The Emphasis of This Exercise Is to Create a Portfolio That Highlights Your Achievements

Dreamweaver EDCI 786 Spring 2008

Instructor: Trudy Lund Home Phone: 785-667-4165 E- mail: [email protected] School Phone: 785-227-4254 Ext. 413 Course Materials  Note: We will be using Dreamweaver 2004 (Version 8) and the 2004 book in class. The earlier versions will not be acceptable. They are inferior.

 Dreamweaver CD available from Division of Continuing Education

Required Book: Dreamweaver MX Hands On Training 2004. (2004). Garo Green with Lynda Weinman. Peach Pit Press. 2004 This book can be purchased from Varney's Bookstore in Manhattan. 800-362-1674. Don’t Make Me Think (second edition) by Steve Krug This book can be purchased through Amazon.com or any other online book vender. Recommended Materials: Dreamweaver-Books Macromedia dream weaver MX 2004&emdash; Design Professional. (2003). Sherry Bishop and Piyush Patel. Macromedia dreamweaver for windows & Macintosh. (Visual quickstart guide series). J. Tarin Towers. Peachpit Press. There are many books on Dreamweaver. It's a matter of finding the one that suits your needs. Go to Amazon or Google. Dreamweaver-Web Sites Macromedia Dreamweaver Higher Education Pricing at http://www.macromedia.com/cfusion/store/html/index.cfm?store=OLS-EDU& Overview of Macromedia Dreamweaver Courses at http://macromedia.elementk.com

1 Web Design The non-designer's design book; design for non-designers and visual novices. Robin Williams. HTML HTML for the World Wide Web: virtual quickstart guide. Elizabeth Castro Recommended Books Purchasing/Ordering These books can be purchased at:Amazon All Book Stores (it offers price comparisons) These have different shipping rates and times. Varneys is open the day of class for easy book pick up.

Required Web Sites  International Society for Technology in Education (ISTE) performance indicators for teachers and students at http://www.iste.org/

 National Board of Professional Teaching Standards (NBPTS) at http://www.nbpts.org/ information on Web site.

 Association for Supervision and Curriculum Development (ASCD) at http://www.ascd.org

College of Education Mission Statement The College of Education is dedicated to its vision of preparing educators to be knowledgeable, ethical, caring decision makers through excellence in the:  delivery of exemplary instruction to students at the undergraduate and graduate levels;  production, interpretation, and dissemination of sound and useful research and scholarship; and  provision of leadership, collaboration, and service within the profession.

Unit Conceptual Framework The Conceptual Framework (CF) serves as a guide for fulfilling the College of Education's vision of preparing educators to be “knowledgeable, ethical, caring decision makers” and supports the university and college missions focusing on the development of a skilled workforce through teaching, research, and service. The

2 CF acknowledges the contributions of general education, content area studies, and professional studies to the preparation of educators, and organizes professional studies into four broad categories: 1) Perspectives and Preparation; 2) Learning Environment; 3) Instruction; and 4) Professionalism

This course, as a key part of an approved program in the College of Education, includes objectives in the following categories of the Conceptual Framework. Classroom Technology Conceptual Framework

The Classroom Technology Specialty in both Elementary and Secondary Education at Kansas State University is anchored in two disciplines: Curriculum and Instruction and Educational Technology.

The mission of the Classroom Technology Specialty is to allow students to be “architects of their own knowledge”. The goal is to place technology at the service of the classroom teacher, the curriculum, and outcomes. There six standards of a “knowledge architect” are: 1) collaborative worker, 2) critical thinker, 3) effective communicator, 4) ethical decision maker, 5) information navigator, and 6) problem solver. Student and teacher performance Indicators for the Classroom Technology Specialty are adapted by myself and the Classroom Technology Advisory Group from those of the International Society for Technology in Education (ISTE). National Board of Professional Teaching Standards (NBPTS) for each licensure area are also used.

Course Outcomes 1) Develop critical thinking, problem solver, effective communicator, information navigator, and ethical decision maker skills through developing Dreamweaver skills by doing lessons, assignments, and research reading.

2) Develop critical thinking and problem solver skills by critically reflecting on the assessment skills you gained through working on your websites by reflecting on what you learned.

3) Display information architect skills through developing a webpage that

3 communicates assignments and tasks. Save it to your web folder and publish the site. Send the URL of the site to the instructor.

Learning Objectives

Participants will: 1) learn how to take advantage of the strengths of the web as a medium of communication, especially in terms of recent of information, use of graphics and color, archival of information, and targeting the audience. 2) describe how purpose and audience drive every aspect of the Web development process, including, but not limited to selection of information, writing style and reading level, choice of graphics, and technology (bells and whistles) used. 3) articulate the purpose of their and/or others’ websites. 4) analyze the needs of their own audience(s). 5) explore how to build and maintain their own website. 6) learn strategies for organizing their website in terms of consistent navigation, white space, internal, external, and contact links. 7) understand the impact of organization, as well as font and color selection on the usability and emotional impact of their website(s).

