~Please Note~ |
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ALL Vanderbilt University Virtual School video conferences are scheduled on
CENTRAL time and are for Published Date(s) and Time(s) ONLY.
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Program Guide: CAREERS in WEB DESIGN
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Vanderbilt University Virtual School |
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| Contact Information |
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Patsy Partin
patsy.partin@vanderbilt.edu
2007 Terrace Place
Nashville, TN 37203
Phone: (615) 322-6511
Fax: (615) 343-1145
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| Program Title |
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CAREERS in WEB DESIGN |
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| Target Audience |
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Education: Grade(s): 10, 11, 12 |
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| Primary Disciplines |
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Career Education, Economics/Business, Technology/Information Science |
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| Program Description |
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Meet Jim Parker, the Webmaster for Vanderbilt University, as he discusses education requirements and preparation for a career in web design along with his day to day responsibilities. He will then answer questions posed by high school students from the participating classes in an interactive session. |
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| Program Format |
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The video conference will be a 20-25 minute presentation and may include visuals or audiovisuals to enhance the presentation. This will be followed by an interactive 10-15 minute question/answer session with students. |
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| Objectives |
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Participants will explore careers in web design that involve:
*using graphic artistry in design to complement and communicate a web site's intended purpose
*making information more useable and accessible to people
*programming to build dynamic, database driven web sites
*producing video editing and streaming media |
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| Vocabulary Words & Definitions |
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1) Accessibility: Web sites should be designed for full accessibility. Pages should be equally useable in the latest versions of major browsers, in a voice-reader for blind users, or by anyone else with a non-"standard" means of accessing the web.
2) Attribute: An attribute is a property that works with an HTML tag. Attributes go after the name of the tag, and before the right angle-bracket. For example, if you want a horizontal rule without the shading effect, you can use the NOSHADE attribute (e.g.,
). Some attributes have values like the ALIGN attribute (e.g.,
), or the HREF attribute for the destination of a link (e.g.,
). The part to the right of the equal sign is called the value of the attribute.
3) Cookie: Method of storing data about a web visitor so that site content can be personalized upon a second visit. The main purpose of cookies is to identify users and prepare customized Web pages for them.
4) Functionality: How well (and reliably) the interactive controls and media perform on the target platform
5) Global Interactive Control: A control used over and over within most of the screens in a document -- for instance next, previous, main menu, and quit buttons.
6) Interface: The visual layout of content and interactive controls that lets the user interact with the program or web site.
7) Invisible Table: The use of tables to control the layout of page elements is essential for sophisticated web design. When table borders are invisible or turned off, your text and graphics can be aligned in cells as if on a grid or in columns as if in a newspaper.
8) Mirror Site: A Web site that is a replica of an already existing site, used to reduce network traffic (hits on a server) or improve the availability of the original site. Mirror sites are useful when the original site generates too much traffic for a single server to support.
9) Navigation: The process by which a user explores all the levels of interactivity, moving forward, backward, and through the content and interface screens. Users navigate through the project by clicking on interactive controls such as buttons, image maps, and hypertext, while clues such as special colors, backgrounds, or interface sounds help orient them to where they are at within the levels of interactivity.
10) Plug In: A hardware or software module that adds a specific feature or service to a larger system. There are number of plug-ins for the browser that enable it to display different types of audio or video messages.
11) Streaming: A technique for transferring data such that it can be processed as a steady and continuous stream. Streaming technologies are becoming increasingly important with the growth of the Internet because most users do not have fast enough access to download large multimedia files quickly. With streaming, the client browser or plug-in can start displaying the data before the entire file has been transmitted.
12) Tag: A tag is an HTML instruction enclosed in angle-brackets (e.g.,
). Some tags may also have end tags that begin with a slash (e.g.,
). The tag without the slash is sometimes called a begin tag or a start tag. |
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| Participant Preparation |
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Students should have SOME familiarity with this subject. Teacher should brainstorm with students before the video conference and ask students to prepare some sample questions to ask presenter during the interactive question/answer session. |
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| Suggestions for Pre Program Activities |
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Students should discuss before the video conference:
*How would you define web design?
*What steps are necessary to create a web site?
*If web design was based on only 4 or 5 rules, what would these rules be?
*What roles do graphics play in good web design?
Involve students in a web quest to explore what makes good web design.
*Form 3 to 4 member teams with students. Focus is on developing student understanding of what is good web design.
*Go to Web Sites That Suck http://www.webpagesthatsuck.com/ Students will learn about good design by looking at bad design.
*Go to What Makes a Great Web Site? http://www.webreference.com/greatsite.html Students will discover essential characteristics of great Web sites. |
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| Suggestions for Post Program Activities |
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*Divide students into 4- member groups and ask them to explore five different web sites assigned by teacher.
*Students will rate each web site on a scale of 1-5 (1 is worst; 5 is best) for these qualities:
1) Appearance: Is the site visually attractive? Is the text size and color readable? Does it appear to be uniform or does it look as if it was created by a variety of individuals all working individually? Are there attractive and appropriate graphics? Do they contribute to informational or instructional quality of the site or are they just for flash?
2)Content: Does the site have all the information you would expect to find on a classroom site? If not, note what is missing under "comments.
3)Navigation: Could you find the information you were looking for? Could you tell where you were as you navigated the site? Could you get back to the front page of the site? Was it easy to move around within the site?
4)Currency: Is the information on the site current? How can you tell? (Do the pages indicate when they were last updated? Do event reports include dates, including the year?)
5)Technical/Mechanical errors: If you are accessing the the Internet from a phone modem (28.8 bps), would it take a long time to download? Did you find dead links, spelling and grammatical errors, other obvious problems.
6) Comments: Mention any particularly good or bad aspects of the site. |
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| Supplemental Resources |
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http://www.uni.edu/profdev/teachnet/four/eval_a4.html
Activities for Web Page Design
http://www.cwru.edu/help/introHTML/toc.html
Introduction to HTML
http://www.goodellgroup.com/tutorial/
HTML for Kids - 12 easy lessons designed to teach the students about HTML |
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| National Standards to which this program aligns |
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NATIONAL STANDARDS FOR TECHNOLOGY LITERATE STUDENTS
GRADES 9-12
1.Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)
2.Make informed choices among technology systems, resources, and services. (1, 2)
3.Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)
4.Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)
5.Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
6.Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)
7.Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)
8.Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)
9.Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)
10.Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6) |
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Website Questions/Comments
Contact Virtual School Webmaster, Mike Majett
Email: mike.majett@Vanderbilt.edu
Phone: (615) 343-1018 IP:129.59.139.23
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