Digital Game Design (English) Preview
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code:

DIL614

Course Name:

Russian 4

Semester:

Spring

Course Credits:

ECTS

Language of instruction:

English

Course Condition:

DIL613 - Russian 3

Does the Course Require Work Experience?:

Type of course:

University Elective

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator:

Öğr. Gör. MERVE KESKİN

Course Lecturer(s):

Öğr. Gör. ASSEM AMIRZHANOVA

Course Assistants:

Course Objective and Content

Course Objectives:	It is aimed to -Teach intermediate level of Russian speaking, writing, reading and listening skills -Teach some complex grammatical rules of Russian and establish unified sentences -Improve the susceptibility to conversation and to have knowledge about Russian culture. -Make the students read intermediate level Russian literature without difficulty.
Course Content:	Mainly reading and listening activities are done by focusing on intermediate vocabulary items and grammar structures in Russian. In addition to the daily speech patterns, activities that help the students to understand the written and oral input in Russian are used and practiced as group or pair activities in the classroom.

Learning Outcomes

The students who have succeeded in this course;
1) The student is able to read both abstract and factual texts and understand the main ideas.
2) The student is able to communicate with a native Russian speaker without much difficulty.
3) Stusent is able to participate in dialogues in a significantly wide range of everyday situations, initiate, maintain and end a dialogue; speak on different topics formulate an own statement.
4) Although there may be some difficulty with some complex forms and words, the student is able to read with a comprehensive vocabulary knowledge.

Course Flow Plan

Week	Subject	Related Preparation
1)	Advicing our classmates about the best way to learn Russian, recommendations
2)	Looking for a housemate to share a house and designing a house describing a house, location of objects
3)	Describing our classmates, relationships between people, resemblences between people
4)	Formal language, invitations, presentations, asking for favors
5)	Plan a day in a Russian city, activities, schedule
6)	Preparing a buffet for a party, likes and dislikes
7)	listing the most interesting things to do in a place, experiences
8)	Midterm
9)	finding solutions, giving advice, feelings
10)	Talking about the most interesting time in our history, circumstances in the past, actions in the past and present
11)	Talking about personal anecdotes, talking about the past
12)	Designing an advertising campaign, giving instructions
13)	Imagining what we will be in the future, talking about future actions
14)	Semester Revision
15)	Final Exam
16)	Final Exam

Sources

Course Notes / Textbooks:	Way to Russia 2
References:	Ek alıştırmalar ve dersin öğretim görevlisi tarafından geliştirilmiş çeşitli oyunlar ve etkinlikler. Teacher created upplementary worksheets, classroom activities and games

Course - Program Learning Outcome Relationship

Course Learning Outcomes	1	2	3	4
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.

Course - Learning Outcome Relationship

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.

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Attendance	1	% 10
Homework Assignments	10	% 10
Midterms	1	% 35
Final	1	% 45
total		% 100
PERCENTAGE OF SEMESTER WORK		% 55
PERCENTAGE OF FINAL WORK		% 45
total		% 100

Workload and ECTS Credit Calculation

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