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Program Information

Aim

Istanbul Medipol University Radio, Cinema and Television Undergraduate Program aims to raise graduates equipped to work in the sector, who can use effective communication skills in business life, who follow the developments in the field and who are familiar with new communication technologies.

Qualification Awarded

First Cycle (Bachelor's Degree)

Registration and Admission Requirements

High School Diploma, Placement throught a nation-wide Student Selection and Placement Examinations (YGS,LYS and DGS)

Graduation Requirements

Students who have completed all of the courses and practices and who have taken the 240 ECTS have a right to receive a diploma. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education of Radio,Television and Cinema is divided by the sum of ECTS values.

Recognition of Prior Learning

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
CodeCourseLanguage of InstructionT+UUKECTSDownload
RTS1138080INTRODUCTION to COMMUNICATION SCIENCETurkish336
RTS1138090INTRODUCTION to POLITICAL SCIENCETurkish335
RTS1140430FUNDAMENTALS of LAWTurkish335
RTS1150720TECHNICAL PRINCIPLES of RADIO, TV and CINEMATOGRAPYTurkish336
ATA1110800HISTORY of the TURKISH REPUBLIC ITurkish222
İNG1111600ENGLISH IEnglish334
TDL1110200TURKISH LANGUAGE ITurkish222
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
RTS1238120COMMUNICATION LAWTurkish335
RTS1238210INTRODUCTION to SOCIOLOGYTurkish335
RTS1250770INTRODUCTION to CINEMATIC ARTTurkish336
RTS1238220MEDIA HISTORYTurkish336
ATA1210000HISTORY of the TURKISH REPUBLIC IITurkish222
İNG1211700ENGLISH IIEnglish334
TDL1220000TURKISH LANGUAGE IITurkish222

Program Qualification

Theoretical, Factual

PY1. Knows the basic concepts, theories and practices of Radio, Cinema and Television fields.
PY2. Identifies facts about Radio, Cinema and Television and can analyze them with different methods.
PY3.Can carry out technical equipment, project production and management of Radio and Television Studios.


Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram Qualification
KNOWLEDGE
Theoretical, Factual

1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level.

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2-Having knowledge about basic theories, methods, strategies and techniques related to his/her field.

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3- Having professional knowledge of communication environment and tools.

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SKILLS
Cognitive, Practical

1- Using information sources and technologies and tools related to its field.

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COMPETENCIES
Ability to work independently and take responsibility

1- Carrying out the works expected from him/her in the applications related to his/her field as a team member.

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Learning Competence

1- Evaluating the basic knowledge and skills acquired in the field with a critical approach, identifies and meets learning needs.

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2-Directing his/her education to an advanced level of education.

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3- Consciousness of lifelong learning.

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Communication and Social Competence

1- Being able to inform the relevant persons and institutions on issues related to his/her field; being able to convey his/her thoughts and solution suggestions for problems in writing and verbally and using the language effectively.

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2-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.

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3- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.

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4- Following artistic, cultural and social activities.

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5- Monitoring the events and developments in the national and international agenda.

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Field-based Competence

1- Having social, scientific, cultural and ethical values in the stages of collecting, implementing and announcing the results of the data related to its field.

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2- Using the technologies related to the field in a competent manner.

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3-Having knowledge of laws, regulations and other legislation related to the field.

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Employment Opportunities

The areas where graduate students can be employed may vary depending on the elective courses taken by the student or their special interests, especially the radio and television channels and cinema industry and its sub-units; It can be in front of the camera, behind the camera or the microphone, white screen announcer, presenter, or in areas that require special knowledge and skills such as program production, cameraman, reporter, script writing, editor, and director.

Upgrading

May apply to second cycle programmes.

Type of Training

Full Time

Assessment and Evaluation

Assessment and evaluation of courses may vary depending on the lecturer and the content of the course, whether it is theoretical or applied.

Head of Department/Program

Head Of Department

Prof.Dr. Meliha Nurdan TAŞKIRAN

Learning 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.

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

Course123456789101112131415
3D ANIMATION II112221213222111
ACTUAL PROBLEMS in MEDIA121112111111100
ADVANCED SCREENWRITING I103102030300000
ADVANCED SCREENWRITING II120300003100200
BASIC PHOTOGRAPHY000000020000000
CINEMA and LITERATURE000020023000000
CINEMATIC THEORIES344030034044030
COMMUNICATION LAW200303044403043
CREATIVE IDEA and AESTHETIC in ART 001120210030130
DIGITAL PLATFORMS and CINEMA043332040334000
DIJITAL PLATFORMS and CONTENT ANALYSIS 100002200330100
DIRECTING ACTORS 300304440000000
DISCOURSE ANALYSES540050004000000
DOCUMENTARY FILM MAKING121111111101100
DOCUMENTARY FILM THEORY430340304000000
DRAMATURGY APPLICATIONS433030304004300
ENTREPRENEURSHIP113332241322212
FAR EAST CINEMA101010000100000
FILM GENRES344300044034000
FUNDAMENTALS of LAW000200000020040
HOLLYWOOD CINEMA 343030034034000
IMPROVING VOICE and DICTION for MEDIA122111001101100
INTRODUCTION to CINEMATIC ART102003001100000
INTRODUCTION to COMMUNICATION SCIENCE211341202220133
INTRODUCTION to DRAMATURGY 404430020034300
INTRODUCTION to GENERICS DESIGN222202011231130
INTRODUCTION to POLITICAL SCIENCE300011001310314
MEDIA and CULTURE000130010000033
MEDIA and LANGUAGE APPLICATIONS000330244435334
MEDIA and SOCIAL GENDER000330333030304
MEDIA HISTORY300020000040000
MEDIA LITERACY110020231121100
NARRATIVE STRUCTURE in TV DRAMA102021030000100
PROFESSIONAL ENGLISH I000040333004333
PROFESSIONAL PRACTICE424323341231233
RESEARCH TECHNIQUES000010002000000
RTC PROJECT WORKSHOP I 101002030002020
RTC PROJECT WORKSHOP II 200010020000000
SCENERIO WRITING TECHNIQUES111020030000200
SHORT FILM MAKING001000030100001
SOCIAL RESPONSIBILTY PROJECT000003030000432
SOUND DESIGN and TECHNOLOGIES005400030000000
STOP MOTION APPLICATIONS 000000010000000
STORY and CHARACTER DEVELOPMENT in SCREENWRITING120300003100200
TECHNICAL PRINCIPLES of RADIO, TV and CINEMATOGRAPY503000000020020
TELEVISION DIRECTING111221111010100
THE YESİLCAM ERA020330034000300
TURKISH CINEMA100020002020000
VISUAL CULTURE000221011030230
VOICE ACTING002202210323133
VOICEOVER APPLICATIONS 223101011333032
VOLUNTEERING111112130111432
İlişkili Ders Sayısı / 52/98725164677743398972476455535440

Surveys for Students

Öğretim elemanı değerlendirme anketiKesinlikle katılmıyorumKatılmıyorumKısmen katılıyorumKatılıyorumKesinlikle katılıyorumFikrim 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

Numerical Data

Number of Students by years

Student Success

Graduate Success

Ekleme Tarihi: 09/08/2022 - 14:41Son Güncelleme Tarihi: 05/03/2024 - 15:06