Please take the time to read and absorb the information. If you have any questions or concerns, please Contact Lisa.
- What is this course all about?
- What am I supposed to take away from this course?
- What can you expect from me as instructor?
- What I expect from you as participant, student, learner?
- What books and materials will I need?
- What type of technology “stuff” will I need?
- What are we going to be doing in class?
- How many classes can I miss?
- How will my grade be calculated?
- What if I have special needs?
You use the Internet everyday. You interact, read, and browse through all sorts of Web pages. This course will help you understand how the back end and the front end work together. To do this, we will focus our our energy toward completing two different kinds of web projects.
Our primary course objectives are
- to transfer the theoretical knowledge, build the analytical skills, and develop the hands-on know-how to design and produce usable and useful Web site
So what’s in it for me?
Most professional writing is about solving problems. By that I mean, in each each, the client has a communication/writing problem and their present solutions are not meeting their needs. or, as our course tagline suggests, answering questions. In this case, we’re helping our clients solve their Web problems. To that end, you need to be able to vary your format and approach in response to different rhetorical contexts (different audiences, different purposes, different subject matter). In addition, the assignments should help you to develop critical-thinking skills and the ability to consider your subject from the point of view of your audience. One key element in developing critical-thinking skills is learning how to frame relevant questions, ones that consider the writing situation from different angles and help others to think more deeply and clearly about the issue at hand.
- Establish the objectives, assignments, and schedule for the course.
- Share my knowledge and opinions about topics covered in the readings
- Facilitate the transfer of information between and among students through discussions of assigned readings
- Encourage students to express their opinions
- Help students make connections between their existing knowledge and the information being presented in class
- Make evaluation criteria clear to students in advance.
- Publish and maintain the course website that contains policies, readings, assignments, and related information about the course
- Be readily accessible to students during my office hours or through email.
- Review and offer directive and formative advice on plans and drafts related to the assignments
1) Engagement You have to be engaged. An engaged learner is someone who is constantly asking questions and attempting to make connections between what you already know and the course material. A hot term in education is life-long learning, which to me is centered around the idea of (another hot term) transfer.
You need to try and transfer information you’ve learned from other courses and your jobs and your lives into this course and once the course is over to transfer the information from this course into your other courses, your jobs and your lives.
2) Time outside of class You will have to invest about 3-9 hours (this all depends on you, but this is a rough estimate from past classes) outside of class to achieve the goals of the course. As in any new work routine, students may need more hours during the initial weeks as they learn to carry out the assignments in a way that balances efficiency (time required) and effectiveness (extent of coverage, depth of comprehension).
If you have concerns as we move through the term, please talk to me about them.
3) Assignments Your assignments should be carefully written and edited and fulfill the requirements of the assignments. They should be approached with a professional attitude and demeanor and be professional quality.
4) Professionalism You have the opportunity to continue to develop necessary professional skills, such as, reliable communication with me and your classmates, problem-solving approaches, and cooperation, to name but a few. Use this time wisely to try out new approaches and techniques.
You need to purchase/access the following books. which you can access the e-version of these texts for FREE by using the Safari online database available to you through the library.
- Steve Krug, Don’t Make Me Think, Second (or third) edition, 2005. ISBN:0-321-34475-8
- Jennifer Niederst Robbins, Learning Web Design, Fourth Edition, 2012,ISBN-13: 978-1-449-31927-4
- Jon Duckett, HTML & CSS: Design and build websites, 2011, ISBN: 978-1-118-00818-8
- Jeffrey Rubin and Dana Chisnell, Handbook of Usability Testing: How to Plan, Design, and Conduct Effective Tests. J. John Wiley and Sons, Inc., May 2008. ISBN 0470185481
- Ian Pouncey and Richard York, Beginning CSS, third edition, 2011, ISBN: 978-0-470-89152-0
- Ginny Redish, Letting Go of the Words, second edition, 2012, ISBN: 0123859301
Other course readings will be posted on the course schedule of the website.
You need to have access to the Internet and you’ll need a home computer that’s fairly new. You are always encouraged, especially if you think you will be working with any of the tools from this class later on, to purchase software with your student discount (which can be substantial).
Some of the tools we’ll be using are open-source and Web-based. Other, such as Dreamweaver, are available in McMicken 254 and McMicken 325 and the STRC in the Library for your use.
Class times will be divided between, let’s call them, theory and practice. In the theory part of class, we will discuss the major principles and ideas in the readings. In the practice part of class, we’ll see how those principles and ideas are carried out in online documentation. You will also have the opportunity to work on your projects during the practice part of class. However, a word of caution: it is highly unlikely that you will have enough class time to complete the projects. See “Time” under the “What I expect from you” section.
Also, I will open the lab around 5:30. Since this “lab time” immediately precedes class, it may be easier for you to work you schedule to use this time wisely. This extra time has two purposes–to help you learn the software and to help facilitate the collaborative projects of the term. In short, there really will be NO excuses, particularly for the team projects, for folks not being able to contribute equally to the team project.
I strongly encourage that you miss no classes at all. If you miss more than one class period, I may ask you to withdraw and your grade WILL be effected.
While is last, it’s certainly not least.
If you have any special needs related to your participation in this course, including identified visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability that may influence your performance in this course, please let me know so reasonable provisions can be made to ensure you an equitable opportunity to meet all the requirements of this course.