| INDUSTRIAL PRODUCTS DESIGN | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS4010 | New Media and Media Literacy in Education | Spring | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course provides introductory information and application of skills and techniques necessary in the process of integrating new media specifically social media to the classroom. Primary areas of focus include new media tools and social media in addition to the educational games. This course will provide information and applications you might need to safely, knowledgeably, and creatively integrate new and social media into your classroom. This course will be particularly useful for the most efficient and cost-effective development of solutions to novel instructional problems. |
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The students who have succeeded in this course; At the end of the course, you will be able to: 1. Map the ways the changing media landscape has impacted the way young people learn 2. Apply their theoretical understandings to the development of curricular resources for use in school or after school programs 3. Critique existing curricular resources designed to teach “the new media literacies” 4. Deploy course concepts in the development of an independent research project which makes a contribution |
| This is an application course in which participants use their knowledge and skills to produce practical solutions to the problems given by the instructor or found by themselves as groups. Besides, students seek to provide an overview of our contemporary moment of media change, of the kinds of informal learning which is occurring in the context of participatory culture, of how schools are responding to the challenges posed by new media technologies, and of core debates between those who value and those who criticize the new media literacies. In order to maximize their learning, students will be encouraged to work with a real client to create products. It should be noted that this course does not teach development techniques for specific media, even though some media development may be required. |
| Week | Subject | Related Preparation |
| 1) | Review of Syllabus | |
| 2) | Digital natives, new learning, digital literacy | |
| 3) | Social Media and Education | |
| 4) | Blogs, Wikis, Social Networks | |
| 5) | Visual Media Instant Messaging Bookmarking, Mindmapping, Polls | |
| 6) | Educational Games | |
| 7) | Online documents, dropboxes, public share | |
| 8) | Visual Media, Instant Messaging Bookmarking, Mindmapping, Polls | |
| 9) | Media Literacy - Why should we teach media literacy? | |
| 10) | Application | |
| 11) | Application | |
| 12) | Practical and in-class considerations - Presentations | |
| 13) | Presentations | |
| 14) | Final revisions and closure |
| Course Notes / Textbooks: | Poore, M. (2013). Using social media in the classroom: A best practical guide. London: SAGE. |
| References: | None |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 20 |
| Homework Assignments | 2 | % 40 |
| Project | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Project | 1 | 60 | 60 |
| Homework Assignments | 2 | 20 | 40 |
| Total Workload | 142 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Having the theoretical and practical knowledge proficiency in the discipline of industrial product design | |
| 2) | Applying professional knowledge to the fields of product, service and experience design development | |
| 3) | Understanding, using, interpreting and evaluating the design concepts, knowledge and language | |
| 4) | Knowing the research methods in the discipline of industrial product design, collecting information with these methods, interpreting and applying the collected knowledge | |
| 5) | Identifying the problems of industrial product design, evaluating the conditions and requirements of problems, producing proposals of solutions to them | |
| 6) | Developing the solutions with the consideration of social, cultural, environmental, economic and humanistic values; being sensitive to personal differences and ability levels | |
| 7) | Having the ability of communicating the knowledge about design concepts and solutions through written, oral and visual methods | |
| 8) | To identify and apply the relation among material, form giving, detailing, maintenance and manufacturing methods of design solutions | |
| 9) | Using the computer aided information and communication technologies for the expression of industrial product design solutions and applications | |
| 10) | Having the knowledge and methods in disciplines like management, engineering, psychology, ergonomics, visual communication which support the solutions of industrial product design; having the ability of searching, acquiring and using the knowledge that belong these disciplines when necessary. | |
| 11) | Using a foreign language to command the jargon of industrial product design and communicate with the colleagues from different cultures | |
| 12) | Following and evaluating the new topics and trends that industrial product design needs to integrate according to technological and scientific developments |