Digital Game Design (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | DIL616 | ||||
Course Name: | Russian 6 | ||||
Semester: | Spring | ||||
Course Credits: |
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Language of instruction: | English | ||||
Course Condition: |
DIL615 - Russian 5 |
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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: | Öğr. Gör. MERVE KESKİN | ||||
Course Lecturer(s): |
Öğr. Gör. ASSEM AMIRZHANOVA |
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Course Assistants: |
Course Objectives: | It is aimed to teach -advanced level of Russian speaking, writing, reading and listening skills. -how to understand every written or oral input clearly -how to summarize information from different written or oral sources fluently - how to express oneself fluently and clearly, without any help -how to understand and make use of nuances - how to write critical essays and detailed reports |
Course Content: | Reading, writing, speaking and listening activities are done by focusing on advanced vocabulary items and grammar structures in Russian. Focusing on academical, literary and critical texts, the skills of aggregating and reporting information from different academic sources coherently and clearly, understanding, analyzing and reflecting on Russian literary texts are developed. |
The students who have succeeded in this course;
1) The student is able to understand everything s/he hears and reads in Russian. 2) The student can use the language fluently and clearly to express his/her ideas. 3) The student is able to summarize written or oral texts and lead a discussion about the texts in a fluent and clear way. |
Week | Subject | Related Preparation |
1) | Telling real or fictional anectodes | |
2) | Talking about causes and consequences | |
3) | Writing a script about a couple having an argument | |
4) | Expressing interest/ feeling | |
5) | Creating a presentation about a new movement | |
6) | Talking about situations / facts | |
7) | Writing a blog about science mystery | |
8) | Midterm Exam | |
9) | Making hypothesis and talking about mystery event | |
10) | Deciding an object that makes daily life easier | |
11) | Talking on the phone | |
12) | Describing characteristics / how something works | |
13) | Giving orders / suggestions | |
14) | Semester Revision | |
15) | Final Exam | |
16) | Final Exam |
Course Notes / Textbooks: | Way to Russia 3 |
References: | Ek alıştırmalar ve dersin öğretim görevlisi tarafından geliştirilmiş çeşitli oyunlar ve etkinlikler. Teacher created upplementary worksheets, classroom activities and games |
Course Learning Outcomes | 1 |
2 |
3 |
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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 |
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 |
Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
Course Hours | 4 | 4 | 4 | 32 | |||
Application | 4 | 4 | 4 | 32 | |||
Study Hours Out of Class | 4 | 4 | 4 | 32 | |||
Presentations / Seminar | 1 | 3 | 1 | 4 | |||
Project | 1 | 3 | 1 | 4 | |||
Homework Assignments | 10 | 3 | 1 | 40 | |||
Quizzes | 1 | 2 | 1 | 3 | |||
Midterms | 1 | 4 | 2 | 6 | |||
Final | 1 | 4 | 2 | 6 | |||
Total Workload | 159 |