Program Information
Aim
In this program, students will learn to observe, examine, analytically evaluate the social communication formats in developing visual arts and information technology framework. Within this context, students will be gaining theoretical and scientific information besides practical skills.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YGS and LYS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YGS and LYS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.Graduation Requirements
Students who complete their required/elective theoretical and applied courses with success and acquire at least 240 ECTS are eligible for a Bachelor of Arts Diploma. Graduation achievement degree is based on the CGPA (Cumulative General Point Average). Another graduation requirement of the Media and Visual Arts programme is that students must complete occupational health and safety training in order to graduate. This training aims to provide students with the ability to understand the potential risks in the workplace, to implement safe working practices and to exist in a healthy working environment. For this purpose, students are required to complete this training and obtain an occupational health and safety certificate before graduation.Recognition of Prior Learning
Students may apply to be exempted from courses they have taken and passed at a higher education institution they have previously registered with or an institution whose equivalence has been accepted. Exemption requests are evaluated by the departmental exemption-adaptation committee, if necessary, and decided upon by the board of directors.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Fall Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
MGS1138080 | INTRODUCTION to COMMUNICATION SCIENCE | Turkish | 3 | 3 | 6 | |
MGS1138090 | INTRODUCTION to POLITICAL SCIENCE | Turkish | 3 | 3 | 5 | |
MGS1140430 | FUNDAMENTALS of LAW | Turkish | 3 | 3 | 5 | |
MGS1111976 | VISUAL ARTS and SOFTWARE APPLICATIONS | Turkish | 2+1 | 2.5 | 6 | |
ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | 2 | 2 | |
İNG1111600 | ENGLISH I | English | 3 | 3 | 4 | |
TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
MGS1238120 | COMMUNICATION LAW | Turkish | 3 | 3 | 5 | |
MGS1238210 | INTRODUCTION to SOCIOLOGY | Turkish | 3 | 3 | 5 | |
MGS1216224 | BASIC DESIGN | Turkish | 3 | 3 | 6 | |
MGS1238220 | MEDIA HISTORY | Turkish | 3 | 3 | 6 | |
ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | 2 | 2 | |
İNG1211700 | ENGLISH II | English | 3 | 3 | 4 | |
TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 |
Program Qualification
Theoretical, Factual
Knows the basic concepts of Media and Visual Arts disciplines.
Knows the basic theories of media and visual arts disciplines.
Knows the necessary computer programs and multi-media techniques in Media and Visual Arts.
Knows the aesthetic rules necessary in Media and Visual Arts.
Acts in a way that adheres to national and international ethical codes in professional and scientific studies.
Understands the symbol systems of cultures.
Analyzes the facts related to Media and Visual Arts in their dimensions.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1-Having applied and basic conceptual knowledge at the entry-level in computer science subjects.
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3 - Knows the necessary computer programs and multi-media techniques in Media and Visual Arts. 10 - Uses the tools, methods and techniques required for Media and Visual Arts practices. 11 - Has the ability to produce, process and evaluate real, 2D and 3D images. 21 - Incorporates artificial intelligence (artificial learning/machine learning) into the creation process. |
SKILLS | |
Cognitive, Practical | |
1-Naming the analysis and modelling methods given for the determined solution of information problems.
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17 - Regularly follows the developments in the field of Media and Visual Arts and uses them effectively in her work. 12 - Applies visual design techniques in new media environments. 13 - Has aesthetic awareness and understanding of design. 10 - Uses the tools, methods and techniques required for Media and Visual Arts practices. 1 - Knows the basic concepts of Media and Visual Arts disciplines. 7 - Analyzes the facts related to Media and Visual Arts in their dimensions. 3 - Knows the necessary computer programs and multi-media techniques in Media and Visual Arts. |
2-Using the algorithmic thinking and planning approach in its applications.
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10 - Uses the tools, methods and techniques required for Media and Visual Arts practices. 14 - Performs their profession by taking into consideration the "Occupational Health and Safety" rules. 12 - Applies visual design techniques in new media environments. |
3- Codes and tests specifications (specification) defined software components.
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11 - Has the ability to produce, process and evaluate real, 2D and 3D images. 21 - Incorporates artificial intelligence (artificial learning/machine learning) into the creation process. 10 - Uses the tools, methods and techniques required for Media and Visual Arts practices. 3 - Knows the necessary computer programs and multi-media techniques in Media and Visual Arts. |
10 - Uses the tools, methods and techniques required for Media and Visual Arts practices. 21 - Incorporates artificial intelligence (artificial learning/machine learning) into the creation process. 15 - Solve problems that arise by taking responsibility in projects related to Media and Visual Arts. 14 - Performs their profession by taking into consideration the "Occupational Health and Safety" rules. | |
COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Works individually or effectively in teams.
