Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CONCEPT GENERATION | EUT4168610 | Fall Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Seher Oya AKMAN |
| Name of Lecturer(s) | Lect. Hatice ARMAĞAN |
| Assistant(s) | |
| Aim | Developing a framework concept and strategy for a new product, learning different perspectives. Apply the conceptual framework to identify opportunities for an innovative product approach. At the end of this lesson, students propose product concepts and features that are targeted for future development. |
| Course Content | This course contains; ,,,,,,,,,,,,,. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 10, 14, 16, 19 | F | |
| 10, 14, 16, 19 | F | |
| 10, 14, 16, 19, 4 | F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 | ||
| 7 | ||
| 8 | ||
| 9 | ||
| 10 | ||
| 11 | ||
| 12 | ||
| 13 | ||
| 14 |
| Resources |
| IDEO Human-Centered Design Toolkit http://www.ideo.com/work/item/human-centered-design- toolkit/ Sanders, L. (2008). An evolving map of design practice and design research. interactions, 15 (6) Nov-Dec. Buxton, Bill (2007) Sketching User Experiences: Getting the Design Right and the Right Design. SanFrancisco: Morgan Kaufmann. Gray, Dave. (2010) Gamestorming. Califormina: O’Reilly. Harrison, Sam. (2006) Ideaspotting. CIncinatti: f+W Press. Laurel, Brenda. (2003). Design Research: Methods and Perspective. MIT Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis. | X | |||||
| 2 | Complete all design processes, including planning and execution, with creative outputs within set deadlines. | X | |||||
| 3 | Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes. | ||||||
| 4 | Utilize essential modeling, visual, and verbal presentation techniques throughout the design processes including the final stage. | X | |||||
| 5 | Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods. | X | |||||
| 6 | Facilitates interdisciplinary teamwork that meets international standards. | X | |||||
| 7 | Interpret contemporary design theory and practice within the context of its historical, artistic, and cultural background. | X | |||||
| 8 | Utilize various business models with features such as financial planning, investment, and analysis within the corporate and start-up ecosystem. | ||||||
| 9 | Ensure the acquisition and protection of intellectual and industrial property rights. | ||||||
| 10 | Explain professional laws and regulations. | X | |||||
| 11 | Incorporate materials and production methods from various industrial sectors in design processes | ||||||
| 12 | Examine the evolving social, cultural, and economic aspects of design with a commitment to lifelong learning. | X | |||||
| 13 | Effectively utilize continually advancing technological tools in the design process. | X | |||||
| 14 | Convert abstract concepts into two- and three-dimensional design compositions, aligning with fundamental design and aesthetic principles. | ||||||
| 15 | Showcase the design projects developed in the classes to the society using various exhibition methods. | ||||||
| 16 | Create commercial products that combine elements of craftsmanship, artistry, and design. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 4 | 56 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 1 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 4 | 6 | 24 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 124 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(124/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CONCEPT GENERATION | EUT4168610 | Fall Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Seher Oya AKMAN |
| Name of Lecturer(s) | Lect. Hatice ARMAĞAN |
| Assistant(s) | |
| Aim | Developing a framework concept and strategy for a new product, learning different perspectives. Apply the conceptual framework to identify opportunities for an innovative product approach. At the end of this lesson, students propose product concepts and features that are targeted for future development. |
| Course Content | This course contains; ,,,,,,,,,,,,,. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 10, 14, 16, 19 | F | |
| 10, 14, 16, 19 | F | |
| 10, 14, 16, 19, 4 | F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 | ||
| 7 | ||
| 8 | ||
| 9 | ||
| 10 | ||
| 11 | ||
| 12 | ||
| 13 | ||
| 14 |
| Resources |
| IDEO Human-Centered Design Toolkit http://www.ideo.com/work/item/human-centered-design- toolkit/ Sanders, L. (2008). An evolving map of design practice and design research. interactions, 15 (6) Nov-Dec. Buxton, Bill (2007) Sketching User Experiences: Getting the Design Right and the Right Design. SanFrancisco: Morgan Kaufmann. Gray, Dave. (2010) Gamestorming. Califormina: O’Reilly. Harrison, Sam. (2006) Ideaspotting. CIncinatti: f+W Press. Laurel, Brenda. (2003). Design Research: Methods and Perspective. MIT Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Convert knowledge acquired from various disciplines into original design through critical thinking and problem analysis. | X | |||||
| 2 | Complete all design processes, including planning and execution, with creative outputs within set deadlines. | X | |||||
| 3 | Transfer essential inputs, such as user needs, acquired through various quantitative and qualitative research methods, to all design processes. | ||||||
| 4 | Utilize essential modeling, visual, and verbal presentation techniques throughout the design processes including the final stage. | X | |||||
| 5 | Apply universal, ethical, and ecological criteria, including the United Nations Sustainable Development Goals, in all professional work processes and methods. | X | |||||
| 6 | Facilitates interdisciplinary teamwork that meets international standards. | X | |||||
| 7 | Interpret contemporary design theory and practice within the context of its historical, artistic, and cultural background. | X | |||||
| 8 | Utilize various business models with features such as financial planning, investment, and analysis within the corporate and start-up ecosystem. | ||||||
| 9 | Ensure the acquisition and protection of intellectual and industrial property rights. | ||||||
| 10 | Explain professional laws and regulations. | X | |||||
| 11 | Incorporate materials and production methods from various industrial sectors in design processes | ||||||
| 12 | Examine the evolving social, cultural, and economic aspects of design with a commitment to lifelong learning. | X | |||||
| 13 | Effectively utilize continually advancing technological tools in the design process. | X | |||||
| 14 | Convert abstract concepts into two- and three-dimensional design compositions, aligning with fundamental design and aesthetic principles. | ||||||
| 15 | Showcase the design projects developed in the classes to the society using various exhibition methods. | ||||||
| 16 | Create commercial products that combine elements of craftsmanship, artistry, and design. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |