Digital Game Design (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | DIL514 | ||||
Course Name: | English for Specific Purposes 4 | ||||
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: | Face to face | ||||
Course Coordinator: | Eğitim Danışmanı GÜLŞAH ERDAŞ | ||||
Course Lecturer(s): |
Öğr. Gör. CEM ŞENCAN |
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Course Assistants: |
Course Objectives: | It is aimed to develop professional language skills at the upper level by using original professional materials prepared by our lecturers for the academic programs that the students continue. In this course, the concept of ethics, the ethical debates in the future fields of study, the latest technological developments in the field and the effects of these developments are emphasized. |
Course Content: | Advanced knowledge and terminology related to the department, activities for the four basic skills of students, reading, writing, listening and speaking. |
The students who have succeeded in this course;
1) Students can easily understand everything they hear or read. 2) Students can summarize and synthesize the knowledge they have acquired from different written or oral sources and present a discussion on these sources with a fluent and natural expression. 3) Students can express themselves fully by using a fluent, natural and understandable language. 4) Students can benefit from subtle differences while expressing themselves in complex situations. 5) Students can write fluent and complex reports, articles or compositions that describe a problem or event, or include a critical assessment of literary works. |
Week | Subject | Related Preparation |
1) | Recognition of the profession. | Authentic and original materials prepared by our lecturers. |
2) | Recognition of the profession. | Authentic and original materials prepared by our lecturers. |
3) | Basic terms in the profession. | Authentic and original materials prepared by our lecturers. |
4) | Basic terms in the profession. | Authentic and original materials prepared by our lecturers. |
5) | Occupational areas and working conditions. | Authentic and original materials prepared by our lecturers. |
6) | Occupational areas and working conditions. | Authentic and original materials prepared by our lecturers. |
7) | Tools and equipment used in the profession. | Authentic and original materials prepared by our lecturers. |
8) | Midterm Week | |
9) | Theories and methods prevailing in the field and profession. | Authentic and original materials prepared by our lecturers. |
10) | The theories and methods that prevail in the field and profession. | Authentic and original materials prepared by our lecturers. |
11) | Scientific ethics. | Authentic and original materials prepared by our lecturers. |
12) | Scientific ethics. | Authentic and original materials prepared by our lecturers. |
13) | Current developments in the field and studies. | Authentic and original materials prepared by our lecturers. |
14) | Current developments in the field and studies. | Authentic and original materials prepared by our lecturers. |
15) | Final Week | |
16) | Final Week |
Course Notes / Textbooks: | Her bölüm için bir öğretim görevlimiz tarafından hazırlanan orijinal ve otantik materyaller. |
References: | Original and authentic materials prepared by a faculty member for each department. |
Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
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Program Outcomes | ||||||||
1) Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself. | ||||||||
2) Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches. | ||||||||
3) Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats. | ||||||||
4) Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism. | ||||||||
5) Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities. | ||||||||
6) Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise. | ||||||||
7) Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn. | ||||||||
8) Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes. |
No Effect | 1 Lowest | 2 Average | 3 Highest |
Program Outcomes | Level of Contribution | |
1) | Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself. | |
2) | Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches. | |
3) | Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats. | |
4) | Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism. | |
5) | Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities. | |
6) | Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise. | |
7) | Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn. | |
8) | Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes. |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 10 | % 10 |
Presentation | 1 | % 10 |
Midterms | 1 | % 35 |
Final | 1 | % 45 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 55 | |
PERCENTAGE OF FINAL WORK | % 45 | |
total | % 100 |
Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
Course Hours | 14 | 0 | 4 | 56 | |||
Homework Assignments | 10 | 0 | 7 | 70 | |||
Midterms | 1 | 0 | 1 | 1 | |||
Final | 1 | 0 | 1 | 1 | |||
Total Workload | 128 |