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8 - Plans the visual design process in line with the needs of institutions/individuals. 9 - Carries out the visual communication process in line with the needs of institutions/individuals. 7 - Analyzes the facts related to Media and Visual Arts in their dimensions. |
Learning Competence | |
1-Following the developments related to information and communication technologies with the awareness of the necessity of learning life.
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10 - Uses the tools, methods and techniques required for Media and Visual Arts practices. 17 - Regularly follows the developments in the field of Media and Visual Arts and uses them effectively in her work. 21 - Incorporates artificial intelligence (artificial learning/machine learning) into the creation process. |
Communication and Social Competence | |
1- Establishing verbal and written communication; using at least one foreign language at the European Language Portfolio A2 General Level, monitoring information in the field of informatics and computer sciences and communicating with colleagues.
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19 - Can read and understand at least one foreign language at B1 level.
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4 - Knows the aesthetic rules necessary in Media and Visual Arts. 6 - Understands the symbol systems of cultures. 7 - Analyzes the facts related to Media and Visual Arts in their dimensions. | |
Field-based Competence | |
1-Carrying an awareness of professional and ethical responsibility, and having awareness of observing professional ethics in information practices.
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3 - Knows the necessary computer programs and multi-media techniques in Media and Visual Arts. 5 - Acts in a way that adheres to national and international ethical codes in professional and scientific studies. |
Employment Opportunities
Graduates can be recruited at public, private and research instutitions .Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course success grade. The course success grade is obtained by evaluating the student's success in midterm exams and assignments, practical studies, group studies and similar studies that replace midterm exams and the general exam together. To be valid for all courses, students who fail to get at least 50 points from the general exam are considered unsuccessful in that course. In order to be successful in the course, it is necessary to have at least 60 points or 2.27 success coefficient at the end of the semester.Head of Department/Program
Head Of Department
Doç.Dr. İhsan EKENLearning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
---|---|---|
Mastery Learning | Prior knowledge/student readiness is determined. Appropriate teaching methods and techniques are selected. Learning deficiencies are identified. Supplementary or supplementary teaching plan is applied. | Cognitive strategies, models and techniques |
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Semantic Features Analyses Table | Understanding, classification, discrimination, dimensioning, association | Semantic analysis tables |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Storytelling Techniques | Imagining, predicting, identifying the problem, empathizing | Semi-structured problem situation texts |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Care Plan | ||
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Short Answer Exam | ||
Multiple-Choice Exam | ||
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Portfolio Task | It is used to assess students holistically (intellectually, behaviorally, socially). It includes at least one year of student activities. In special cases, it may be for a semester. | Sample protfolios, checklists, rubrics, rating scales |
Peer Assessment Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
Self Assessment Technique | Self-evaluation of the student's own learning product or performance is applied in terms of developing the student's reflective thinking skills. The results of self- evaluation are examined by the instructor. | Self-assessment form (can be used in the form of checklist rubric, grading scale) |
