| DIGITAL GAME DESIGN | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP1372 | Sustainability and Social Inclusion | Spring | 3 | 0 | 3 | 5 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Assist. Prof. BURCU ALARSLAN ULUDAŞ |
| Course Objectives: | Until 2030, education, human rights, gender equality and peace culture must be developed for sustainable development and sustainable lifestyles.All students will acquire the knowledge and skills required to advance sustainable development and understand the idea of world citizenship and cultural diversity and culture and its contribution to sustainable development. Students who complete this course internalize the contribution of the Sustainable Development Goals to the society and the world and develop local and global solutions for them. In order to strengthen these goals, they apply and spread them in all areas of life. |
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The students who have succeeded in this course; 1)Define sustainable development goals and raise awareness on this issue 2)This course helps students to act collaboratively within and outside of their disciplines, roles, perspectives and values. 3)Understands the concepts of inclusive and sustainable economic growth, full-time and productive employment and decent work, including gender equality, peace and justice, and gains knowledge of alternative economic models and indicators. 4)The student makes sense of the world as an interconnected whole and makes connections in our social and natural environment and takes into account the consequences of their actions. 5)Know the different dimensions of inequality, their relationships and applicable statistics. Knows the indicators that measure and explain inequalities and understand their relevance to decision making 6)Learns and puts the concepts of inclusion, diversity and equality into practice. 7)Understands that inequality is a fundamental driving force for social problems and individual dissatisfaction. Can identify and analyze different types of causes of inequality. 8)Recognizes all forms of violence and adopts the development of a nonviolent culture. 9)Can empathize with and show solidarity with people who have been discriminated against. |
| "Sustainable Development Goals:Goal # 5 Gender Equality Goal # 8 Decent Work and Economic Growth Goal # 10 Reduced Inequalities Goal # 16 Peace, Justice and Strong Institutions" In our course, the following teaching methods and techniques will be used: Case Study, Field Study, Cooperative Learning, Lecture, Reading, Discussion, Individual Study, Social Activity. |
| Week | Subject | Related Preparation |
| 1) | What is Sustainable Development? What are the goals aimed by the year 2030? | |
| 2) | UN Universal Declaration of Human Rights, Diversity / Inclusion / Discrimination / Equality concepts | |
| 3) | Human Rights and Global Goals, Children's Rights, Women's Rights, Rights of Persons with Disabilities, Immigrant Rights | |
| 4) | Types of Diversity: Race, Ethnicity Diversity, Age Diversity, Cultural Diversity, Gender and Sexual Orientation Diversity, Physical Ability and Disability, Spiritual / Religion Diversity, Relationship / Family Status Diversity, Socioeconomic Diversity, Diversity in the Workplace | |
| 5) | What are development-oriented policies that support production activities, decent employment creation, entrepreneurship, creativity and innovation? | |
| 6) | How about sustaining the increase in per capita income in line with national conditions and ensuring that they have access to full and productive employment and decent jobs by 2030? | |
| 7) | The phenomenon of "glass ceiling" and equal pay for equal work in the public and private sectors | |
| 8) | MIDTERM WEEK | |
| 9) | What is Gender Equality? What are stereotypes, gender roles? How to change the sexist language? Women's participation in business life, Women's place in executive positions, Women in Parliament and politics, Health and women, Refugee women, Education and women | |
| 10) | Immigration / Refugees; Exclusion from Education and Society, Poverty, Child Labor, Early Marriages | |
| 11) | What is the rule of law? What needs to be done to develop it at national and international levels and to ensure equal access to justice for all | |
| 12) | Efforts to reduce all forms of violence and death rates due to violence everywhere | |
| 13) | Definition of discrimination in international law. United Nations-CEDAW (International Convention on the Elimination of All Forms of Discrimination against Women) and the Council of Europe-Istanbul Convention | |
| 14) | Repetition of the course topics, warnings and directions for the final exam |
| Course Notes / Textbooks: | Sunum, yaşam öyküleri, videolar ve dokümanlarla zenginleştirilmiştir. |
| References: | UNDP, UN WOMEN, UNICEF arşivleri, SDG TOOLBOX |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 20 |
| Presentation | 1 | % 20 |
| Midterms | 1 | % 20 |
| Final | 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 | 13 | 3 | 39 |
| Study Hours Out of Class | 12 | 4 | 48 |
| Presentations / Seminar | 1 | 10 | 10 |
| Homework Assignments | 1 | 20 | 20 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 121 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Comprehend the conceptual importance of the game in the field of communication, ability to implement the player centered application to provide design. | |
| 2) | Analyze, synthesize, and evaluate information and ideas from various perspectives. | |
| 3) | Analyze the key elements that make up specific game genres, forms of interactions, mode of narratives and understand how they are employed effectively to create a successful game. | |
| 4) | Understand game design theories and methods as well as implement them during game development; to make enjoyable, attractive, instructional and immersive according to the target audience. | |
| 5) | Understand the technology and computational principles involved in developing games and master the use of game engines. | |
| 6) | Understand the process of creation and use of 2D and 3D assets and animation for video games. | |
| 7) | Understand and master the theories and methodologies of understanding and measuring player experience and utilize them during game development process. | |
| 8) | Comprehend and master how ideas, concepts and topics are conveyed via games followed by the utilization of these aspects during the development process. | |
| 9) | Manage the game design and development process employing complete documentation; following the full game production pipeline via documentation. | |
| 10) | Understand and employ the structure and work modes of game development teams; comprehend the responsibilities of team members and collaborations between them while utilizing this knowledge in practice. | |
| 11) | Understand the process of game publishing within industry standards besides development and utilize this knowledge practice. | |
| 12) | Pitching a video game to developers, publishers, and players; mastering the art of effectively communicating and marketing the features and commercial potential of new ideas, concepts or games. |