Advice on Web Exercises/Activities

Because Web sites change from time to time, sites go down unexpectedly, etc., the student should maintain a flexible attitude. View it as problem solving and use you have gained in searching to construct flexible lesson planning. Call or e-mail the instructor, take a break, and come back for another try, either that day or the next before giving up.

Faculty Senate Statement KSU’s Faculty Senate requires that the following statement be placed on all course syllabi: “Plagiarism and cheating are serious offenses and may be punished by failure on the exam, paper or project, failure in the course and/or expulsion from the University. For more information refer to the academic dishonesty policy in ‘Inside KSU.’” Special Needs

4 If you have any condition, such as a physical or learning disability, which will make it difficult for you to carry out the work as outlines or which will require academic accommodations, please notify the instructor immediately.

Lessons/Assignments #1 Fundamentals of Web Design-Saturday, January 12 (assignment due February 8) 1) Introductions 2) Lesson: Fundamentals of Web Design (Powerpoint Slides)  How the Web works  Types of Web sites  Web page elements  Web development tools  Types of Graphics 3) Activity: Fundamentals of Web Design. (worksheet on CD-ROM)  Web site critique  Web site Do’s and Don’ts  Advantages and disadvantages of Web site as a medium of communication for you the creator  Advantages and disadvantages of Web site as a medium of communication for the audience 4) Lesson 1 Assignments on CD-ROM  Hands-on Dreamweaver Tutorials  Identify Web site types  Research history of Internet and Web  Evaluate software  Understand Copyright-Terms of Use

Post your website and send the URL to your instructor. [email protected]

Assignment 30-Point 1 level Rubric

Developing Sufficient* Proficient

Assignments incomplete, Assignments partially All assignments complete, turned in late, some elements complete, turned in on time, turned in on time, elements of of webpage are missing or elements of webpage are webpage are done correctly. done incorrectly done correctly

#2 Web Page Development-Saturday, February 9 (assignment due March 7) 1) Lesson 2: Web Page Development (Powerpoint Slides)  Development process  Determining purpose and goals  Determining Audience

5  Writing mission statement  Navigation schemes  Storyboarding  Developing web content  Organizing web text  Web site planning 2) Activity: Web Page Development (worksheet on CD-ROM)  Goal Setting  Audience Assessment  Resource Assessment 3) Lesson 2 Assignments on CD-ROM  Hands-on Dreamweaver tutorials  Analyze Web site purpose, goals, audience, content, navigation scheme

Save the changes to your Web page.

#3 Web Site Design-Saturday, March 8 (assignment due April 11) 1) Lesson 3: Web Site Design (Powerpoint Slides)  Page layout guidelines  Page dimensions  Template elements  Consistency and reptition  Common elements  Navigation buttons  Color scheme guidelines  Fonts and Typography  Readability  Consistency  Appearance 2) Activity: Web Site Good or Bad Design Features??? (worksheet on CD-ROM)  Good and Bad Design Features 3) Lesson 3 Assignments on CD-ROM  Evaluate layout  Plan a Web site template  Create a storyboard  Design personal web site

Save the changes to your Web page.

6 30-Point 1 level Rubric for Flow Chart, Graphic Organizer, Storyboard

Little Evidence of Strong Evidence of Evidence of Thoughtfulness* Thoughtfulness Thoughtfulness

Fewer elements than All elements are present on All elements are present on web required; audience and web pages of storyboard, pages of storyboard, navigation design do not match. Few navigation links are sufficiently links are clearly defined, images Principles of design are defined, images are sketched are sketched in and appropriate applied. in and appropriate and and meaningful to topic, tables meaningful to topic, a table and lists are included, audience and list are included, audience is clearly defined, design is defined, design matches the matches the audience. Applies audience somewhat. Applies design principles. some design principles.

#4 Web Site Evaluation-Saturday, April 12 (assignment due May 5) 1) Lesson 4 Assignments on CD-ROM  Evaluate web sites  Reflection

Web Site 30-Point 1 level Rubric for Webpage

Developing Sufficient* Proficient

Partial/incomplete/turned in, some All elements are present All elements are present on elements are missing or done on webpages, text is web page, text is large and incorrectly, moderately effective web sufficiently large and easy creatively interesting, page page with some text or backgrounds to ready; text is varied for has visual impact due to difficult to read or view, images not design purposes; images excellent use of design appropriate or missing, audience is are large, appropriate to principles; images are either not clearly defined or not topic, easy to see, and appropriate and meaningful address in web page, navigation is page has balance, visual to topic, excellent contrast difficult to find or use interest and contrast and highly varied text