Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) ● Provides access to open data sources and parties
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2) ● Gain insight with basic data visualization methods.
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Skills
(Describe as Cognitive and/or Practical Skills.)
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1) ● Can access databases.
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2) ● Can realize data acquisition and collection methods from digital platforms.
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3) ● Performs data cleaning methods with programs such as Excel.
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4) ● It can collect data from Twitter and similar platforms.
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Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) ● Discuss the principles of data journalism or data reporting.
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2) ● Data analysis and visualization applications can be defined.
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Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
Week 1: What is data and its importance as a new emerging value? ● What can be done with the data, where is it used? ● The process of obtaining data from samples and reaching end users. ● Visualizations, infographics, maps from past to present through examples. ● Curriculum information, homework topics, and interview for the final project. |
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2) |
Week 2: What are open data sources? ● Open data sources offered by institutions and their analysis
● Transactions on Github. ● Access to open data sources via Github. |
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3) |
Week 3: Dataset File Formats Differences ● Spreadsheets ● Introduction to Excel, Dataset transfer via Github ● Commonly used Excel functions |
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4) |
4. Hafta: Veri görselleştirmede kullanılan çizelge çeşitleri ve uygulanma alanları ● Excel üzerinde çizelge ve grafik çeşitlerinin uygulanması |
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5) |
Week 5: Introduction to Interactive Data Visualization Softwares ● Visualization examples with Datawrapper web interface ● "Line Chart" design with Worldbank data |
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6) |
Week 6: Introduction to Data Journalism ● Storytelling in Data Journalism ● Examples of Data Journalism from the World and Turkey ● A Study to Draw Attention to Yearly Global Plastic Production Data Using Datawrapper |
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7) |
7. Hafta: Çizelge ve Grafik Tasarımı Prensipleri ● Veri Görselleştirmede Renk Kullanımı ● Makaleleştirilecek Konunun 4 Adımlık Eskiz Çizimleri ● Word ile Gazete Stili Makale Oluşturma |
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8) |
Week 8: Midterm |
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9) |
Week 9: Geolocation ● Data Journalism Using Geolocation Data ● Obtaining Geographical Data from Open Data Sources ● Visualizing Map Data Using Google Maps |
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10) |
Week 10: Open-Source Mapping ● Color Selection on Choropleth Maps ● Interpolation and Color Scales for Maps ● Year Based Housing Value Visualization Using Choropleth Maps |
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11) |
Week 11: Election Data Visualization Using Choropleth Maps ● Visualizing IMF Unemployment Rate Data for European Countries Using Choropleth Maps |
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12) |
Week 12: APIs offered by Social Media Companies ● Transferring Reddit Data to Spreadsheet Programs with API Queries ● Wordcloud Generation by Word Frequency |
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13) |
Week 13: How to Lie with Data ● Examples of Bad Visualizations ● Ethics and Reliability in Data Visualization Applications ● Data Reporting with Word |
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14) |
Week 14: Final Project |
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Course Notes / Textbooks: |
○ Rogers, S., 2013. Facts are sacred: the power of data. Faber and Faber, Guardian Books, London.
○ Tufte, E.R., 2001. The visual display of quantitative information, 2nd ed. ed. Graphics Press, Cheshire, Conn.
○ Usher, N., 2016. Interactive journalism: hackers, data, and code. University of Illinois Press, Urbana.
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References: |
○ https://datavizcatalogue.com/
○ https://handsondataviz.org/opendata.html
○ Özmen, K. (2017). Dünya'da ve Türkiye'de Bilgi-Veri Görselleştirme: İnfografik Tasarım, Yüksek Lisans Tezi. İstanbul Arel Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
○ Kahraman, N. (2021). Açık Veri Uygulamasının Belediyeler Üzerindeki Etkisi: Londra ve İstanbul Büyükşehir Belediyeleri Örneği, Doktora Tezi. İnönü Üniversitesi Sosyal Bilimler Enstitüsü, Malatya.
○ Oran, İ. (2018). A Qualitative Analysis of Data Journalism Practice in Turkey, Master's Thesis. Kadir Has University Graduate School of Social Sciences, Istanbul.
