LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Know the structural, administrative and technical features in the process of transition from conventional media to new media. %83.75
2 Has knowledge in humanity and social sciences. %84.25
3 Knows the features of new media literacy. %84.00
4 Knows processes and developments specific to interactive and participatory new media culture. %83.75
(Described in terms of cognitive and practical skills) Percentage of Success
1 Has advanced reading, thinking and analytical analysis skills that can critically evaluate new media content. %83.75
2 Has the ability to integrate professional and practical skills with new theoretical knowledge on new communication technologies. %83.75
3 Has the ability to analyze the effects of new media on social life, economy, culture and politics. %83.75
4 Designs and implements media for content delivery and distribution for digital platforms. %84.00
Autonomy & Responsibility Percentage of Success
1 Studies harmoniously and efficiently in groups and/or individually. %84.25
2 Examines research and development projects with a critical approach in order to find solutions for the problems in new media field. %83.75
Learning to Learn Percentage of Success
1 Keeps an eye on the progress in science and technology. %84.00
2 Follows the local, regional, national and international agenda and evaluates it critically. %84.00
Communication & Social Percentage of Success
1 Conveys topics related to new media to experts and non experts in an efficient and accurate manner with written, oral or visual communication methods. %83.75
2 Communicates to his/her colleagues in new media field by means of using a foreign language. %83.75
Occupational and/or Vocational Percentage of Success
1 Has the competence to develop new media projects. %84.00
2 Abstract and concrete concepts; turns it into creative thinking, innovative and original works. %84.00
3 Plans and manages professional events. %84.00
4 Has technical awareness %84.25
5 Has a sense of responsibility for professional and ethical values. %84.00
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.