1. Mark Dixon, SoCCE SOFT 131Page 1 SOFT 131 01 – Module Introduction

2. Mark Dixon, SoCCE SOFT 131Page 2 About Me Contact Details Mark Dixon mark.dixon@plymouth.ac.uk 01752 232556 Portland Square Room B316 Availability Mon, Tue, Wed, Thu – School of Computing Communications and Electronics (main campus) Fri – other work (usually off-campus)

3. Mark Dixon, SoCCE SOFT 131Page 3 Module Aims This module aims to teach you, how to: –learn (self-directed) surface learning (memorisation of isolated facts): hacking deep learning (interrelated concepts) includes interacting with others (lecturers, students, …) –develop software: fundamental programming concepts (e.g. events, procedures) how to combine these to solve problems –use Visual BASIC

4. Mark Dixon, SoCCE SOFT 131Page 4 Module Admin Lectures and tutorials: –start at 5 minutes past the hour, and –aim to end at 5 minutes to the hour –if no lecturer - wait until 15 minutes past the hour then you may leave –Turn mobile phones off. –Ask questions or comment at any time –Feel free to talk quietly amongst yourselves –Material (slides, handouts, etc.) available before session, on: Soft131 web-site (mdixon.soc.plymouth.ac.uk) Lectures: –Don’t come in after 15 minutes past the hour.

5. Mark Dixon, SoCCE SOFT 131Page 5 Module Format The module is delivered as follows: Lecture: 1 hr per week, all groups, Mondays 10:05 – 10:55 Tutorials / Practical Session: 2 hr per week Group 2 - Mondays 15:05 – 16:55 Group 1 - Tuesdays 11:05 – 12:55 Group 3 - Tuesdays 15:05 – 16:55 (open to all) Private study (as much as it takes – typically 3 hours/week) 1 to 1 sessions (my office or labs) as needed at your request Teaching Evaluation (timely and specific) –Student Perception Questionnaire –Continuous Informal Feedback (talk to me)

6. Mark Dixon, SoCCE SOFT 131Page 6 Schedule (subject to change)

7. Mark Dixon, SoCCE SOFT 131Page 7 Reading List 1 The following book is recommended reading: –Deitel H, & Deitel P (2006) Visual BASIC 2005 How to program. Pearson Education Inc. ISBN 0-13-227958-4

8. Mark Dixon, SoCCE SOFT 131Page 8 Reading List 2 Additional reading (the following are referred to occasionally, borrow from library): Pressman, R (2000) Software Engineering: a practitioner's approach. 5th edition. McGraw-Hill. ISBN: 0-07-709677-0. Sommerville, I (2001) Software Engineering. 6th edition. Addison- Wesley. ISBN: 0-201-39815-X. –Overview of Software Engineering: Chapter 1, especially page 4. Preece, J; Rogers, Y; Sharp, H; Benyon, D; Holland, S; and Carey, T (1994) Human-Computer Interaction. Addison Wesley. ISBN: 0- 201-62769-8 –Direct Manipulation: Section 13.6, pages 270-272. –Interface Design: Chapter 24, pages 487-499. Shneiderman, Ben (1998) Designing the user interface: strategies for effective human-computer interaction. 3rd edition. Addison- Wesley. ISBN 0-201-69497-2 004.019 SHN

9. Mark Dixon, SoCCE SOFT 131Page 9 Student Background Typically wide range of prior experience A.10 years programming (professional?) B.5 years programming (professional?) C.2 years programming (learning?) D.1 year programming (learning) E.no programming Can be difficult to cater for all A B C D E number of students

10. Mark Dixon, SoCCE SOFT 131Page 10 Attendance Attendance is compulsory and essential to pass This is not a distance learning course portal is supplement (not replacement) for attending lectures and tutorials

11. Mark Dixon, SoCCE SOFT 131Page 11 Student Feedback feedback form –filled in by students –handed in with assignment this student: –failed (low attendance, low contact with me) –did referred work (over summer) –passed

12. Mark Dixon, SoCCE SOFT 131Page 12 Student feedback (zoom)

13. Mark Dixon, SoCCE SOFT 131Page 13 Last Year Results 56 students 19 failed initially (33%) offered 1 to 1 sessions after assignment 1 all who did this passed * only 2 students failed retakes

14. Mark Dixon, SoCCE SOFT 131Page 14

15. Mark Dixon, SoCCE SOFT 131Page 15 HTML: Elements & Tags Hyper-Text Markup Language text files – edited with notepad tags, e.g. element = start tag + content + end tag –bold: This will be in bold –italic: This will be in italic work like brackets –start/open –end/close

16. Mark Dixon, SoCCE SOFT 131Page 16 HTML: page structure Test This is a test page. head (info) body (content) every HTML page has 2 sections:

17. Mark Dixon, SoCCE SOFT 131Page 17 HTML: Attributes Some tags need extra information to work: –Anchor (hyper-link) element: Next Page –Image element: –Embedded object element: attribute (page to jump to) attribute (filename of picture to display) attribute (filename of music to play)

18. Mark Dixon, SoCCE SOFT 131Page 18 Example: Intro page Mark Dixon's web site Mark Dixon's web site Welcome to my web server. Please select from the following list: Soft131: Introduction to programming for Multimedia and Internet applications.

19. Mark Dixon, SoCCE SOFT 131Page 19 HTML Tags: Reference Lots of info available on-line, e.g.: http://www.willcam.com/cmat/html/crossref.html Short list of tags: – : new paragraph – : bold text – : italic text – : anchor (link) to another web page – : image/picture (.bmp,.jpg,.gif) – : embedded object (sound:.wav,.mp3)

20. Mark Dixon, SoCCE SOFT 131Page 20 Visual Studio 2005

21. Mark Dixon, SoCCE SOFT 131Page 21 Create New Web-site Select Empty web site Browse to D:\ and create folder

22. Mark Dixon, SoCCE SOFT 131Page 22 Create New Web page

23. Mark Dixon, SoCCE SOFT 131Page 23 Create New Web Page Select HTML Page Type filename

24. Mark Dixon, SoCCE SOFT 131Page 24 Visual Studio Design view – see page as it will appear

25. Mark Dixon, SoCCE SOFT 131Page 25 Visual Studio Source view – see HTML code

26. Mark Dixon, SoCCE SOFT 131Page 26 View page (Run)

27. Mark Dixon, SoCCE SOFT 131Page 27 Enable debugging Select Add new Web.config file

28. Mark Dixon, SoCCE SOFT 131Page 28 Example: My Summer My summer web-page

29. Mark Dixon, SoCCE SOFT 131Page 29 Tutorial Exercise 1: My Summer LEARNING OBJECTIVE: to understand tags, elements, and attributes, so that you can create your own web-pages using a simple text editor (e.g. notepad) TASK: Create a ‘My Summer’ web page, which describes the highlights of what you did over the summer, including text, pictures, and sound.