Content

Web Design Principles
Establishing and Managing an Educational Website

Accessibility Guidelines when Creating Web-based Instructional Material

Lesson Design for Web-based Instruction

• Creating lessons for web-based instruction
  Madeline Hunter – Elements of Effective Instruction
  H. Lynn Erickson – Concept-Based Curriculum for Deeper Understanding
  Arthur W. Chickering – Seven Principles for Good Practice.
• How to enhance a lesson through interactive, online learning

Digital Ethics and Copyright Issues Related to Design of Web-based Instructional Resources

Planning Pages and Navigation

• Traits of good web site design and components of  web page construction
• The role of a website’s purpose in determining navigation design
• Storyboarding and script writing organization techniques to plan  the development of web-based lessons and supplementary materials
• Linear vs. non-linear linking as an aspect of effective design
• Using templates and making changes to the template
• Use of anchors, graphic links (buttons) and navigation bars to improve navigation
• The role of fonts and other text formatting in effective page design
• Methods to check web pages for broken or missing links

Using Graphics, Libraries and Templates to Create Effective Web-based Curriculum

• Principles of visual and media literacy for the development and production of instructional and professional materials
• Guidelines for appropriate and effective use of graphics on a web page
• Collecting effective graphics
• Application and creation of interactive image maps and animations
• Naming files, inserting and editing graphics
• Color tools and uses
• Images in backgrounds and tables
• Interactive graphic tools available for use on a web page
• Library items, snippets and cascading style sheets

Evaluating Web-based Lessons and Supplementary Materials for Instructional and Professional Communication

Applying Web Design Rubrics

Learning Outcomes

Participation

Participants will:

• exchange e-mail with other participants and participate in a discussion board for electronic conferencing;
• review and discuss resource readings on HTML and web page development;
• execute a series of activities using Dreamweaver software
• confer one-to-one with the instructor via e-mail to solve individual design problems;
• create a five-page site on the WWW as a final project;
• complete a final self-assessment.

Each participant will determine the type of web project most useful, such as classroom or media center web site, lesson web page, or school web site.

Collaboration
As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants should share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.

Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.

Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects .

The World Clock - Time Zones
WORLDTIME
The Time Zones for PCs (free download)

Reflection
At the conclusion of the class you will write a concise reflection that responds to questions such as:

• What was the most valuable thing you learned in this course?
• How has your perception of web page design changed after taking this class?
• How will you implement this in your teaching or training?
• In what area(s) do you feel you need more information or practice to feel comfortable using Dreamweaver to maintain and enhance your web site?
• How can you use your new skills to benefit you?

Evaluation
Your grade will be based on:

40% - Satisfactory execution of instructional activities

30% - Final Project

20% - Online Discussion (postings to discussion board and feedback to classmates)

10% - Self-reflection

The grading scale for this course is as follows:

Grade	Percent
A	90-100
B	80-89
C	70-79
D	60-69
F	< 60

Your web pages will be evaluated on your demonstration of standards listed on the final project rubric.

A -- Exceeds the standard

B -- Proficient demonstration of the standard

I -- Incomplete demonstration of the standard (Work must be resubmitted.)

Evaluation of your discussion board participation is cumulative and subjective based on notes that the instructor records each week. E-mail your instructor for help in upgrading your participation in the discussion.

Excellent indicates you participated above the minimum level in both quantity and clarity of communication in your postings.

Average indicates you met the minimum requirement.

Below average indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.

Reflections will be evaluated for clarity and your understanding of the course readings and activities.

Any time that you want to ask about your progress, send a message directly to your instructor.

Resources and Software Needed
Reading materials will be included in the modules, either as e-mail or references to materials on the WWW. There is no required textbook for the class. The following software is needed to complete the activities. A printer connected to the computer you will use for most of the class will be a great help.

ADA Statement
In compliance with the Americans with Disabilities Act (ADA), students are encouraged to register with UW Stout Disability Services for assistance with instructional accommodations due to disabilities. The phone number of the Disability Services office is 715-232-2995 or contact the staff via email at this website: http://www.uwstout.edu/disability/contact.shtml

UW-Stout Academic Honesty and Misconduct

Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. Student Academic Misconduct / Disciplinary Procedures UWS Ch. 14
http://www.uwstout.edu/stusrv/dean/facstaff/chp14.shtml

From the university policy: “Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others’ academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions.

Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:

• Cheating. The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.
• Plagiarism. The use of others’ ideas and words without a clear acknowledgement of the source.
• Fabrication. The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.
• Assisting. The facilitation or assistance in academic dishonesty.

UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.