Download Course Syllabus - Information Technology Services

Course Syllabus
Semester: Spring 2008
Course: ED 499 Special Topics in Education – Web Design (Section N01)
ED 560 Individual Study – Web Page Design (Section N01) – Online
Instructor:
Richard Holden
E-mail: [email protected]
Office: 316A Education/Home Economics Bldg.
Office phone: 329-7206
Address: Box W-1637, Columbus MS 39701
Office Hours: Mon-Fri 1:00 – 4:00 p.m.
Class Web Site: http://www2.muw.edu/~rholden/index_ed499.html
Textbook, Readings, Software and Other Material:
Shelley, G., Cashman, T., & Quasney, J. (2004). Microsoft Office FrontPage 2003 –
Comprehensive Concepts and Techniques. Thompson: Course Technology.
Additional reading assignments/tutorials will be provided as links on the course web site.
The Microsoft Office Suite (Office 2003: primarily FrontPage and Word) will be used
throughout the course. Also, Adobe Acrobat Reader, secure FTP and secure telnet software will
be used frequently (free downloads). All software is available on the lab computers in room 211
of the Education & Human Sciences building, as well as on computers for student use in
McDevitt Hall and in the Library. Students working at home on projects will need to have the
Microsoft Office 2003 (or XP) FrontPage software and will need to download the additional free
software (Adobe reader, FTP and telnet). Instructions for downloading this software will be
provided in class and online.
Goals:
Students participating fully in the course will:
1. Understand the central concepts, tools of inquiry, structures, and professional standards
of the discipline they teach and create learning experiences that make these aspects of
subject matter meaningful.
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Develop an understanding of the importance of an Internet connection as related
to learning in the classroom and how to access and publish over that connection.
Research library and Internet databases to report on issues related to web design
for the classroom, effectiveness of online tutorials, usefulness of educational
websites and various issues relating education to the Web.
Design through storyboarding and publish educational web pages meeting
required standards and following design best practices.
Develop proficiency in the use of Internet-related communication tools including
email, telnet, FTP and queries of library and Internet databases.
2. Understand how children learn and develop and provide learning opportunities that
support their intellectual, physical, psychological, social, moral, and personal
development.
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Design web pages for student’s learning and incorporate features that increase
attention and interest.
Develop content in web pages to maximize learning potential.
Evaluate and edit web site content to promote high ethical and moral standards,
healthy physical and mental growth, and social responsibility.
3. Understand how students differ in their approaches to learning and create instructional
opportunities that challenge diverse learners.
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Develop an introductory understanding of HTML programming and its usefulness
in designing web sites more creatively and unique.
Master competence in a wide variety of web design features and possibilities
using drawing features of Word to storyboard and web authoring software to
publish.
Exercise creative freedom and individuality in designing effective web sites.
4. Understand and use a variety of instructional strategies to encourage students’
development of critical and creative thinking, problem solving, and performance skills.
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Gain an ability to recognize, use and appreciate methods for enhancing instruction
in specific subject areas through the use of effective web design.
Design and develop creative instructional web pages by researching best design
features, planning innovative layout designs, and using web authoring software
and HTML coding for publishing
Gain basic HTML language literacy and make creative design changes to web
pages by making simple changes in the coding
Research and report on scholarly journal articles related to web design and online
learning.
5. Understand individual and group motivation and behavior and be able to create a
learning environment that encourages positive social interaction, active engagement in
learning, and self-motivation.
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Develop a class email list for discussing exemplary web design issues and for
inviting classmates to visit sites.
Design and develop web pages, web-based tutorials and other instructional
guidance to effectively motivate and educate a designated academic audience.
Work collaboratively with a partner to research best practices in web design and
present results to the class.
Discuss best design features for web sites and evaluate educational web sites to
assist in developing personal creative and innovative academic web sites.
6. Understand effective verbal and nonverbal communications along with technology and
be able to foster active inquiry, collaboration, and supportive interaction in the
classroom.
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Establish online communication with classmates to ask and answer web design
questions and to collaborate on how to improve the design of given sites.
Create web design features that are interactive and inviting for further inquiry.
Demonstrate verbal skill through class discussion and by presenting, with a
partner, the best practices of web design discovered through Web searches
Demonstrate nonverbal communication skills by writing article summaries and/or
position papers with citations in APA style
7. Plan instruction based upon knowledge of subject matter, students, the community, and
curriculum goals.
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Demonstrate the ability to critically review available research journals and
websites related to a specific subject area.
Develop a tutorial depicting an exemplary website, provide a hyperlink to the site,
and point out each feature that makes the web site exceptional.
Establish author credibility in web design by including appropriate personal
contact and background information.
Establish reputable affiliation in web design by providing links to valid and
reliable sources.
Demonstrate knowledge and consideration of the target audience in web design
by addressing issues and subject areas related to their interests and experiences.
8. Understand and use formal and informal assessment strategies to evaluate and insure the
continuous intellectual, physical, psychological, social, moral, and personal development
of the learner.
