COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
CET3101	Modelling and Design in Education	Spring	2	2	3	5

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi YAVUZ SAMUR
Recommended Optional Program Components:	None
Course Objectives:	2D and 3D design and modellng frameworks; Structure, design issues, techniques, methodologies for 2D and 3D modeling development. Gained basic concepts and understanding of tools related to 2D and 3D production. Become comfortable with basics of modeling, lighting, texturing and rendering. Understand the fundamentals of 2D and 3D design.

Learning Outcomes

The students who have succeeded in this course;
Be exposed to technology trends impacting 2D and 3D modeling design and development.
Be component with the characterization and structure of 2D and 3D modeling development.
Be compenent with understanding requirements of 2D and 3D modeling design and development.
Be compenent with designing and developing 2D and 3D modeling.

Course Content

Two dimension and three dimension concept;
3D modeling;
3D modeling methods and techniques;
3D modeling software; free and coordinated 3D modeling logic; 2D drawing in 3D modeling;
2 dimensional 3D transformations;
3D modeling techniques;
advanced modeling; light, camera, camera movements, object movements;
3D data acquisition;
3D drawing in computer environment;
3D modeling principles in computer environment;
Modeling a 3D product.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Course introduction
2)	Characteristics of 2D and 3D modeling
3)	History of 2D and 3D modeling frameworks
4)	Overview of 2D modeling development tools: Photoshop, Illustrator, Corel
5)	Overview of 3D modeling development tools: Rhino, Blender, Adobe Dimension; Maya, 3D MAX, CINEMA 4D
6)	Application models of 2D and 3D modeling frameworks
7)	Midterm
8)	Designing of 2D modeling
9)	Designing of 3D modeling
10)	Modeling and 3D geometry
11)	Patch-Based Surfaces
12)	Textures and Materials
13)	Rendering Images
14)	Management of ligts, cameras, viewports, navigation

Sources

Course Notes / Textbooks:	Kerlow, I. (2009).The Art of 3D Computer Animation and Effects, Fourth Edition. Publisher: John Wiley & Sons. Vaughan, W. (2011). [digital]Modeling by William Vaughan, Publisher: New Riders. Mongeon, B. (2015).3D Technology in Fine Art and Craft, Focal Press.
References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 5
Laboratory	14	% 5
Project	1	% 20
Midterms	1	% 30
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Laboratory	14	2	28
Project	1	25	25
Midterms	1	25	25
Final	1	30	30
Total Workload			136

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards.
2)	To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration.
3)	To develop competencies related to software languages, operating systems, computer networks and computer hardware.
3)	To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
4)	To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
5)	To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.
6)	To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.
7)	To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education.
8)	To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach.
9)	To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements.
10)	To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.
11)	To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology.
12)	To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.
13)	To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology.
14)	To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world.
15)	To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.