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Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
Web design in the curriculum
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Web design in the curriculum

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A talk about web design in the UK secondary school curriculum.

A talk about web design in the UK secondary school curriculum.

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  • 1. Web Design in the UK Curriculum Anna Debenham
  • 2. “Semantic HTML is the use of HTML markup to reinforce the semantics, or meaning, of the information in webpages rather than merely to define its presentation (look).” http://en.wikipedia.org/wiki/Semantic_HTML
  • 3. “HTML does not include tags that ascribe meaning to information; its tags are only for: styling…” Excerpt from an Open University textbook for a course on computing
  • 4. Bruce Lawson
  • 5. Europe is about to face a shortage of 70,000 skilled workers in the tech sector by 2010 http://goo.gl/VrCI
  • 6. “One reason for this is the general level of understanding among today’s students…” http://goo.gl/vG4T
  • 7. …their use of technology often outstrips that of their teachers. http://goo.gl/vG4T
  • 8. http://goo.gl/8WeM Article by the Royal Society “ICT and Computer Science in schools - damaging to the UK’s future economy”
  • 9. “It is believed that design and delivery of ICT and computer science curricula in schools is so poor that students’ understanding and enjoyment of the subjects is severely limited” http://goo.gl/8WeM
  • 10. “…the deficit in the workforce numbers and capability could have a highly negative impact on the UK’s economy.” http://goo.gl/8WeM
  • 11. “…we risk a future workforce that is totally unskilled and unsuited to tomorrow’s job market.” http://goo.gl/8WeM
  • 12. Key Stage 3 years 7–9 ages 11 to 14
  • 13. ICT Unit 9: Publishing on the web
  • 14. http://goo.gl/OJGh Curriculum Outline
  • 15. “Children: Recognise HTML code is used to produce many web pages” http://goo.gl/OJGh
  • 16. “Objectives: Children should learn: that a web page is created using a programming language” http://goo.gl/OJGh
  • 17. “Points to note: HTML should be demonstrated as the transfer code - composed of elements, eg text, images, speed effects.” http://goo.gl/OJGh
  • 18. “The teacher-produced page should include a heading, background colour, text, an image and simple links to other sections of the document. It should be controlled by a table.” http://goo.gl/OJGh
  • 19. Key Stage 4 (GCSE) years 10–11 ages 14 to 16
  • 20. http://goo.gl/6Xd6 Coursework Assignment
  • 21. “You must use ICT to help with the running of a fan club for a band called the Purple Spiders.” http://goo.gl/6Xd6
  • 22. “Task 1: Set up a website for the Purple Spiders’ Fan Club” http://goo.gl/6Xd6
  • 23. “Task 2: Set up a system to manage and calculate the costs to fans of Purple Spiders’ downloads and link it up to the website” http://goo.gl/6Xd6
  • 24. Teacher documentation (This is an annotated example project an exam board have produced so teachers know what to look for and where to award marks.) http://goo.gl/9mGI
  • 25. http://goo.gl/9mGI
  • 26. http://goo.gl/9mGI
  • 27. “Stuart wants four pages in his website. Powerpoint will allow me to keep all four pages within one ‘document which makes it easy to have consistent page designs” http://goo.gl/9mGI
  • 28. “Above Grade A (17/25 – well above the standard required)” http://goo.gl/9mGI
  • 29. http://goo.gl/9mGI Screengrabs of the exemplar project
  • 30. http://goo.gl/9mGI
  • 31. http://goo.gl/9mGI
  • 32. http://goo.gl/9mGI
  • 33. http://goo.gl/9mGI
  • 34. http://goo.gl/GSSF
  • 35. http://goo.gl/GSSF
  • 36. http://goo.gl/GSSF
  • 37. http://goo.gl/aQ5Z
  • 38. http://goo.gl/aQ5Z “How were things done before web authoring? Web designers would have to write the page using HTML code. Whilst this is very powerful, it is a lot slower than using a web authoring package.”
  • 39. ICT specification for 2011’s GCSE students http://goo.gl/Iddx
  • 40. A-Level
  • 41. 33%in 6 years A-Level ICT Number of students taking exams in this subject in England
  • 42. 57%in 8 years A-Level Computing Number of students taking exams in this subject in England
  • 43. http://goo.gl/k64K 2009 Ofsted report on “The importance of ICT” based on a 4 year study of almost 200 secondary and primary schools in England on their performance in ICT
  • 44. “Schools must equip young people with the 21st century skills necessary to ensure their employability.” http://goo.gl/k64K
  • 45. “Higher-attaining students were insufficiently challenged.” http://goo.gl/k64K
  • 46. “The requirement that students must ‘apply, as appropriate, the concepts and techniques of using ICT to measure, record, respond to, control and automate events’ may be missed at the expense of popular units on topics such as web page creation and creating video.” http://goo.gl/k64K
  • 47. “As a result, some vocational qualifications limit the achievement of higher-attaining students and fail to develop the vital skills for the UK, and indeed global, economy, such as manipulating data and programming.” http://goo.gl/k64K
  • 48. £25,000 Student debt for those starting University this year http://www.bbc.co.uk/news/education-10952303
  • 49. 157 courses for “Web Design” http://goo.gl/3fNQ
  • 50. Girls and ICT
  • 51. “The number of girls choosing to study computing post-16 has fallen to an all-time low.” http://goo.gl/k64K
  • 52. “Fewer girls than ever are studying for formal qualifications in the subject in the sixth form and the number continues to decline.” http://goo.gl/k64K