Group Assessment Technique | In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade. | Group evaluation form (can be used in contor list rubric, grading scale form) |
Simulation-Based Evaluation | It is the evaluation of different clinical situations with a simulation or a model. | Can use the checklist in rubric, rating scale form |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2D ANIMATION | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
3D ANIMATION | 0 | 0 | 2 | 2 | 0 | 0 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 2 |
3D MODELLING | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
ACTUAL PROBLEMS in MEDIA | 1 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 2 | 0 |
ADVANCED 3D MODELLING | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
ADVANCED PHOTOGRAPHY | 1 | 1 | 2 | 2 | 0 | 0 | 0 | 3 | 3 | 2 | 2 | 3 | 1 | 0 | 2 | 1 | 2 | 0 | 0 | 2 | 0 |
ADVERTISING FILM MAKING | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 3 | 3 | 2 | 2 | 3 | 3 | 0 | 0 | 0 | 2 | 3 | 0 | 0 | 2 |
ADVERTISING PHOTOGRAPHY | 3 | 3 | 0 | 2 | 3 | 1 | 0 | 2 | 2 | 2 | 2 | 1 | 2 | 0 | 2 | 1 | 2 | 1 | 0 | 2 | 0 |
ART and DESIGN | 3 | 3 | 0 | 2 | 0 | 0 | 1 | 0 | 2 | 0 | 2 | 2 | 2 | 0 | 1 | 0 | 2 | 0 | 0 | 2 | 0 |
ART CRITISISM | 3 | 3 | 0 | 2 | 2 | 0 | 3 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 2 | 1 | 2 | 0 | 1 | 2 | 0 |
ART HISTORY | 5 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
ART MANAGEMENT | 1 | 2 | 0 | 2 | 3 | 0 | 2 | 3 | 2 | 2 | 0 | 0 | 2 | 0 | 3 | 1 | 2 | 0 | 0 | 2 | 0 |
ART PHOTOGRAPHY | 2 | 3 | 4 | 2 | 3 | 4 | 2 | 3 | 2 | 2 | 2 | 2 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
ART THEORIES | 5 | 5 | 0 | 5 | 3 | 4 | 4 | 1 | 1 | 0 | 0 | 0 | 4 | 0 | 1 | 3 | 3 | 3 | 0 | 2 | 0 |
BASIC PHOTOGRAPHY | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
BASICS of EDITING | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
BLOCKCHAIN TECHNOLOGIES | 1 | 2 | 1 | 0 | 0 | 0 | 2 | 1 | 2 | 2 | 2 | 3 | 0 | 0 | 1 | 1 | 2 | 1 | 0 | 0 | 0 |
BRAND and IMAGE DESIGN | 1 | 1 | 2 | 3 | 1 | 3 | 1 | 3 | 3 | 2 | 0 | 1 | 2 | 0 | 1 | 1 | 2 | 1 | 0 | 0 | 0 |
BRAND COMMUNICATION and MANAGEMENT | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
CODING I | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 3 | 2 | 1 | 0 | 0 | 4 | 1 | 0 | 0 | 2 | 0 | 5 |
COLOR and HARMONY | 2 | 2 | 0 | 2 | 3 | 0 | 1 | 1 | 2 | 3 | 0 | 3 | 3 | 0 | 2 | 0 | 2 | 1 | 0 | 2 | 0 |
COMMUNICATION LAW | 2 | 3 | 0 | 0 | 3 | 4 | 0 | 3 | 3 | 4 | 0 | 0 | 0 | 0 | 3 | 0 | 3 | 0 | 0 | 0 | 0 |
COMMUNICATION SOCIOLOGY | 3 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
COMMUNICATION THEORIES | 4 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
CONTEMPORARY ART | 3 | 3 | 0 | 2 | 0 | 0 | 2 | 2 | 0 | 0 | 2 | 0 | 3 | 0 | 1 | 1 | 2 | 1 | 0 | 1 | 0 |
CORPORATE IDENTITIY DESIGN | 2 | 2 | 2 | 1 | 1 | 0 | 0 | 3 | 2 | 3 | 2 | 3 | 1 | 0 | 1 | 0 | 2 | 0 | 0 | 3 | 0 |
CREATIVE ADVERTISING | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
CREATIVE IDEA and AESTHETIC in ART | 3 | 3 | 0 | 3 | 3 | 1 | 2 | 2 | 2 | 3 | 1 | 1 | 3 | 0 | 1 | 0 | 2 | 0 | 0 | 2 | 0 |
CREATIVE MEDIA and ANALYSIS | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
CREATIVE SKETCH TECHNIQUES | 2 | 3 | 2 | 3 | 2 | 2 | 0 | 2 | 1 | 3 | 0 | 2 | 3 | 0 | 2 | 0 | 2 | 0 | 0 | 2 | 0 |
DATA MINING | 2 | 3 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 1 |
DESKTOP PUBLISHING | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
DIGITAL GAME DESIGN | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
DIGITAL MEDIA PLANNING | 1 | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 1 | 3 | 1 | 0 | 2 | 1 | 2 | 0 | 0 | 1 | 2 |
DIGITAL STORYTELLING | 1 | 2 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 2 | 1 | 1 | 2 | 2 |
DRAMATURGY APPLICATIONS | 5 | 4 | 0 | 3 | 0 | 0 | 3 | 4 | 3 | 4 | 0 | 0 | 4 | 0 | 4 | 3 | 3 | 4 | 0 | 0 | 0 |
EDITING APPLICATIONS I | 2 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
EDITING APPLICATIONS II | 2 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
ENTREPRENEURSHIP | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
