Web Publishing for Educators™
This three-semester hour continuing education graduate course addresses beginning site design for the World Wide Web—one of the most visible and accessible features of the Internet. The World Wide Web affords educators a myriad of opportunities to supplement the learning experience for students. Educational home pages can enhance teaching, facilitate student learning, and provide parents insight into their children’s educational experience. This course is designed to give educators a hands-on, practical approach to Web site design and publishing.
This course is recommended for K-12 educators. Basic computer and Internet skills are required.
1. Learn the features of an effective home site and use software design tools to design Web pages.
2. Develop and publish a Web site for educational use.
3. Employ Internet educational resources in the Web site for educational projects.
4. Evaluate additional online design resources and future Web site design trends.
By the conclusion of this course, each participant:
1. Reviews the Internet and the World Wide Web.
1.1. Describes elements of the Internet.
1.2. Discusses the Web as a tool developed for using the Internet.
1.3. Surveys a variety of software tools used to design and create Web sites.
1.4. Examines the various alternatives for publishing and managing Web sites.
2. Reviews the Internet Browser
2.1. Demonstrates how to use Bookmarks and Favorites.
2.2. Demonstrates how to navigate and find information on the Internet.
2.3. Demonstrates how to use search engines.
3. Discusses the role of the Web in education.
3.1. Examines reasons to use the Web in education.
3.2. Examines how the Web can facilitate learning.
3.3. Examines aspects of global communication.
3.4. Analyzing the implications of the Web as a communications community.
3.5. Discusses hardware and software requirements of Web publishing.
4. Discusses the elements and organization of Web pages and their application in planning a Web site.
4.1. Describes the difference between Web pages and Web sites.
4.2. Demonstrates how to use hyperlinks.
4.3. Examines Hypertext Markup Language (HTML) and its use in a Web page.
5. Discusses Web site design concepts
5.1. Examines Home Pages.
5.2. Demonstrates how to create links.
5.3. Discusses Web site structure.
5.4. Discusses how to develop a master plan for a Web site.
5.5. Examines copyright issues.
5.6. Examines the elements of Web style and etiquette.
6. Examines the elements of Web style.
6.1. Discusses the importance of the audience.
6.1.1. Examines the use of lists for presenting information.
6.1.2. Examines the importance of choosing images and limiting their use.
6.1.3. Examines the need to place important information first.
6.1.4. Examines the importance of readability.
6.2. Discusses the centrality of content to the Web site.
6.2.1. Examines the need to proofread.
6.2.2. Examines the need to keep a design simple.
6.2.3. Examines the importance of placing contact information on the Web site.
6.3. Examines specific design techniques.
6.3.1. Discusses the employment of white space in a Web page design.
6.3.2. Examines the effective use of emphasis.
6.3.3. Discusses available design resources.
7. Uses a Web site design tool to develop a Web site.
7.1. Organizes text, graphics, links and tables to develop a basic page design.
7.2. Enhances the site design using forms, frames, multimedia and Java.
7.3. Uses sound and video clips in the Web site design.
7.4. Publishes a Web site.
8. Practices management of a Web site
8.1. Develops a management plan.
8.2. Examines the role of the Internet Service Provider (ISP).
8.3. Evaluates and modifies content.
8.4. Checks links to other Web sites.
8.5. Reviews additional Web design resources on the Internet.
8.6. Evaluate future trends in Web site design.
9. Investigates techniques for using the Web in educational settings.
9.1. Examines communication and information management applications.
9.2. Examines learning applications in the classroom.
Day One: Defining the Internet and World Wide Web, reasons for using the Web in education, browser techniques, site design concepts, elements of Web style, survey of design tools.
Day Two: Introduction to the program—the relationship of Hypertext Markup Language (HTML) to site design, using documents, editing objects, working with text, paragraph and character styles, creating lists, using graphics, editing image attributes.
Day Three: Creating a basic site—Internal links, links to other sites, anchors, image maps, using tables.
Day Four: Polishing the site design—frames, interactive forms, sound, animation, multimedia, Java.
Day Five: Working with a service provider, hosting a server, uploading the files, promoting the site, managing the site, Web projects for education, design resources on the Internet, helping colleagues, Web sites of other schools, trends in Web design.
A textbook appropriate
for the software will be utilized.
All participants are expected to have 100% attendance, and to participate in
class. Components will be weighed as follows:
Participation
10%
Attendance 20%
Final
assessment 10%
Grading by
Contract 60%
At the end of the course, letter grades are awarded as defined:
A Excellent. Denotes work that is consistently at the highest
level of achievement in a graduate college or university course.
B Good. Denotes work that consistently meets the high level
of college or university standards for academic performance in a graduate
college or university course.
C The lowest passing grade. Denotes work that does not meet in
all respects college or university standards for academic performance in a
graduate college or university course.
F Failure. Denotes work that fails to meet graduate college
or university standards for academic performance in a course.
1. For an A, participants will complete all of the course expectations including the final assessment at a level of excellence, and complete one of the following options with excellence that consistently meets the highest university standards for academic performance in graduate work:
Option 1: Create a Web site of at least 5 pages. These pages must include:
a. descriptive page titles
b. different sizes and styles of text
c. links to other pages of the site, anchors, and other sites
d. effective use of white space including rules
e. backgrounds with different colors on two of the pages
f. one occurrence of all of the following elements:
Ÿ a bulleted or numbered list
Ÿ a table with text
Ÿ a horizontal or vertical frame
Ÿ an interactive form
g. two JPEG or GIF images on the site chosen from the following image options:
Ÿ placed on the foreground or background
Ÿ placed in a table
Ÿ an image map
Option 2: Develop a specialized project of equivalent scope and applicability sanctioned by the instructor. This option excludes in-class presentations.
2. For a B, participants will complete all of the course expectations including the final assessment with minimally good performance, and complete one of the following options in a consistently good manner that meets a high level of university standards for academic performance in graduate work:
Option 1: Create a Web site of at least 3 pages. These pages must include:
a. descriptive page titles
b. different sizes and styles of text
c. links to other pages of the site, anchors, and other sites
d. effective use of white space including rules
e. backgrounds with different colors on two of the pages
f. one occurrence of each of the following elements:
Ÿ a bulleted list, numbered list or a table with text
Ÿ an interactive form
g. one JPEG or GIF images on the site chosen from the following image options:
Ÿ placed on the foreground or background
Ÿ placed in a table
Ÿ an image map
Option 2: Develop a specialized project of equivalent scope and applicability sanctioned by the instructor. This option excludes in-class presentations.
3. For a C, participants will complete all of the course expectations including the final assessment.
All
documents and projects are due no later than two weeks after the class ends.
The documents and projects must be properly formatted and submitted on disk.
Participants are expected to maintain academic honesty and integrity by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the participant receiving a zero for that test, assignment or paper.
Participants are required to attend all classes as well as participate in class discussions, small group activities, exercises and projects. Absence from any part of the class will require that you withdraw from the class. You will need to contact The Connecting Link at (800) 969‑9424 in the event this occurs.
Participants are expected to keep pace with in-class assignments and evening at-home assignments. If a situation arises where an assignment cannot be completed, the participant is expected to make arrangements with the instructor for the timely submission of such work. All work is due no later than two weeks after the class ends. Failure to complete all work in this time frame will result in an incomplete or a grade of F for the work, depending on the reason for the delay.
Participants are required to take an in-class final assessment.
In compliance with ADA guidelines, participants who have any condition, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing may be made as needed to provide for equitable participation.
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