Home: Academic: Classes: Intermediate Web Communications

What you will learn

Take a look behind you: there's an 8-year-old catching up. If all you think the Internet is for is learning computer technology and setting up pages that look cool, that 8-year-old will turn you into toast. Fried. Road kill. This isn't about some new software. It's not about some cool graphics. It's not about some cute javascript applet.

It's about organized content that informs and entertains. In that order.

That's what this course is about. Content. Organization. And, oh yea, you'll learn a few new tricks with Dreamweaver and Fireworks and some javascripting. But I'll never let you forget that Content is way more important than bells and whistles.

This course is a clinic, a hands-on experience that includes concept invention, planning, content development, and publishing. It is labeled "intermediate" inasmuch as it extends talents you have learned in other classes. Each of you — with work and dedication — can learn a lot in this class.

In the course, you will learn that websites are more than just what you see on the screen. Site construction is a process that starts with research, and moves through analysis, planning, action and evaluation. Increasingly, "webbing" also includes forms of marketing communication. As the statement above suggests, for many corporations, websites are seen as "keeping up with the Joneses."

The readings and class discussions will introduce you to the process of site construction. You will also learn how to use some basic research sources and will learn how to work with clients. The cooperative learning project will require you to do the kind of strategic thinking, planning and execution.

It will also be fun.

You will learn about ISPs, PPs, web color, tables, hexadecimals, hot images, transparency, type, CSS, animation, sound, rollovers, forms, and some HTML. And Photoshop, Fireworks, fonts. And more.

Most importantly, you will build web sites starting in Fireworks.

 

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Materials to help you learn

Required Text

None.

Suggested Texts

Creative HTML Design. Lynda and William Weinman. Indianapolis, IN: New Riders. 1998.

The Internet Handbook for Wrriters, Researchers, and Jourrnalists. Mary McQuire, Linda Stilborne, Melinda McAdams, Laurel Hyatt. New York: Guilford Press, 1997.

WebTechniques. CMP Media, Inc. (a periodical)

Web Design in a Nutshell. Jennifer Niederst. Cambridge: O'Reilly, 1999.

Web Concepts and Design. Crystal Waters. Indianapolis, In: New Riders, 1996.

Web Design: Studio Secrets. Deke McClelland, Katrin Eismann. Chicago: IDG Books, 1998.

HTML Sourcebook. Ian S. Graham. New York: John Wiley & Sons, 1995.

Web Page Design Cookbook. William Horton, et al. New York: John Wiley & Sons, 1996.

Web Authoring Desk Reference. Arron Weiss, et al. Indianapolis, In: Hayden Press, 1997.

Assigned readings.

These will be available online through the class schedule.

This course will include several online assignments, including web readings. Again, refer to the schedule for daily assignments. AND REFER TO IT EVERY DAY.

Contrary to popular belief -- at times subscribed to my me -- merely owning a book is not sufficient. Your text book will be an invaluable guide in this course only if you actually read it. This text has been used by classes before you and has been found very useful. Of some note, you will find that your ability to participate in class and fully appreciate the daily discussions will be greatly enhanced if you read the text.

To this end, it is essential that you read the assigned material before class. Instead of lecturing, I may at times ask you questions about the assigned material, and I will not always rely on volunteers who raise their hand to answer. I will call on you whether you volunteer to answer or not. I will equate your lack of interest in the assigned readings as a general lack of interest in this class. That would be a bad thing.

You should bring your book to class every day because we will frequently discuss cases and other material from the chapters.

I will be adding material to the schedule during the course: Don't Print Out the Schedule! Access it!

How you will demonstrate what you learn

You will have different ways to demonstrate what you learn in this course.

One, I expect you to do the assigned reading in advance of the specified date. I expect students to take active participation in class discussions, and I will call on individual students to answer questions. Make sure you can participate fully in such discussions and demonstrate what you have learned from classes. I also urge you to come to class with questions and opinions about web sites you see or are curious about. Consequently, you should pay increased attention to web sites and relate this to what we are talking about in class. This has no specific grading value placed on it, but may be used by me as a "tie breaker" for those of you close to a higher grade.

Two, you will work with another student on a special project that require research and cooperation. Choose your teammate carefully. This counts 20% of your grade.

Three, there will be a midterm and final, each covering half the course and each worth 10% (total 20%). These will be conducted online, most likely. You are likely to see some of the puzzles again on these, as well as specific questions dealing with website construction. philosophy, and maintenance.

Four, and most importantly, you will construct your own site. This will contain four areas:

1. Your complete vita (10%). This includes a photo, list of classes, some discussion about your academic and professional work, and volunteering.

2. Your personal interests (20%). This is NOT about butterfly collecting. It is a serious outline of your intellectual interests, as well as athletics.

3. Your school portfolio (from other classes: papers, etc.) (10%)

4. A research site: that is, I want to see a site that explores a special topic approved by me that will be entertaining, educational and complete. I would expect that such a site could include more than 20 pages and will explore an area of the Internet and web that relates to this class that will be used by fellow students in future classes (that is, it will be around for quite a while and will have your name on it . . . it will be a lasting memorial to your fun times in this class). We'll talk about some topics right away. (20%)

A final note (or two):

You are communication majors. As such, you are writers and/or artists. If you are an artist, I expect art -- not a collection of images grabbed off the net. If you are a writer, I expect writing, not bullet points and lots of quotes from others. Create!

When you come into class, make sure your computer is OFF. I demand your full and complete attention. Period. I will deal sternly with those I find using their computers during lectures. The lecture time will be roughly 30 to 40 minutes, followed by lab time. When I am finished, I will tell you to turn on the computer.

Your work will be graded on the following standards:

1. Accuracy: spelling, typos, etc., will lower your grade dramatically

2. Clarity. Hint: REWRITE, EDIT, REWRITE, EDIT, REWRITE

3. Comprehensive coverage of the subject

Errors in spelling will be dealt with especially harshly. Get a dictionary.

Warning! This class is demanding. Very demanding. Do not act surprised at this. Do not act surprised later that it is demanding. You have been warned.

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Class attendance and participation

I believe learning is enhanced by active involvement in class discussion and activities. That's why I will ask questions to elicit your opinions and knowledge of the reading material. It is impossible to participate in class without attending class (as proved by Einstein). I would add only that attendance and grades on exams have been found to be highly correlated.

I ask for your cooperation in being seated when class begins. It is distracting to me and other students if students come in and sit down after class begins. To encourage you to make it to class on time, I will ask you to entertain us. Since this is a college environment, the entertainment will also be educational.

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Page last updated September 21, 2004