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
CET2028	Graphics and Animation in Education	Spring	2	2	3	7

Basic information

Language of instruction:	English
Type of course:	Must Course
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Instructor BARIŞ ERDOĞAN
Course Lecturer(s):	Instructor BARIŞ ERDOĞAN
Recommended Optional Program Components:	There is no recommended optional program component.
Course Objectives:	This course provides the technical skills & creative principles required to create graphics and animations in education. This course explores graphic design as it relates to the print, Internet and motion graphics, including graphics for ad, web design and computer animation. Projects developed in this course will add to a student’s portfolio an element of design and motion from traditional techniques and from modern computer-based techniques. Insights gained through understanding will provide the student with the means to make responsible, informed decisions regarding the quality of animated designs, ads, and motion graphics. Graphic topics include formats, size and resolution, optimization, and design fundamentals and principles. Animation topics include strategies for planning and designing interactive animations, its effective use in education, and combining sound, speech, graphics, photographs and video using scripting.

Learning Outcomes

The students who have succeeded in this course;
1. Define the basic terminology and concepts relative to graphic design and animation;
2. Identify the differences between raster and vector graphics;
3. Demonstrate an understanding of the constraints that must be taken into account for graphic design;
4. Acquire images from a variety of sources;
5. Demonstrate an understanding of how to use the tools common to most graphics programs;
6. Describe the basic process of 2D (Traditional) computer animation - modeling, animating and rendering;
7. Develop and produce basic traditional animations;
8. Develop and produce computer-based animations using a variety of animation tools;
9. Practice and develop a grasp of the basics of three software programs – Flash for animation, and Photoshop for graphic design, primarily through practicing tutorial exercises and other self-directed learning;
10. Combine graphics, text, and audio clips to create multimedia projects;
11. Review, understand and use basic design elements/principles to create successful multimedia projects;
12. Demonstrate an understanding of the value and necessity of seeking your own answers to questions concerning software and design skills and concepts.

Course Content

Definition of graphic communication and graphic design, design process and principles, history of graphic design, creativity in graphic design, basic design elements in graphic, application area in graphic design, graphic drawing program (Photoshop, Fireworks).

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Orientation
2)	Terminology Resolution and bit depth Vector Graphics and bitmapped graphics File formats. RGB color model Multimedia - Modeling, animation, rendering, authoring, interactive, web, and video editing. Photoshop basics Exploration of tools and features Overview of applications (image editing, painting, air brushing, and curves)
3)	Scanning Basics Mode (bit depth) Resolution (dpi) Scaling factor (%) File size Procedure - preview, adjust settings, scan, save preview and scan
4)	Design Principles, Palettes, and Page Elements - I: Form, Repetition, Structure
5)	Design Principles, Palettes, and Page Elements - II: Similarity, Gradation, Vector Images
6)	Review
7)	Design Principles, Palettes, and Page Elements - III: Radiation, Anomaly, Contrast, Web graphics, Basic HTML and web page description
8)	Design Principles, Palettes, and Page Elements - IV: Concentration, Texture, Space Adobe Flash basics: Exploration of tools and features, Overview of application
9)	Animation Basics History and origins of animation Timeline Gif Animation- Image optimization for optimal download time
10)	Digital 2-D (Traditional) Animation Techniques Basic traditional animation techniques Basic computer-based animation technique Conceptualization techniques brainstorming, thumbnails, storyboarding
11)	Learning From Animation Functions of Animation in Comprehension and Learning
12)	Animation Principles
13)	Animated Pedagogical Agents Flash: ActionScript and JavaScript
14)	Presentations

Sources

Course Notes / Textbooks:	• William, R. (2003). The non-designer's design book. Berkeley, CA: Peachpit Press. • Lowe, R. (2008). Learning with animation: Research implications for design. New York: Cambridge University Press
References:	• Lupton, E., & Phillips, J. C. (2008). Graphic design: The new basics. New York: Princeton Architectural Press • Lohr, L. L. (2003). Creating graphics for learning and performance: Lessons in visual literacy. New Jersey: Upper Saddle River. • Adobe Photoshop. Graphic Editor. • Adobe Flash. Animation and Multimedia Software.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	10	% 5
Application	10	% 5
Homework Assignments	4	% 0
Project	7	% 90
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 10
PERCENTAGE OF FINAL WORK		% 90
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Application	14	2	28
Project	7	15	105
Homework Assignments	4	3	12
Total Workload			173

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.	4
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.	5
3)	To develop competencies related to software languages, operating systems, computer networks and computer hardware.	4
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.	4
5)	To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.	4
6)	To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.	3
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.	3
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.	5
9)	To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements.	4
10)	To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.	3
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.	4
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.	4
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.	3
15)	To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.	4