Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | YMD214 | ||||||||
Course Name: | Program Production | ||||||||
Course Semester: |
Spring |
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Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department/Faculty/University | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. DİNÇER KARACA | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | The aim of the course; to help students understand the role of program producers in social and cultural life, and to help program producers understand the role of social interaction and economic growth. |
Course Content: | Definition of advertising, its history, place and importance in marketing activities, advertising purposes and functions, its types, advertising appeals and themes, creation of advertisement message, writing script and mini-production selection, the future of advertising, the impact of new technologies on advertising. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | What is the tv program and how is it done? What is the TV program in logistics, content, social and educational sense? How are environmental programs, competitions, sports programs organized? | |
2) | How is the program planned? How do you plan the program in administrative and editorial terms? | |
3) | How to use images and visuals? What kind of problems does it create to be misunderstood and influenced by human perception? | |
4) | Programming and secret conviction techniques | |
5) | How to edit and montage? What are the basic features of montage and editing? | |
6) | How to prepare TV announcements and introductions? What methods should be used to get more attention and interest in your prepared content? How should the introduction texts be prepared? | |
7) | Elements of the program: What are audience, audience expectations? What programs do or do not work? | |
8) | TV: the killing entertainment. How do TVs change our lives? | |
9) | News, Virtual reality: What is simulation? What was the line between the real and the virtual? | |
10) | Social Media and changing news: citizen reporters, smart devices and the influence of changing news on social media and its derivatives. | |
11) | Internet media and the future of media: How do TV viewing habits of viewers affect the reality of rayting? | |
12) | New Media and new interactions: How does social media have a social and individual dimension? | |
13) | Program Types | |
14) | The most important programs of Turkish television history: Analysis of programs such as Siyaset Meydanı, Gündem Özel, Sıcağı Sıcağına. |
Course Notes / Textbooks: | Ders notları düzenli olarak dersin power point olarak paylaşılacaktır. |
References: | temelaksoy.com, medyaradar.com, bianet.com, medyatava.com, T24.com.tr, diken.com.tr, |
Learning Outcomes | 1 |
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3 |
4 |
5 |
6 |
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Program Outcomes | |||||||||||
1) Have knowledge of children's development, learning characteristics and difficulties. | |||||||||||
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |||||||||||
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |||||||||||
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |||||||||||
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |||||||||||
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |||||||||||
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |||||||||||
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |||||||||||
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |||||||||||
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |||||||||||
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |||||||||||
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Have knowledge of children's development, learning characteristics and difficulties. | |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |
3) | It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |
4) | In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |
5) | In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |
7) | Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |
8) | Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |
9) | It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |
10) | Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |
11) | Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |
12) | Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
Field Study | |
Expression | |
Lesson | |
Group study and homework | |
Homework | |
Project preparation | |
Technical Tour |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Application | |
Observation | |
Group project | |
Presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Project | 1 | % 50 |
Final | 1 | % 50 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 14 | 42 |
Project | 16 | 64 |
Final | 1 | 3 |
Total Workload | 109 |