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03070 CARTOON AND ANIMATION -
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:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Recognize the basic elements and principles of animation. %83.50
2 Knows the principles of modeling. %83.00
3 Stage design principles to create fictions size. %83.25
4 Acquire competence in creating cartoons and animation. %83.50
5 Knows the principles of animation. %83.50
6 Produced designs, constructs animation conversion processes. %83.75
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Process and convert produced designs into animation. %83.75
2 Develop visual problem solving skills. %82.25
3 Recognize technical materials used for Cartoon and Animation %83.75
4 Follow and apply new Technology %83.00
5 create unique and original video-animation projects %82.25
6 Use fundamental software needed for the field %82.75
7 Use fundamental software needed for the field %82.75
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 adapting to group work %82.25
2 Manufacture independent project decisions %82.00
3 Could attend in international project %81.50
4 Could attend in national project %75.50
Learning to Learn Percentage of Success
1 Knows to question work with a critical perspective and problem-solving attitude %83.00
2 Demonstrates observation and research before design and modeling %83.25
3 Adhering to the cultural and artistic values as a reference to create values in an international platform %83.25
4 Demonstrates the effort of life-long learning %82.25
Communication & Social Percentage of Success
1 Sets communication and modeling goals %83.50
2 Uses professional terminology in the field %83.25
3 Can communicate through clients and target audience %82.00
4 Uses visual and modeling language to solve design and animation problems %83.50
Occupational and/or Vocational Percentage of Success
1 Considers the reference of global guidelines to solve modeling problems %84.00
2 Creates visual unity in character development %83.50
3 Generates communication through visual language %82.75
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.