| School/Faculty/Institute | Faculty of Arts, Design and Architecture | ||||
| Course Code | FADA 212 | ||||
| Course Title in English | Digital Communication II | ||||
| Course Title in Turkish | Dijital İletişim II | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 154 hours per semester | ||||
| Number of Credits | 6 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
FADA 211 - Digital Communication I FADA 211 - Digital Communication I |
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| Expected Prior Knowledge | Basic modelling, basic digital representation tool usage | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To learn to bring architectural representation techniques into the computer realm | ||||
| Course Description | The course focuses on advanced 3D modeling, parametric design tools and advanced digital representation techniques in architectural and interior design. It uses previous basic 3d modelling and representation learnings from FADA 211 course as basis to improve. For this purpose, Rhinoceros 5 is used as a 3D modeling tool together with Grasshopper plugin as a parametric design tool. Different media types are introduced to enrich representation techniques and express the potential of architectural design through various programs: Adobe Premiere for video and motion editing, Adobe Photoshop and Illustrator for image manipulation and diagramming and Adobe Indesign for layouts are used. The application of the techniques will be explicit within a digital premise, which include image manipulation, diagrams and modeling. | ||||
| Course Description in Turkish | Ders ileri derece 3 boyutlu modelleme, parametrik tasarım araçları ve ileri derece dijital temsil tekniklerine odaklanmaktadır. FADA 211 dersinin kapsadığı temel modelleme ve dijital temsil bilgileri ileri modelleme ve temsil konuları için temel oluşturur. Bu amaçla 3 boyutlu modellemede Rhinoceros 5 programı, parametrik tasarım için Grasshopper eklentisi ile birlikte kullanılır. Dijital temsilin potansiyellerini keşfetmek ve farklı medya türlerine hakim olmak için çeşitli programlar kullanılır: Video ve hareketli imaj üretimi için Adobe Premiere, imaj düzenleme, ve diyagram üretimi için Adobe Photoshop ve Illustrator, son olarak da poster ve kitapçık tasarımı, dizgisi için Adobe Indesign kullanılır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the powerful role of digital communication techniques for architectural representation; 2) represent the existing environment by diagrams, mappings, modeling, rendering and graphic presentation qualitatively and quantitatively; 3) express ideas by means of digital graphical methods; 4) use parametric design tools; 5) use renderings and graphic visualization in the digital medium by means of hybrid representations. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||
| 6) Internalization and dissemination of professional ethical standards. | |||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | TURAN ALTINTAŞ , December 2023 |
| Course Coordinator | AKTS1 |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. ABDULKADİR EREN ÖZTÜRK |
| Week | Subject |
| 1) | Rhino 3D – Grasshopper – Introduction |
| 2) | Rhino 3D – Grasshopper – Adaptation – Math Operations |
| 3) | Rhino 3D – Grasshopper – Attractor Point |
| 4) | Rhino 3D – Grasshopper – Paneling & Morphing |
| 5) | Rhino 3D – Grasshopper – Presentation (Digital Fabrication) |
| 6) | Adobe Illustrator & Premiere– Preparing Video Materials and Basic Video |
| 7) | Adobe Premiere – Video Editing, Animation - Dynamic Visualizations |
| 8) | Rhino 3D – Vray – Advanced Materials – Texture and Mapping |
| 9) | Rhino 3D – Vray – Advanced Lighting and Camera |
| 10) | Adobe Photoshop – Post Production |
| 11) | Adobe Illustrator – Vectoral Drawing and Diagramming |
| 12) | Adobe Indesign – Introduction |
| 13) | Adobe Indesign – Poster and Booklet Layout |
| 14) | Student work presentation and feedback |
| 15) | Final Assessment Period |
| 16) | Final Assessment Period |
| Required/Recommended Readings | Recommended Reading: Schwartz, L (2004) Adobe Photoshop for VFX Artists, Course Technology PTR, New York. Alspach, T (2009) Illustrator CS4 bible, Wiley Pub., Indianapolis. R McNeel & Associates, (2006) Rhinoceros Level 1 Training Manual, Robert McNeel & Assoc, Seattle. R McNeel & Associates, (2006) Rhinoceros Level 2 Training Manual, Robert McNeel & Assoc, Seattle. Chiang C. and Alomar D., (2009), Rendering Plugin For Designers, ASGVIS, U.S.A. | |||||||||||||||
| Teaching Methods | In-class applications, Assignments and student presentations related with different programs and skills. The methodology unfolds the use of Digital Communication to a conceptual manipulation design should engage from the earliest stages of the design process. Through the use of technical drafting and modeling techniques, digital communication also studies rendering and post-processing phase of image and graphic presentation. Across an array of visual representations that include but are not limited to modeling, drafting rendering and graphic design the methods describe the conveyance of ideas and information in forms that can be read or looked upon. | |||||||||||||||
| Homework and Projects | 10 pre-class quiz, 6 assignments (1 as a presentation ) and 1 final submission | |||||||||||||||
| Laboratory Work | - | |||||||||||||||
| Computer Use | Yes | |||||||||||||||
| Other Activities | - | |||||||||||||||
| Assessment Methods |
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| Course Administration |
altintast@mef.edu.tr Student participation will be essential for the visual communication studio. Attending both submissions including the Final Portfolio Submission are crucial elements in the final grade. Late submissions will not be accepted. 70% attendance are compulsory for a successful outcome. Academic Dishonesty and Plagiarism: YÖK Disciplinary Regulation. |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 6 | 8 | 2 | 1 | 66 | ||
| Final Examination | 1 | 15 | 2 | 1 | 18 | ||
| Total Workload | 154 | ||||||
| Total Workload/25 | 6.2 | ||||||
| ECTS | 6 | ||||||