sign in sign up
<<
Home , Web design, Web development

orientation. Failure to do so will result in a 10-point penalty. WEB AND Note: Your contest may also require a hard DEVELOPMENT copy of your résumé as part of the actual contest. Check the Contest Guidelines and/or the updates page on the SkillsUSA PURPOSE at http://updates.skillsusa.org. To evaluate each contestant’s preparation for employment and to recognize outstanding b. Two multiple outlet surge protectors students for excellence and professionalism in c. Sketch pad for storyboarding the field of and development. tag">d. with CD-RW drive or USB port, and an Ethernet connection First, download and review the General e. Hub and patch cables for Regulations at: http://updates.skillsusa.org. interconnecting team computers f. Related web authoring and software accompanied by proof of ELIGIBILITY license Open to a team of two active SkillsUSA g. Design and development tools members enrolled in programs using Web necessary to build a complete website design or as an occupational objective. SCOPE OF THE CONTEST The contest is defined by industry standards CLOTHING REQUIREMENTS and set by the current industry technical Class E: Contest specific — Business Casual committee. • Official SkillsUSA white polo shirt • Black dress slacks (accompanied by black Knowledge Performance dress socks or black or skin-tone seamless The contest consists of a written knowledge hose) or black dress skirt (knee-length, exam assessing the team’s general knowledge accompanied by black or skin-tone of definitions, software, processes and seamless hose) procedures relevant to web design in such • Black leather closed-toe dress shoes areas as: graphics, design, layout, programming, code and process. These regulations refer to clothing items that are pictured and described at: This team event includes topics such as: www.skillsusastore.org. If you have questions programming (HTML, XHTML, JavaScript, about clothing or other items, call client-side scripting), web graphics, website 1-888-501-2183. design (), website management, project management and Web multimedia. Legal issues Note: Contestants must wear their official surrounding the field of web design will also contest clothing to the contest orientation be considered a part of this contest. meeting. Skill Performance EQUIPMENT AND MATERIALS The contest includes a web design project and 1. Supplied by technical committee: a written document providing an overview a. Workstation with table for two explaining how the supports a computers, with two chairs, 110-volt designated theme to assess web design and electrical outlet development skills. 2. Supplied by the contestant team: a. All competitors must create a one-page résumé and submit a hard copy to the technical committee chair at Contest Guidelines g. Links are valid and all multimedia Web Design Project components load properly and within a reasonable period of time 1. The project requires a team of two: a web

and /. For further information and FAQ, visit: The team of two is to demonstrate how a www.webdesigncontest.org. developed project with an educational theme has been completed through the application of graphics, multimedia, design Standards and Competencies and layout. 2. Attention will be paid to the quality of code WEB 1.0 — Use appropriate and thematic graphic elements that and the quality of the website development contribute to the understanding of concepts, ideas and process. relationships of the web design to related standards of Certified 3. The national technical committee will Web Designer Associate-apprentice provide a template, which describes the site 1.1 Demonstrate a consistent and development process. appropriate variation in the use of type 4. All entries to the contest must be created sizes by the teams during the contest. 1.2 Demonstrate an appropriate use of colors 5. Teams will be issued a work order on 1.3 Incorporate objects and background Tuesday during the orientation meeting. images Each team’s website will be constructed at 1.4 Use color, graphics, navigation design the contest site for evaluation and continual and consistency from page to page work on the day of the contest. 1.5 Identify the critical elements of web 6. Specific schedules outlining equipment design setup, storyboarding and specific judging 1.6 Explain the use of copyright, intellectual criteria will be distributed during the property and trademark laws as related orientation meeting on Tuesday. to web design 7. All copyright laws are to be followed.

