Web Design!

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Web Design!

• John Paxton
• Montana State University - Bozeman
• CCSC Northwestern Region
• Saturday, October 8th, 2004

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(No Transcript)
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Talk Outline

• I. Course Overview
• II. Course Evaluation
• III. Curricular Implications

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I. Course Overview

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

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Student Background

• Traditional
• computer science
• art
• English
• business
• Biology
• Physics
• environmental design
• Professional
• Real estate agent
• Librarian
• Office Assistant

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Outcomes

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

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Outcomes

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

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Lectures

• 65 minutes
• All lecture material is available on the course
  website

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Labs

• 65 minutes
• All lab material is available on the course
  website

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Web Site Assignment

• Phase 1 Proposal
• Phase 2 Initial home page
• Phase 3 Final site

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Web Sites

• A spouses cartoon business
• A university department
• A public library
• A fathers plumbing business
• A spouses soap business
• A personal photography exhibit
• A Friends fan club

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II. Course Evaluation

• Student Survey
• 1 excellent
• 2 good
• 3 average
• 4 below average
• 5 poor

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Student Evaluation

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

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Student Evaluation

• 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
• Would you recommend this course to others? 1.5
• Importance of laboratory assignments? 1.5

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Instructor Evaluation

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

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III. Curricular Implications

• Non-Majors
• Majors

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Non-Majors

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

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Majors

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

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Majors

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

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Thank you!

• Comments?
• Discussion?
• Questions?