov.tr/online_egitim/ |
| Course Learning Outcomes | 1 |
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| Program Outcomes | |||||||||||||
| 1) To understand the structure and dynamics of a design team and to continue the production processes in a flow with team members from different disciplines. | |||||||||||||
| 1) To have the necessary knowledge and skills about computer technologies required to produce designs. | |||||||||||||
| 1) To be able to manage the design, development and presentation processes by applying the right theoretical steps and to be involved in the production process from start to finish. | |||||||||||||
| 1) To be able to criticize and evaluate different problems through these concepts by mastering the design processes. | |||||||||||||
| 1) To understand the conceptual importance of Visual Communication Design and to gain the ability to develop user-centered experience-oriented designs. | |||||||||||||
| 2) To be able to create balanced interactive narratives with communication and design processes by understanding the ways in which visual designs convey ideas, messages and emotions in experience. | |||||||||||||
| 2) To be able to analyze, evaluate and interpret the situations and facts about design issues by using different disciplines. | |||||||||||||
| 3) To be able to develop professional projects by producing components for different media, to evaluate these components consistently in the context of the designs developed. | |||||||||||||
| 3) To be able to analyze and use design-oriented thinking processes for visual communication products. | |||||||||||||
| 4) To have the necessary computer technologies and software knowledge to develop design in line with the needs of the sector, to be able to use computer-aided design applications to reflect their creative ideas. | |||||||||||||
| 4) To be able to use these designs effectively in the context of theme, subject and target audience by applying effective visual and audio solutions for communication design products. | |||||||||||||
| 5) Mastering contemporary design methodology; To produce designs that appeal to the audience by prioritizing the target audience of the designs. | |||||||||||||
| 6) To understand the experience of the users and the target audience, to understand the measurement methods and to benefit from these concepts in the design process. | |||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To understand the structure and dynamics of a design team and to continue the production processes in a flow with team members from different disciplines. | |
| 1) | To have the necessary knowledge and skills about computer technologies required to produce designs. | |
| 1) | To be able to manage the design, development and presentation processes by applying the right theoretical steps and to be involved in the production process from start to finish. | |
| 1) | To be able to criticize and evaluate different problems through these concepts by mastering the design processes. | |
| 1) | To understand the conceptual importance of Visual Communication Design and to gain the ability to develop user-centered experience-oriented designs. | |
| 2) | To be able to create balanced interactive narratives with communication and design processes by understanding the ways in which visual designs convey ideas, messages and emotions in experience. | |
| 2) | To be able to analyze, evaluate and interpret the situations and facts about design issues by using different disciplines. | |
| 3) | To be able to develop professional projects by producing components for different media, to evaluate these components consistently in the context of the designs developed. | |
| 3) | To be able to analyze and use design-oriented thinking processes for visual communication products. | |
| 4) | To have the necessary computer technologies and software knowledge to develop design in line with the needs of the sector, to be able to use computer-aided design applications to reflect their creative ideas. | |
| 4) | To be able to use these designs effectively in the context of theme, subject and target audience by applying effective visual and audio solutions for communication design products. | |
| 5) | Mastering contemporary design methodology; To produce designs that appeal to the audience by prioritizing the target audience of the designs. | |
| 6) | To understand the experience of the users and the target audience, to understand the measurement methods and to benefit from these concepts in the design process. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 28 | 0 | 0 | ||||
| Application | 20 | 0 | 0 | ||||
| Study Hours Out of Class | 28 | 0 | 0 | ||||
| Project | 50 | 0 | 0 | ||||
| Midterms | 10 | 0 | 0 | ||||
| Total Workload | 0 | ||||||