8. Violations will result in disqualification. WEB 2.0 — Illustrate the use of various multimedia tools in the 9. No hard or soft copy reference material web design and layout, which are clearly thought out, such as HTML, CSS or JavaScript documentation will be permitted for use appropriately used and error-free to contribute to the best during the contest. Some written reference explanation of concepts, ideas and relationships to related materials will be available on site. standards of CWDSA-apprentice 2.1 Use animated as a part of the final Explanation Document product 1. Teams shall provide an overview document 2.2 Choose appropriate tools for supporting that shows how developed Web content the development of the concepts, ideas supports the educational theme. Criteria and relationships include: 2.3 Optimize the usage of graphic files and a. Theme and content must be file management educational in nature 2.4 Incorporate electronic images, photo files b. Content must support the theme and scanned images into the final c. Quality of the site organization and product navigation 2.5 Incorporate a good blend of audio and d. Acceptable use of language and video files conventions: paragraph structure, 2.6 Use hyperlinks and anchors grammar, spelling, punctuation, etc. 2.7 Create a corporate identity and design e. Any multimedia elements used should contribute to the site content f. The site can be viewed in more than one browser on both Mac and

Windows platforms

Web Design and Development, 2020 • 2

WEB 3.0 — Design a website navigation that is well architected, • Use text structures to aid comprehension easy to use, and consistent throughout the site with • Understand source, viewpoint and purpose considerations made to programming and compatibility to related of texts standards of CWDSA-apprentice • Organize and synthesize information for use in written and oral presentations 3.1 Demonstrate the use of contemporary • Demonstrate knowledge of appropriate web browsers reference materials 3.2 Design a standards-based site that • Demonstrate narrative writing supports many common web browsers • Demonstrate expository writing 3.3 Ensure the capability of code structure • Demonstrate persuasive writing and design • Demonstrate informational writing 3.4 Apply HTML, CSS and JavaScript to • Edit writing for correct grammar, create a well crafted website capitalization, punctuation, spelling, 3.5 Format and document the code sentence structure and paragraphing

WEB 4.0 — Create a process with incorporated strategies and Connections to National Standards organizational tools that help persons access the site at different State- academic curriculum specialists levels to related standards of CWDSA-apprentice identified the following connections to national 4.1 Design activities with a scaffolding of academic standards. information from basic knowledge to higher-level thinking Math Standards 4.2 Contribute to the richness of the process • Geometry 4.2.1 Help others experience different • Measurement perspectives • Problem solving 4.2.2 Share responsibilities in • Reasoning and proof accomplishing a task • Communication • Connections Committee Identified Academic Skills • Representation The technical committee has identified that the following academic skills are embedded in this Source: NCTM Principles and Standards for School contest. Mathematics. For more information, visit: http://www.nctm.org. Math Skills • Organize and describe data using matrices Science Standards • Understands the nature of scientific inquiry Science Skills • Understands the scientific enterprise None Identified Source: McREL compendium of national science Language Arts Skills standards. To view and search the compendium, visit: http://www2.mcrel.org/compendium/browse.asp. • Provide information in conversations and group discussions Language Arts Standards • Provide information in oral presentations • Demonstrate use of such verbal • Students apply a wide range of strategies to communication skills as word choice, pitch, comprehend, interpret, evaluate and feeling, tone and voice appreciate texts. They draw on their prior • Demonstrate use of such nonverbal experience, their interactions with other communication skills such as eye contact, readers and writers, their knowledge of posture and gestures using interviewing word meaning and of other texts, their techniques to gain information word identification strategies, and their • Analyze mass media messages understanding of textual features (e.g., • Demonstrate comprehension of a variety of sound-letter correspondence, sentence informational texts structure, context, graphics)

Web Design and Development, 2020 • 3

• Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language and genre to create, critique and discuss print and nonprint texts • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience • Students use a variety of technological and information resources (e.g., libraries, databases, networks, video) to gather and synthesize information and to create and communicate knowledge • Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles • Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities • Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information)

Source: IRA/NCTE Standards for the English Language Arts. To view the standards, visit: www.ncte.org/standards.

Web Design and Development, 2020 • 4