Digital Game Design (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | DIL101 | ||||
Course Name: | General English 1 | ||||
Semester: | Fall | ||||
Course Credits: |
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Language of instruction: | English | ||||
Course Condition: | |||||
Does the Course Require Work Experience?: | No | ||||
Type of course: | Compulsory Courses | ||||
Course Level: |
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Mode of Delivery: | E-Learning | ||||
Course Coordinator: | Eğitim Danışmanı GÜLŞAH ERDAŞ | ||||
Course Lecturer(s): |
Öğr. Gör. ÖZLEM SALI Eğitim Danışmanı GÜLŞAH ERDAŞ |
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Course Assistants: |
Course Objectives: | General English 1 is an e-learning course which aims to equip students with A1 level English language and basic communication abilities in English. |
Course Content: | Students will be able to use basic daily expressions, to introduce themselves and second and third person, to ask and answer personal questions. |
The students who have succeeded in this course;
1) Students will be able to tell the main idea of a text in Beginner level. 2) Öğrenciler sık kullanılan çok temel deyimleri ve günlük ifadeleri anlayabilir ve çoğunu kullanabilir. Students will be able to understand frequently used basic expressions and daily language and use most of them in their daily lives. 3) Students will be able to introduce themselves and other people and they will be able to write sentences in basic level to introduce themselves. 4) Students will be able to communicate in basic level on the condition that they get help from the interlocutor who speaks slow and comprehensible way. |
Week | Subject | Related Preparation |
1) | Jobs, Plurals, This / That | Material prepared by the course teacher. |
2) | Countries and nationalities Verb to be Giving personal information Telling the time / Days | Material prepared by the course teacher. |
3) | Verb to be Wh questions Simple Present, affirmative, negative, question structure and WH questions Adverbs of Frequency | Material prepared by the course teacher. |
4) | Connecting ideas with and, but, because Expressing hobbies Ordering food and drinks | Material prepared by the course teacher. |
5) | Members of family HAve/has got Some/Any | Material prepared by the course teacher. |
6) | Object pronouns a/an/the | Material prepared by the course teacher. |
7) | Asking and answering for directions There is / are Furniture parts of a house | Material prepared by the course teacher. |
8) | Midterm exam | |
9) | Prepositions of place Present Continuous Tense | Material prepared by the course teacher. |
10) | Months of the year, dates and seasons Can/Can't | Material prepared by the course teacher. |
11) | Prepositions of time Simple Past Tense | Material prepared by the course teacher. |
12) | be going to Everyday expressions: At the Chemist's | Material prepared by the course teacher. |
13) | Vocabulary for food Countable and uncountable Nouns Some/any How much / How many | Material prepared by the course teacher. |
14) | General Review | Material prepared by the course teacher. |
15) | Final exam | |
16) | Final exam |
Course Notes / Textbooks: | Ders öğretmenlerinin hazırladığı materyal kullanılmaktadır. |
References: | Material prepared by teachers of the program. |
Course Learning Outcomes | 1 |
2 |
3 |
4 |
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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 |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 13 | 26 |
Study Hours Out of Class | 13 | 13 |
Total Workload | 39 |