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- 25TH YEAR
Department of Media and Communication
RTV 150 | Course Introduction and Application Information
| Course Name |
Effective Communication Skills
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
RTV 150
|
Fall/Spring
|
1
|
2
|
2
|
3
|
| Prerequisites |
None
|
|||||
| Course Language |
Turkish
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
Short Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionGroup WorkCase StudyQ&AGuest SpeakerLecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to enable students to understand the fundamental principles of effective communication, to communicate in a healthy and productive manner with different individuals and groups in various contexts, to express themselves clearly and coherently, and to adopt a solution-oriented approach to problems that may arise during the communication process. The course aims to develop students’ active listening, empathy, feedback-giving, persuasive speaking, conflict management, and professional communication skills in both face-to-face and digital environments. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | The Effective Communication Skills course is a practice-based course designed to enable students to communicate consciously, clearly, effectively, and responsibly in their personal, academic, social, and professional lives. Within the scope of the course, key topics such as the communication process, verbal and non-verbal communication, listening skills, empathy, self-presentation, body language, persuasion, conflict management, public speaking, and digital communication are addressed with a sector-based approach. In line with communication theories and contemporary examples, students have the opportunity to evaluate their own communication styles, develop strategies appropriate to different communication contexts, and strengthen their effective expression skills. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction to communication: Approaches within psychology, sociology, and anthropology | Akman, M. K. & Özer, H. (2016). İletişim sarmalları: Sosyo-psikolojik boyutlarıyla iletişimi yeniden düşünmek. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 6(15), 307-316.; Aziz, A. (2013). İletişime giriş (s. 25-36). Hiperlink. |
| 2 | The communication process and its elements: Human–human, human–corporation, and human–technology communication | İplikçi, H. G. (2015). İletişimde temel modeller ve kitle iletişim modelleri. Sosyal ve Beşeri Bilimleri Dergisi, 7(2); Güngör, N. (2015). İletişime giriş (s. 19-33). Siyasal Kitapevi. |
| 3 | Linear, circular, and spiral models of communication | Yüksel, E. (2013). İletişim kuramlarına giriş. E. Yüksel (Ed.), İletişim Kuramları (ss.2-34), Eskişehir: Anadolu Üniversitesi Yayınları. |
| 4 | Written communication and artificial intelligence | Mısırlı, İ. (2021). Genel ve teknik iletişim: Kavramlar, ilkeler ve uygulamalar (s. 38-77, 102-125). Detay Yayıncılık. |
| 5 | Oral communication skills: Rhetoric, persuasion, and debate | Doğanay, Ü., & Keskin, F. (2008). İletişim çalışmalarında kişilerarası iletişimin yeri: Türkiye'deki kişilerarası iletişim eğitimi üzerine bir değerlendirme. Kültür ve İletişim, 11(1), 9-32. |
| 6 | Non-verbal communication and body language | Gürüz, D. & Eğinli, A. T. (2018). İletişim becerileri: Anlamak, anlatmak, anlaşmak (6. Baskı, s. 251-280). Nobel Akademik Yayıncılık. Kocasavaş, Y. (2007). Etkili iletişimin sözsüz adımı olan beden dili ve Türkçe eğitimdeki rolü. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 7(1), 47-55. |
| 7 | Effective presentation techniques | Cialdini, R. (2003). İknanın psikolojisi: Teorik ve pratik bir arada. Çev: Yasemin Fletcher. İstanbul: Mediacat Yayıncılık. Siddons, S. (2008). The complete presentation skills handbook: How to understand and reach your audience for maximum impact and success. London: Kogan Page Publishers. Sarıdoğan, E. (2013). Toplantı ve sunum teknikleri (sf. 5-23). Papatya Bilim. ISBN 6054220564. |
| 8 | General evaluation | |
| 9 | Personal branding / Student presentations | Güngör, N. (2015). İletişime Giriş, Siyasal Kitabevi, 3. Baskı. ISBN: 978-605-5782-59-7 Sayfa: 139-180. Aziz, A. (2013). İletişime Giriş, Hiperlink, 4. Baskı. ISBN: 978-9944-157-14-8 Sayfa: 57-59. |
| 10 | Digital communication, image, and reputation management / Student presentations | Karahisar, T. (2013). Dijital nesil, dijital iletişim ve dijitalleşen. AJIT‐e: Online Academic Journal of Information Technology, 4(12), 72-81. Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3–43. https://doi.org/10.1177/009365096023001001 Fombrun, C., & Shanley, M. (1990). What’s in a name? Reputation building and corporate strategy. Academy of Management Journal, 33(2), 233–258. https://doi.org/10.5465/256324 |