FASHION PHOTOGRAPHY | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 3 | 1 | 2 | 2 | 2 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
FUNDAMENTALS of LAW | 0 | 0 | 0 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 |
GENERIC APPLICATIONS | 3 | 3 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 0 | 2 | 0 | 2 | 1 | 0 | 3 | 0 |
GRAPHIC DESIGN I | 2 | 2 | 3 | 1 | 2 | 1 | 2 | 1 | 2 | 3 | 0 | 2 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 |
GRAPHIC DESIGN II | 1 | 1 | 3 | 2 | 1 | 0 | 0 | 2 | 1 | 2 | 0 | 3 | 2 | 0 | 1 | 0 | 2 | 1 | 0 | 3 | 0 |
INTRO to GAMIFICATION | 2 | 2 | 3 | 3 | 4 | 0 | 0 | 3 | 0 | 2 | 0 | 1 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 |
INTRODUCTION to COMMUNICATION SCIENCE | 2 | 1 | 0 | 0 | 2 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 |
INTRODUCTION to DIGITAL GAME DESIGN | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
INTRODUCTION to DRAMATURGY | 3 | 0 | 0 | 3 | 0 | 0 | 4 | 4 | 4 | 3 | 0 | 0 | 4 | 0 | 4 | 4 | 3 | 4 | 0 | 0 | 0 |
INTRODUCTION to ILLUSTRATION | 2 | 1 | 2 | 2 | 1 | 0 | 0 | 2 | 2 | 3 | 1 | 2 | 2 | 0 | 1 | 0 | 1 | 0 | 0 | 2 | 0 |
INTRODUCTION to POLITICAL SCIENCE | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 2 | 0 |
INTRODUCTION to PSYCHOLOGY | 0 | 1 | 0 | 0 | 2 | 2 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 1 | 0 | 0 | 0 | 0 |
INTRODUCTION to SOCIOLOGY | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
JOURNALISM APPLICATIONS | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 2 | 1 | 0 | 0 | 0 | 1 |
LITERATURE and COMMUNICATION | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 1 | 2 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 |
MEDIA ANALYSIS and DISCOURSE | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 3 | 0 |
MEDIA and ETHICS | 2 | 0 | 0 | 1 | 5 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 3 | 3 | 1 | 4 | 1 | 4 | 0 |
MEDIA and PRODUCTION | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
MEDIA HISTORY | 2 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
MOBILE APPLICATION DESIGN | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
MUSIC INDUSTRY | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 0 |
MUSIC MAKING for MULTIMEDIA | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
NEW APPROACHES in DIGITALIZATION and MARKETING | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 3 |
OCCUPATIONAL HEALTH and SAFETY | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
PRODUCT PHOTOGRAPHY | 2 | 3 | 0 | 2 | 1 | 0 | 0 | 2 | 2 | 3 | 3 | 1 | 2 | 0 | 1 | 0 | 2 | 0 | 0 | 3 | 0 |
PROFESSIONAL PRACTICE | 3 | 1 | 3 | 2 | 3 | 1 | 2 | 4 | 4 | 3 | 3 | 3 | 2 | 3 | 3 | 1 | 3 | 3 | 1 | 3 | 3 |
RESEARCH TECHNIQUES | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 |
SEARCH ENGINE OPTIMIZATION and ANALYSIS | 0 | 0 | 1 | 0 | 1 | 1 | 3 | 2 | 2 | 1 | 2 | 0 | 0 | 0 | 3 | 2 | 2 | 1 | 0 | 0 | 0 |
SHORT FILM MAKING | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 2 | 1 | 3 | 2 | 1 | 2 | 0 | 3 | 2 | 2 | 0 | 0 | 0 | 2 |
SOUND DESIGN and EFFECTS | 0 | 0 | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
SPSS PRACTICES in COMMUNICATION STUDIES | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
TURKISH CINEMA | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 1 | 0 |
TURKISH LANGUAGE II | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
TYPOGRAPHY | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
VISUAL ARTS and SOFTWARE APPLICATIONS | 5 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
VISUAL EFFECT and PRACTICE | 2 | 1 | 3 | 2 | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 0 | 1 | 3 |
VISUAL LITERACY | 3 | 3 | 4 | 3 | 4 | 4 | 2 | 4 | 2 | 3 | 0 | 0 | 3 | 0 | 0 | 1 | 2 | 3 | 0 | 0 | 2 |
VOLUNTEERING | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 4 | 1 |
İlişkili Ders Sayısı / 77/111 | 109 | 107 | 54 | 75 | 74 | 53 | 55 | 89 | 76 | 93 | 46 | 65 | 78 | 14 | 69 | 45 | 71 | 43 | 9 | 59 | 32 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
---|---|---|---|---|---|---|
Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
Ders güncel konu ve konuklarla desteklenir. | ||||||
Yukarıdaki sorular dışında iletmek istedikleriniz |