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Discuss and help design a rubric for web page evaluation that is based upon
researched best design features.
Maintain ethical and moral integrity in web design.
Relate web design features and links to the physical, mental and social interests
and well-being of the targeted audience.
Become familiar with special needs technologies, procedures for evaluating
instructional products, and ethical/security issues related to web-based instruction.
Course Content:
Course Description:
(3) semester hours credit. This course will focus on the development of web pages designed for
teachers and instructional purposes. Microsoft FrontPage will be the primary web page
authoring software used. Additionally, some HTML skills will be practiced to augment the
FrontPage design. Fundamental concepts of effective web design will be researched and
practiced in the development of individual web sites, designed by each student for a specific
academic grade level and subject. Instructional technologies will include communicating via
email to the class list, storyboarding ideas for a site homepage, searching collaboratively for best
design practices and presenting the findings to the class, writing an article summary (position
paper for graduates), and designing an online tutorial. Additionally, students will design an
academic web site that includes the use of tables, targets, image maps, hot spots, interactive
forms, frames, and additional extra features as the schedule permits. This course is elective for
education majors.
Methods of Instruction:
All class members will be responsible for material assigned. The teaching format will include
classroom and online delivery of content, as the course is designed for online delivery to
graduate students. Methods of instruction will include lecture, email, class web site, online
tutorials, and hands-on demonstrations.
Course Requirements:
Schedule of topics and dates:
A tentative schedule of items that will be required, along with dates due, and any required
reading is on the class web site at http://www2.muw.edu/~rholden/index_ed499.html
Point values:
There are 1000 points available in the course. Points are earned on a class email project, a
storyboard layout of the desired homepage, a collaborative search and presentation of best web
design practices, a paper, a tutorial describing an exemplary website, and the inclusion of
specific design features in an instructional web site tailored for a particular subject and grade
level. The web site will consist of multiple pages built using Microsoft FrontPage and
occasionally modified using HTML. The web site will include a home page using table features,
a page emphasizing images and hot spots, an interactive form page and a page using frames. No
extra credit points will be offered. The class web page will include tutorials and outside links to
more information and should be checked routinely as updates may occasionally be added to it.
Points will be awarded as follows:
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Email Project (100 points)
A class list will be established in the address book of each student’s MUW email
account. An email will be sent to the class list by each student with a Word
document attached providing a short autobiography of the author and a
description of the author’s selected web site subject area, intended audience and
ideas regarding content
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Storyboard of HomePage (100 points)
Students will create a webpage background with HTML and use the drawing
features in Word to storyboard the homepage layout of their web site on the
screenshot of that webpage.
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Best Features Online Presentation (100 points)
Students will develop a presentation on what they agree are the best features of an
excellent web site. The presentation will be based upon a web search for best
design practices and the sources of information will be included.
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Paper (100 points)
Undergraduates will be assigned one article summary paper. The article will be
“peer-reviewed” and obtained from library searches of reputable education or
technology journals. The paper will be one to two pages in length and doublespaced. The paper will summarize the article and end with an opinion paragraph
regarding the article. The source for the article will be included in APA format
and a copy of the article will be included as an attachment. Specific guidance on
topics for the article will be provided on the class web site.
Graduate students will be assigned one position paper. The paper will reference
a minimum of three peer-reviewed articles and will include an introductory
paragraph, supporting paragraphs and a summary paragraph as well as references
to the articles in APA format. The graduate student will take a position regarding
the assigned topic and the articles will provide supporting documentation for that
position. Copies of the articles will be attached to the paper. Specific guidance on
topics for the position paper will be provided on the class web site.
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Instructional Online Tutorial (100 points)
An instructional tutorial will be developed, to include the screen shot of each
student’s favorite web site. A hyperlink to the web site will be included. The
Drawing toolbar in Word will be used to enhance the tutorial and tip boxes with
arrows will point out the features that make the site exceptional and appealing.
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Homepage Using Tables (100 points)
A web site home page using Microsoft FrontPage web authoring software and the
incorporation of tables will be developed for the selected topic you will teach. The
homepage will also use some images, a background and hyperlinks. The class
web site and/or Project Two in the course textbook will provide guidance for the
page.
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Web Page Using Hot Spots and Customized Images (100 points)
A web page using images and hot spots will be created and linked to the home
page. The page will address a topic related to the selected subject area and grade
level. The class web site and/or Project Three in the course textbook will provide
guidance for the page.
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Web Page Incorporating Interactive Forms (100 points)
A web page incorporating interactive forms will be created and linked to the
home page. The page will address a topic related to the selected subject area and
grade level. The class web site and/or Project Four in the course textbook will
provide guidance for the page.
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Web Page Using Frames (100 points)
A web page using frames will be created and linked to the home page. The page
will address a topic related to the selected subject area and grade level. The class
web site and/or Project Five in the course textbook will provide guidance for the
page.
