Assignment n 3
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This document provides the objectives and tasks for Assignment 3 of an ICT Applied to English Teaching course in 2010. The assignment involves designing a 3-lesson internet-based project unit on a chosen topic and level, including selecting relevant websites, planning each lesson using the "Warmer, Web, What next" model, creating a Webquest using an online builder, and peer-assessing a partner's project. Students are to share their work online, provide peer reviews, self-assess their work, and submit their final project.
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Assignment n 3 2011
This document outlines an assignment for an ICT Applied to English Teaching unit. Students are asked to design a 3-lesson internet-based project on a topic and level of their choice. They must create a Webquest using recommended resources and include a list of websites in APA style. Students will exchange projects with partners for peer review, make edits, and upload their final project along with a self-assessment.
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This document outlines an assignment for an ICT Applied to English Teaching unit. Students are asked to design a 3-lesson internet-based project on a topic and level of their choice. They must create a Webquest using recommended resources and include a list of websites in APA style. Students will exchange projects with partners for peer review, make edits, and upload their final project along with a self-assessment.
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This document provides a schedule and instructions for Project 3 of an online technical writing course. It outlines the following key deliverables and due dates over 3 weeks:
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Week 8: Students are to incorporate peer feedback, create a draft infographic, and record a screencast design justification for peer review.
Week 9: Final deliverables due include a self-evaluation, infographic, screencast, and all process materials. Students must verify their full submission is correct.
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Each week students should complete readings, videos, and activities marked with an asterisk for attendance. Students are expected to complete all assignments, not just the attendance checkpoints. The weekly goals are to practice coding HTML and CSS, learn concepts through lectures and hands-on activities, and create a website on a topic of choice. Students will work towards this project website each week by brainstorming, collecting assets, and building components. A draft is due in the second last week for feedback, with the final revision due on the last day of class.
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Unit Objectives 1 ‐ 5
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eng2u3less38
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eng2u3less38
This document provides a lesson plan for teaching students about cascading style sheets (CSS) in Dreamweaver. The lesson will take one class period. Students will learn how CSS allows uniform formatting of web pages and makes updates easier. They will complete a Dreamweaver tutorial on CSS and learn about using pre-built page designs and CSS templates to format pages for their final projects more quickly. The lesson concludes with students beginning work on their project pages using Dreamweaver and CSS.
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WEB240 Version 1 1 Course Syllabus College o.docx
WEB/240 Version 1
1
Course Syllabus
College of Information Systems & Technology
WEB/240 – Web Design Fundamentals
27 Feb – 27 Mar 2014 (Thursdays)
6:00 PM to 10:00 PM
Copyright © 2011 by University of Phoenix. All rights reserved.
Course Description
This course introduces development tools and techniques used to publish web pages on the World Wide Web.
Students use basic hypertext markup language, scripting, and presentational technologies to create websites
with the aid of a software authoring application. Topics include XHTML, CSS, JavaScript®, server hosting, site
publication, site maintenance, and search engine optimization.
Policies
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained
within the following two documents:
• University policies: You must be logged into the student website to view this document.
• Instructor policies: This document is posted in the Course Materials forum.
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies
may be slightly different depending on the modality in which you attend class. If you have recently changed
modalities, read the policies governing your current class modality.
Course Materials
Felke-Morris, T. (2011). Web development & design foundations with XHTML (5th ed.). Pearson Education.
Ledford, J. L. (2009). Seo: Search engine optimization bible (2nd ed.). Indianapolis, IN: Wiley.
Wilton, P., & McPeak, J. (2009). Beginning JavaScript® (4th ed.). Indianapolis, IN: Wrox.
Software
Adobe Dreamweaver® CS5 (Virtual Desktop)
Supplemental Resources
Aquent Creative Team. (2010). Adobe® Creative Suite® 5 Design Premium digital classroom. Indianapolis, IN:
Wiley.
Osborn, J., & The AGI Creative Team. (2009). Adobe® Dreamweaver® CS5 digital classroom. Indianapolis, IN:
Wiley.
All electronic materials are available on the student website.
WEB/240 Version 1
2
Week One: Introduction to Extensible Hypertext Markup Language (XHTML)
Details Due Points
Objectives 1.1 Identify basic XHTML tags and attributes.
1.2 Explain viewing and testing markup code in various web
browsers.
1.3 Describe how user characteristics and the website purpose
influence website design.
1.4 Apply design elements effectively.
Reading Read Ch. 1, “Introduction to the Internet and the World Wide Web,”
of Web Development & Design Foundations with XHTML.
Reading Read Ch. 2, “XHTML Basics,” of Web Development & Design
Foundations with XHTML.
Reading Read Ch. 3, “Configuring Color and Text with CSS,” of Web
Development & Design Foundations with XHTML.
Reading Read the Week One Read Me First.
Reading Read this week’s Electronic Reserve Readings.
Participation Participate in class discussion. 2
Discussion
Questions
Respond to weekly discussion questions.
• Describe one (X)HTML tag that has not ...
Capstone project task what to do capstone
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teacher tech -
1. The document outlines the agenda for Day 3 of a technology training class for educators.
2. It includes updating on the previous class, discussing the class wiki, exploring media and internet resources for teachers, sharing ideas for a WebQuest activity, and previewing websites for a Teacher Toolkit resource page.
3. Educators are asked to commit to incorporating technology into an upcoming lesson and to contribute favorite resources to the wiki page.
Personal website assignment
Web design involves analysing, planning and production of web sites, including, but not limited to, technical development, information structure, visual design, and content design.
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School of Business and Tourism Web Development I (IS.docx
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L4 History research project
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- 1. ICT Applied to English Teaching- 2010 Unit 3 Assignment N° 3: Internet Based Project Work Due date: Week 10 (October 13th 2010) Objectives: - To design project work based on Internet software. - To apply self-assessment and peer-assessment techniques. TASKS: (Individual or in pairs) - Think of a possible unit of work (topic based) and the level of the students you would like to plan this unit for. - You will now design project work for this unit. Your project will have 3 lessons and it will include Webquest. - Make a list of possible websites to be used for the project (respect APA style). Use a word document to write your plan. Write a brief evaluation of the websites you have chosen using the guidelines suggested by Dudeney & Hockly (2007) How to Teach English with Technology (p.34) - Plan the 3 lessons respecting the “Warmer, Web, What next” model suggested in the book (your unit plan should include screenshots of the pages to be used). - Decide what part of your project will include the Webquest. Select a Webquest builder and use the guidelines given on page 58 to create it online (make sure your activities are properly saved in Word first). - Remember to include the link to your Webquest in your plan. - Share your work in your profile in the network using Slideshare. - Exchange your work with a partner (or pair) and write your peer review on their wall. - Read your peer review, edit your work if necessary and upload your project on Campus. - Write your self assessment in the correspondent forum. Paula Ledesma – UTN 2010