○Zinderen, A. (2019). Veri Gazeteciliği ve İnfografik Haber Tasarımına Yönelik Uygulamalı Bir Analiz, Doktora Tezi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü, Erzurum.
○ https://www.academia.edu/34442143/Veri_Okuryazarl%C4%B1%C4%9F%C4%B1_El_Kitab%C4%B1
○ https://www.academia.edu/8959292/D%C3%BCnyada_ve_T%C3%BCrkiyede_Veri_Gazetecili%C4%9Fi
○ https://dergipark.org.tr/tr/download/article-file/1113756
○ https://manifold.press/infografigi-yeniden-tanimlamak
○ Gray, J., Chambers, Bounegru, L., 2012. The Data Journalism Handbook, 1., neue Ausg. ed. O’Reilly & Associates, Sebastopol, CA.
○ Mair, J. (Ed.), 2014. Data Journalism: Mapping the Future. Abramis, Bury St. Edmonds.
○ Mair, J., Keeble, R., Lucero, M., Moore, M., 2017. Data Journalism: Past, Present and Future.
○ McCandless, D., 2012. Information is Beautiful, New ed., Revised, Recalculated and Reimagined. ed. Collins, London.
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Students learn and apply knowledge, concepts and theories in basic and sub-fields of management. |
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1.1 Students are competent with using knowledge of all basic fields of management such that strategic management, organizations, finance, accounting, marketing and human resources in daily business problems. |
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1.2 Students learn basic knowledge in sub-fields of management such as mathematics, statistics, behavior science, law, information technologies. |
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2) |
Students acquire ability to effectively plan and use economic, technological and human sources and tools in organizations by applying appropriate theories and methods. |
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2.1 Students use economic and technological sources effectively and efficiently in the field of business administration. |
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2.2 Students use information and communication technologies effectively in business practices. |
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3) |
Students have competencies of eagerness for life-long learning, easiness to comply with innovation and change as an employee/employer/manager to meet modern business life's expectations. |
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3.1 Students use competencies of time management and self-discipline to reach strategic aims. |
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3.2 Students plan and manage information and communication processes efficiently. |
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3.3 Students acquire skills for leadership and teamwork, entrepreneurship and change management. |
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3.4 Students solve problems and make decisions with an awareness of ethical values and social responsibilities. |
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4) |
Students apply what they learn theoretically in real business life during a semester. |
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4.1 Students experience all processes in business life. |
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4.2 Students take part in activities related to their major field in a real business. |
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4.3 Students have the chance to compare theoretical postulates and real business practice. |
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4.4 Students gain knowledge and experience in their major field. |
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5) |
Students acquire the competencies expected by business world and society as they defined in institutional outcomes of our university on an advanced level. |
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5.1 Students acquire problem-analyzing and -solving, and conflict resolution skills. |
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5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary. |
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5.3 Has awareness for ethical and social responsivity. |
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5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way. |
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5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view. |
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5.6 Develops strategical, innovative and entrepreneurial ideas. |
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5.7 Acquires competence of managing the change. |
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5.8 Shows development personally and socially with and awareness for lifelong learning. |
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5.9 Follows advanced technologies and developments about digital transformation. |
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5.10 Students have cultural consciousness at a level they can transfer to groups among and beyond their major field. |
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5.11 Students have citizenship consciousness. |
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5.12 Acquires communication in a Foreign Language (English) competence defined on the level of at least B1 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B2/B2+). |
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WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Course |
14 |
3 |
42 |
Laboratory |
0 |
0 |
0 |
Application |
0 |
0 |
0 |
Special Course Internship (Work Placement) |
0 |
0 |
0 |
Field Work |
0 |
0 |
0 |
Study Hours Out of Class |
0 |
0 |
0 |
Presentations / Seminar |
0 |
0 |
0 |
Project |
0 |
0 |
0 |
Homework Assignments |
10 |
3 |
30 |
Total Workload of Teaching & Learning Activities |
- |
- |
72 |
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Quizzes |
0 |
0 |
0 |
Midterms |
1 |
20 |
20 |
Semester Final Exam |
1 |
50 |
50 |
Total Workload of Assesment & Evaluation Activities |
- |
- |
70 |
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
142 |
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
5 |