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Attendance/Participation (100 points) – Undergraduates Only
Attendance grade starts at 100 points. Each absence, excused or unexcused, will
reduce that grade based upon non-participation. The grade reduction is 10 points
per absence. Absences will be determined from a class sign-in sheet to document
attendance. Students arriving class after the attendance sheet has circulated must
check with the instructor after class to ensure their absence is changed to a tardy.
Leaving class before class work is finished also counts as a tardy. Three tardies
(and/or early leaving) count as one absence. Students who miss class for any
reason are responsible for obtaining notes regarding information covered in class.
Graduate Students and students taking course as an online special project
are assigned a special project related to the Tennessee Williams Tribute and Tour
of Victorian Homes website. The project involves a critical review of the website
to include any suggestions for updates, changes, related links or interesting
additional information to enhance the appeal of the site to visitors. The site is
located at http://www.muw.edu/tennesseewilliams . This review may be turned in
at any time during the semester.
Method of Evaluation:
Grading Criteria and Scale:
Email Project
100 pts
Storyboard
100 pts
Presentation
100 pts
Paper
100 pts
Tutorial
100 pts
HomePage/Tables
100 pts
Page with Hot Spots 100 pts
Page with Forms
100 pts
Page with Frames
100 pts
Attendance (UG)
Or
100 pts
Special Project (Grad).
Total:
1000 pts
10 %
10 %
10 %
10 %
10 %
10 %
10 %
10 %
10 %
Scale
100% - 90%
89% - 80%
79% - 70%
69% - 60%
Below 60%
A
B
C
D
F
10 %
100 %
Make-up Procedures:
Any requirement for the class that is not turned in on or before the required date will receive an
initial 10 point reduction to the grade followed by an additional 1-point reduction for each day
late thereafter (Mon – Fri).
Topics and Order Covered: A tentative schedule providing the topics and order of coverage,
along with due dates, is online at http://www2.muw.edu/~rholden/index_ed499.html. It should
be routinely checked for changes or updates.
Test Date and Topics: Although the final test is scheduled for Thursday, May 8, from 4:30 to
7:15 p.m., there will be no requirement to physically meet for a comprehensive exam. Instead, all
web sites must be completed with all required criteria included, and the sites must be online with
all links working. The web sites will be graded during the allotted test time on May 8.
Lab Usage:
The classroom lab is normally open Monday through Friday until 5:00 p.m. for students to make
up missed work and for extra practice. No open drinks are allowed in the lab. Anything saved on
a lab computer (except for the network G drive) will be lost once the computer is rebooted. It is a
good idea to reboot the computer at the beginning of class as this will reset it to maximize
efficiency. Paper for printing is the responsibility of each student. Students are also responsible
for bringing their own flash drive. Students are advised to save work frequently to their flash
drive and to the G drive to avoid loss in the event of freeze-up or loss of power.
Diversity:
Diversity in the classroom will be addressed and discussed in regards to web page design.
Additionally, graduate students will be required to incorporate specific items on their sites that
relate to diversity.
Academic Dishonesty:
Students enrolled at this university have agreed to abide by the university’s Honor Code “to
uphold the highest standards of honesty in all phases of university life” and, therefore, agree to
refrain from any dishonest behavior in academics. For detailed information on what constitutes
dishonest behavior and the consequences for such behavior, see the MUW Catalog.
Students with Disabilities:
The university does not discriminate on the basis of disability. Reasonable accommodations will
be made for any student with a documented disability. After registering with the Office of
Disabilities Services, any student with a disability should schedule an appointment with the
course instructor, as early as possible, to discuss accommodations.
Important Dates:
Jan 18 – Last day to add classes or change from audit to credit or grade to pass-fail
Feb 13 – Last day to drop a course without receiving a grade or change from credit to audit
Mar 12 – Last day a course may be dropped (a WP or WF will be recorded as the grade)
Apr 11 – Last day to withdraw from the university
Bibliography:
Evans, J. (2004). Microsoft Office FrontPage 2003. Thomson: Course Technology.
Forcier, R. & Descy, D. (2005). The Computer as an Educational Tool. (4th ed.). Pearson Merrill
Prentice Hall.
Griffin, J., Morales, C. & Finnegan, J. (2003). Web Design & Development Using XHTML.
Franklin, Beedle & Associates, Inc.
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (2002). Instructional Media and
Technologies for Learning. (7th ed.). Merrill Prentice Hall.
Ingram, A. & Watson, R. (2003). FrontPage 2002 – An Introduction to Web Design for
Educators and Trainers. Lakeshore Publishers.
Lever-Duffy, J., McDonald, J., & Mizell, A. (2003). Teaching and Learning with Technology.
Allyn and Bacon.
McDuffie, T. (2003). JavaScript Concepts & Techniques – Programming Interactive Web Sites.
Franklin, Beedle & Associates, Inc.
Mills, S. & Roblyer, M. (2003). Technology Tools for Teachers. Merrill Prentice Hall.
Niederst, J. (1999). Web Design in a Nutshell – A Desktop Quick Reference. O’Reilly
Roblyer, M. (2003). Integrating Educational Technology into Teaching. (3rd ed.). Merrill
Prentice Hall.