  • 53. “Schools do not challenge sufficiently the value of deploying a set of adult productivity tools to help pupils and students develop their ICT capability.” http://goo.gl/k64K
  • 54. Database software Spreadsheet software Word processing software Desktop publishing software Presentation software
  • 55. Database software (Access) Spreadsheet software (Excel) Word processing software (Word) Desktop publishing software (Publisher) Presentation software (Powerpoint)
  • 56. “Over-reliance on a standard ‘office’ application and operating system restricted their opportunities to develop generic and transferable skills.” http://goo.gl/k64K
  • 57. “I'd rather teach about spreadsheets alongside a science teacher who's trying to explain how to capture data from experiments than in some "let's pretend we're running a shop" Computing lesson.” http://goo.gl/lFG2
  • 58. Open Source
  • 59. “…students met a greater variety of software and were better equipped to cope with rapidly changing technologies.” http://goo.gl/k64K
  • 60. “Schools wishing to use platforms not selected by their local authority are free to do so but must find the money from other budgets.” http://en.wikipedia.org/wiki/Becta – Becta
  • 61. “Becta and the government only seem comfortable working with larger vendors and suppliers. I think this is partially timidity, but also because of the over-comfortable relationship the government has with some of the bigger players.” John Pugh in January 2007
  • 62. Does our industry support young people?
  • 63. http://scrunchup.com
  • 64. http://aneventapart.com/alasurvey2009/07.html 47.1% of web designers aged 18 and under believe there is a negative age bias.
  • 65. http://www.flickr.com/photos/marcthiele/5032878619 Many can’t afford to go to conferences, or get time off from school to go.
  • 66. http://www.flickr.com/photos/adactio/463842816 Difficult for organisers to find venues that cater for under 18s
  • 67. http://www.bbc.co.uk/apprentice/jnr/series1/ “Entrepreneur” expectations
  • 68. Albert Einstein “The most important motive for work in school and in life is pleasure in work, pleasure in its result, and the knowledge of the value of the result to the community”
  • 69. http://message.uk.com “I coded my first plain HTML website when I was 11, using Frontpage. It was horrible, but I thought it was freakin' awesome!”
  • 70. http://fireflysolutions.co.uk/ CMS produced by students, years later is a business
  • 71. File sharing app produced by students (who are still students) is now a business
  • 72. “Do you think your age has been a help or a hindrance to the development of the project?”
  • 73. “Being so young, VC backing was not an option as it’s too risky to invest in a couple highschoolers.”
  • 74. “We also have to constantly conceal our age because we are dealing with people’s important documents, and they might not trust us because people, including ourselves, are inherently ageist.”
  • 75. James Proud from Giglocator http://giglocator.com James Proud
  • 76. “Has your age got in the way of what you do, or has it helped you?” James Proud James Proud from Giglocator http://giglocator.com
  • 77. “Before I had to show my face I never really promoted my age. I just didn’t think it was important. But it’s helped me the fact that people are amazed that I’ve done this at this age, but I’ve done coding since I was 9 and I was paid at 12.” James Proud James Proud from Giglocator http://giglocator.com
  • 78. Photo by kris krüg from http://www.flickr.com/photos/kk/98025271 Matt Mullenweg
  • 79. Created Wordpress before he was old enough to buy a drink Matt Mullenweg Photo by kris krüg from http://www.flickr.com/photos/kk/98025271
  • 80. Good courses are possible and exist
  • 81. http://goo.gl/swvf Edexcel
  • 82. http://goo.gl/swvf Edexcel
  • 83. http://goo.gl/vfA7 “Jez has found an image with a Creative Commons licence. Explain what a Creative Commons licence is.” Edexcel
  • 84. http://scratch.mit.edu/
  • 85. http://scratch.mit.edu/
  • 86. Whose fault?
  • 87. Teachers don’t have the time or budget to learn new skills
  • 88. Exam boards have to supply courses that teachers are confident in teaching Teachers don’t have the time or budget to learn new skills
  • 89. http://www.flickr.com/photos/blendededu/830495935/ Yay!
  • 90. No it’s not! Boo!
  • 91. What the teachers think
  • 92. “A tick in a box” http://www.itpro.co.uk/626212/ict-education-fails-at-a-level
  • 93. “We have no idea what we are supposed to be doing with all this stuff” http://www.itpro.co.uk/626212/ict-education-fails-at-a-level
  • 94. “ICT lessons are still primarily teaching 'Microsoft'.” http://www.itpro.co.uk/626212/ict-education-fails-at-a-level
  • 95. “Just up-ing the number of PC's in schools won't get you anything.” http://www.itpro.co.uk/626212/ict-education-fails-at-a-level
  • 96. “All we're gearing our kid's up for is a life in an office. No wonder there's no stampede for that career path.” http://www.itpro.co.uk/626212/ict-education-fails-at-a-level
  • 97. “We need school curricula to engage them better if the next generation are to engineer technology and not just consume it” Professor Matthew Harrison, Director of Education at The Royal Academy of Engineering
  • 98. “We are now watching the enthusiasm of the next generation waste away through poorly conceived courses and syllabuses.” Professor Steve Furber, Fellow of the Royal Society
  • 99. This page is left intentionally blank

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