ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Digital Game Design | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | ISLT320 | ||||||||
| Course Name: | Idea Generation | ||||||||
| Course Semester: | Fall | ||||||||
| Course Credits: |
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| Language of instruction: | TR | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | University Elective | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Assoc. Prof. CEYDA OVACI | ||||||||
| Course Lecturer(s): |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | Early stage entrepreneurial activities; creativity; design thinking; innovation management; stand-up phase; value creation; defining the business idea; business idea generation process; presentation of the business idea; customer appreciation and willingness to pay; technical and procedural feasibility |
| Course Content: | Early stage entrepreneurial activities; creativity; design thinking; innovation management; stand-up phase; value creation; defining the business idea; business idea generation process; presentation of the business idea; customer appreciation and willingness to pay; technical and procedural feasibility. |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | • Describe the course • Explain expectations • Illustrate how to prepare Idea Generation project • Decide the project groups | |
| 2) | • Explain the notion of creativity • Discuss Innovation vs. creativity • Describe differences between innovation, invention and creativity • Explain global change, competition and technological improvements | Review the Syllabus. Log onto the student system to get familiarized with the course content and materials |
| 3) | • Define the process of creativity • List factors preventing and enhancing creativity thinking and their relation to ethics • Define creative business ideas • Identify individual creativity and group creativity | Homework: If you had a billion dollars, what would you do? |
| 4) | • Explain and list creative thinking methods • Illustrate differences of methods • Valuing diversity in thinking • Recognize opportunities for the generation of various types of venture ideas by using these methods | Individual study: Internet research. Find creative ideas samples. |
| 5) | • Explain critical thinking • Describe how to implement critical thinking approcahes • Identify critical thinking approaches for new ventures | |
| 6) | • Explain Idea-collection processes and methods • Identify advantages and disadvantages of collection methods • Describe the important factors that effect idea collection methods | |
| 7) | • MIDTERM • Explain Eight-Dimensional (8D) Approach to Ideation | |
| 8) | • Explain evaluation of new venture opportunities • Define Timmon’s Model • Explain how to make effective elevator pitches? | |
| 9) | • Identify how to test demand creation of business ideas • Explain the importance of selecting an appropriate business models to successfully commercialize innovations • Describe principle of commercialization process | |
| 10) | • Explain idea generation management • Describe how to promote an “ideas generating” culture | |
| 11) | • Explain intellectual property • Describe national and international intellectual property rights • Identify intellectual property rights through registration • Explain intellectual property rights through inherent • Describe licensing | |
| 12) | • Explain co-creation theory • Describe motivation factors of co-creation with stakeholders • Identify thingking outside the organizational box • Illustrate DART model | |
| 13) | • Business plan presentations | |
| 14) | • Business plan presentations | |
| 15) | final exam |
Sources
| Course Notes / Textbooks: | Steve Blank and Bob Dorf. The Startup’s Owner Manual. The Step-by-Step Guide for Building a Great Company, K&S Ranch, Inc. Publishers, 2012. Alexander Osterwald and Yves Pigneur. Business Model Generation. John Wiley & Sons, Inc., 2010. |
| References: | Ries, E. (2011) The Lean Startup: How Constant Innovation Creates Radically Successful Businesses, Portfolio Penguin. ISBN-10: 0670921602 ISBN-13: 978-0670921607. |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
2 |
3 |
|---|---|---|---|
| Program Outcomes | |||
| 1) Understands fundamental concepts, theories, and methodologies affecting digital game design processes. Analyzes the history and cultural contexts of game design. Utilizes interdisciplinary approaches and theoretical frameworks related to game design. | |||
| 2) Develops interactive game projects using game engines and software tools. Gains practical skills in areas such as visual design, user experience, and game mechanics. Integrates creative processes like storytelling, character design, and world-building into game design. | |||
| 3) Demonstrates leadership, collaboration, and project management skills in digital game design projects. Creates game design documentation and prototypes in line with industry standards. Develops innovative, ethical, and sustainable design solutions for various platforms and user groups. | |||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Understands fundamental concepts, theories, and methodologies affecting digital game design processes. Analyzes the history and cultural contexts of game design. Utilizes interdisciplinary approaches and theoretical frameworks related to game design. | 3 |
| 2) | Develops interactive game projects using game engines and software tools. Gains practical skills in areas such as visual design, user experience, and game mechanics. Integrates creative processes like storytelling, character design, and world-building into game design. | 2 |
| 3) | Demonstrates leadership, collaboration, and project management skills in digital game design projects. Creates game design documentation and prototypes in line with industry standards. Develops innovative, ethical, and sustainable design solutions for various platforms and user groups. | 1 |
Learning Activity and Teaching Methods
| Field Study | |
| Expression | |
| Brainstorming/ Six tihnking hats | |
| Individual study and homework | |
| Lesson | |
| Group study and homework | |
| Reading | |
| Homework | |
| Problem Solving | |
| Project preparation | |
| Report Writing | |
| Q&A / Discussion | |
| Application (Modelling, Design, Model, Simulation, Experiment etc.) |
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Oral Examination | |
| Homework | |
| Application | |
| Observation | |
| Individual Project | |
| Group project | |
| Presentation | |
| Reporting | |
| Peer Review | |
| Bilgisayar Destekli Sunum |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 15 |
| Presentation | 1 | % 25 |
| Midterms | 1 | % 20 |
| Final | 1 | % 40 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 13 | 57 |
| Presentations / Seminar | 14 | 42 |
| Midterms | 1 | 7 |
| Final | 1 | 14 |
| Total Workload | 162 | |