1. Web Design! John Paxton Montana State University - Bozeman CCSC Northwestern Region Saturday, October 8 th, 2004

3. Talk Outline I. Course Overview I. Course Overview II. Course Evaluation II. Course Evaluation III. Curricular Implications III. Curricular Implications

4. I. Course Overview Summer 2003 Summer 2003 3 credits 3 credits 18 students 18 students Prerequisite: Computer Literacy Prerequisite: Computer Literacy Textbook: Web Design & Development Using XHTML by Griffin, Morales and Finnegan Textbook: Web Design & Development Using XHTML by Griffin, Morales and Finnegan http://cs.montana.edu/paxton http://cs.montana.edu/paxton 2 senior level course assistants 2 senior level course assistants

5. Student Background Traditional Traditional computer science computer science art art English English business business Biology Biology Physics Physics environmental design environmental design Professional Professional Real estate agent Real estate agent Librarian Librarian Office Assistant Office Assistant

6. Outcomes Design, implement and deploy a web site Design, implement and deploy a web site Understand design basics Understand design basics Understand how to code in XHTML 1.0 Strict Understand how to code in XHTML 1.0 Strict Understand cascading style sheets Understand cascading style sheets Use the web effectively to locate information Use the web effectively to locate information Be introduced to client side scripting with JavaScript Be introduced to client side scripting with JavaScript

7. Outcomes Be introduced to server side scripting with Active Server Pages Be introduced to server side scripting with Active Server Pages Be introduced to the concepts of XML and XSL Be introduced to the concepts of XML and XSL

8. Lectures 65 minutes 65 minutes All lecture material is available on the course website All lecture material is available on the course website

9. Labs 65 minutes 65 minutes All lab material is available on the course website All lab material is available on the course website

10. Web Site Assignment Phase 1: Proposal Phase 1: Proposal Phase 2: Initial home page Phase 2: Initial home page Phase 3: Final site Phase 3: Final site

11. Web Sites A spouse’s cartoon business A spouse’s cartoon business A university department A university department A public library A public library A father’s plumbing business A father’s plumbing business A spouse’s soap business A spouse’s soap business A personal photography exhibit A personal photography exhibit A Friends fan club A Friends fan club

12. II. Course Evaluation Student Survey Student Survey 1 = excellent 1 = excellent 2 = good 2 = good 3 = average 3 = average 4 = below average 4 = below average 5 = poor 5 = poor

13. Student Evaluation How useful was the text? 1.7 How useful was the text? 1.7 How useful to learning the material was the homework? 1.8 How useful to learning the material was the homework? 1.8 How useful were the resources for the class? 2.3 How useful were the resources for the class? 2.3 How does this course compare with similar technical courses? 1.7 How does this course compare with similar technical courses? 1.7 What is your level of interest in taking an advanced course? 1.4 What is your level of interest in taking an advanced course? 1.4

14. Student Evaluation Was this course challenging? 2.4 Was this course challenging? 2.4 Do you believe that this course provides you with valuable skills to prepare you for the workforce? 1.7 Do you believe that this course provides you with valuable skills to prepare you for the workforce? 1.7 Would you recommend this course to others? 1.5 Would you recommend this course to others? 1.5 Importance of laboratory assignments? 1.5 Importance of laboratory assignments? 1.5

15. Instructor Evaluation Enlist the support of a system administrator Enlist the support of a system administrator Ensure that all necessary software and hardware is properly configured Ensure that all necessary software and hardware is properly configured Do not allow personal websites Do not allow personal websites Pair programmers and non-programmers Pair programmers and non-programmers Allow 30 minutes between the lecture and the lab Allow 30 minutes between the lecture and the lab Utilize course assistants Utilize course assistants

16. III. Curricular Implications Non-Majors Non-Majors Majors Majors

17. Non-Majors Computer fluency Computer fluency Core curriculum course such as “Contemporary Issues in Science” Core curriculum course such as “Contemporary Issues in Science” technology or science focus technology or science focus help society make informed decisions help society make informed decisions understand how knowledge is created understand how knowledge is created include a major, discovery-based learning activity include a major, discovery-based learning activity hone critical thinking, writing, oral communication hone critical thinking, writing, oral communication analyze information from multiple sources analyze information from multiple sources work effectively in small groups work effectively in small groups

18. Majors Net-Centric Computing (NC) from ACM/IEEE Computing Curricula 2001 report Net-Centric Computing (NC) from ACM/IEEE Computing Curricula 2001 report Introduction Introduction The web as an example of client-server computing The web as an example of client-server computing Building web applications Building web applications Multimedia data technologies Multimedia data technologies

19. Majors Social and Professional Issues (SP) Social and Professional Issues (SP) The history of computing The history of computing The social context of computing The social context of computing Professional and ethical responsibilities Professional and ethical responsibilities Risks and liabilities of computer based systems Risks and liabilities of computer based systems Intellectual property Intellectual property Privacy and civil liberties Privacy and civil liberties

20. Thank you! Comments? Comments? Discussion? Discussion? Questions? Questions?