| 11 | Corporate communication / Student presentations | Durğun, S. (2006). Örgüt kültürü ve örgütsel iletişim. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi. 1(2), 112-132. van Riel, C. B. M. (1997). Research in corporate communication: An overview of an emerging field. Management Communication Quarterly, 11(2), 288–309. https://doi.org/10.1177/0893318997112005 Cornelissen, J., van Bekkum, T., & van Ruler, B. (2006). Corporate communications: A practice-based theoretical conceptualization. Corporate Reputation Review, 9(2), 114–133. https://doi.org/10.1057/palgrave.crr.1550015 |
| 12 | Emotional labor / Student presentations | Ashforth, B. E., & Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. Academy of Management Review, 18(1), 88–115. https://doi.org/10.5465/AMR.1993.3997508 Grandey, A. A. (2000). Emotion regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5(1), 95–110. https://doi.org/10.1037/1076-8998.5.1.95 |
| 13 | Intercultural communication / Student presentations | Güngör, N. (2015). İletişime Giriş, Siyasal Kitabevi, 3. Baskı. ISBN: 978-605-5782-59-7 Sayfa: 180-197 / 210- 251. Aziz, A. (2013). İletişime Giriş, Hiperlink, 4. Baskı. ISBN: 978-9944-157-14-8 Sayfa: 59/ 113- 135. |
| 14 | Case studies (sector-based current events) | |
| 15 | Case studies (sector-based current events) | |
| 16 | General evaluation |
| Course Notes/Textbooks |
|
| Suggested Readings/Materials | Books:
Video contents:
Blogs:
Podcast:
Websites:
Movies:
Documentaries:
Journals:
|
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques |
2
|
30
|
| Portfolio | ||
| Homework / Assignments |
1
|
10
|
| Presentation / Jury |
1
|
20
|
| Project |
1
|
30
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam |
1
|
|
| Total |
| Weighting of Semester Activities on the Final Grade |
6
|
100
|
| Weighting of End-of-Semester Activities on the Final Grade | ||
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
1
|
16
|
| Laboratory / Application Hours |
16
|
2
|
32
|
| Study Hours Out of Class |
0
|
||
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
2
|
10
|
20
|
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
4
|
4
|
| Presentation / Jury |
1
|
8
|
8
|
| Project |
1
|
10
|
10
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
1
|
0
|
|
| Total |
90
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to define the historical development process, fundamental principles, and theories of Radio and Television Programming, and explain the basic principles of audio-visual storytelling. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To be able to utilize technical equipment and software requiring expertise in the field of Radio and Television Programming according to contemporary techniques. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to describe the pre-production research of an audio-visual work, scriptwriting, production planning, camera usage, sound recording, lighting setup, and post-production editing design at a fundamental level and apply at least one of them at an advanced level. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to apply standard video shooting and sound recording indoors and outdoors within the scope of a production in teamwork. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to explain the national and universal values, professional and ethical principles, and legal regulations required in radio-television broadcasting. |
X
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to evaluate audio-visual outputs based on technical and methodological criticism. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to generate creative and critical approaches and projects suitable for the broadcasting platform and selected media, taking responsibility in individual or teamwork. |
-
|
-
|
X
|
-
|
-
|
|
| 8 |
To be able to consider occupational safety principles while working in media, production, and press-broadcasting fields. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to apply the knowledge gained in classes within the scope of an internship in relevant job fields. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to follow the information in the field and communicate with colleagues by using English at the general level of European Language Portfolio A2. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to possess interdisciplinary knowledge in artistic, cultural, and social issues related to communication fields and programs. |
-
|
-
|
X
|
-
|
-
|
|
| 12 |
To be able to direct their learning towards an advanced educational level by keeping track of technological changes and innovations, considering a lifelong learning vision. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to analyze the universal and social dimensions and legal consequences of their professional work in the field concerning human rights, cultural diversity, environmental issues, public interest, and public service. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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