Ms. Boone

February 16-20
Week 6 — Fourth Six Weeks

Description of an outstanding product:

An outstanding week two project is one that completed all the page layouts and the site has the “Look and Feel” specified by the client. Each content page has the appropriate controls to meet the client specifications and the designer is currently working on styling each of the content pages.

due -February 20, 2009 — Site Structure and Page Design

The team should schedule a client meeting to go over the website. The overall design should be complete enough that the client has a very good idea of what the site will look like. Ideally, you should show the client the actual electronic version of the site. You should at least have a print version available for them to make comments.

To get credit for this meeting, they MUST email me at smboone@gmail.com using the contact email that was provided on the first client interview sheet.

Week 5 Fourth Sixth Weeks – link to actual lesson plans

Introduction to Web Site Production

The purpose of this module is introducing the student to real-world issues and processes around the production process as it relates to Web development. The student is part of a three-person team (composed of a project manager, designer, and documenter) that will create a Web site with Microsoft Expression Web. The main goal of the module is to provide the student team with real-world situations and events that they will have to react to.Review Activities

This module is directly tied to Module 6, which was the planning phase for the production phase. The teacher could review the artifacts that were produced during the planning phase, to ensure that the teams have them available for the project.

Week 5 – 4th Six Weeks

• February 2
• February 3 – 6 Work with Expression Web to Develop a five page website.
• February 9 – 13 Develop first draft of site using images and text
• February 16 – 27 Complete Web Site and FTP

This lesson illustrates various writing styles used for the Web. Research has proven that readers treat a monitor differently than a page of text in a book. Various techniques to lure the audience to your Web site will be discussed.

Many factors contribute to good writing. They include correct spelling, good grammar, as well as interesting content. However, to write for the Web you have to be aware of how people read Web pages, as well as the nature of hypertext itself. Writing for the Web differs dramatically from writing for print media. Web users generally scan the content rather than read every word. You should write concisely, then cut, edit, and paraphrase. Classic academic writing follows a pyramid structure. It lays the foundation, supports the information from research or data followed by a conclusion. That style does not work for Web content. An inverted pyramid approach is suggested. The workflow is reversed by putting the essential information first. A reader spends a very short time at a site on the first visit. State the facts plainly and clearly.

The actual content for the Web pages will be developed in the next major class project. This lesson lays the foundation for the proper writing style.
Guiding Questions

What is THE most important part of a Web page?

What three things are the most important when writing for the web?

What is the typical method for writing content in paragraph form?

Would this work for Web pages?

How do people actually read Web pages?

What is an approach that could be used to keep readers on a Web page longer?

Learning Objectives

Students will:

• § List the components of good writing for Web sites.
• § Relate an inverted pyramid to a writing style for Web pages.
• § Describe how headlines can be used to the Web designer’s advantage.
• § Describe eye-tracking and how it affects the way readers read Web pages.
• § Be able to describe hypertext links and explain how to use them appropriately on Web pages.

Teaching Strategies

Writing styles must accommodate a Web audience. Research has shown that people read Web pages very differently than text on paper. Consequently, standard writing styles have been adapted to compensate for scanning the site, navigation via hypertext links, and scrolling.

Present the styles to the students in a PowerPoint presentation. Show various examples of the inverted pyramid that has been used in Web design. Give the students an opportunity to search for sites that use this method.

4th Week – Six Weeks Four
January 26th – January 30th

Warm-up: Reading Assignment — Iterative Design –(access document from the Google Group for Web Mastering)

Students will meet with clients to develop a Web site. After meeting with the client, each design group will describe the customer for the site. Develop the overall goals of the Web site. Determine the answers to the following questions in regards to the customer:

People/Roles –Who will be visiting the Web site?
Tasks – What message does your client want to communicate from the Web site?
Technology Access – How will the message be disseminated?
Social Issues – Why would customers visit the Web site?
Context/Scenarios –Will stories or scenarios be used to express goals and activities that are personal?
Planning styles, grammar, and reading levels – What is the best way to communicate with the customer?

Review the Client Interview worksheet (handout given in class AND is posted in the Web Mastering Google Group)

Answer the following in a new BLOG POST. Title the POST : The Design Process.

What four methods or tools should be used in the design process? Briefly explain each.What is the primary focus during the Discovery phase of the design process?

 

 

Discuss answers with team members. Document your progress on your Google Calendar.
Remember deadline for topic and client information is Tuesday, January 27.

January 27

warm-up: View the PowerPoint T.6.PP_5.ppt in the Web Mastering Google Group.

Activities: Develop a Value Proposition for your Web Site. Work with your team to answer the following question:

January 19-23, 2009
4th Six Weeks — week 3

Description

Students will work in groups to develop a client-based Web site. Student groups will meet with the designated client at least once during the initial development phase and develop the goals for the Web site.

Each group is responsible for getting to know the customers of their client. Who will be using the Web site, what will they be using it for, and what tools are they expected to use on the site? Decide on the type of content that will suit the client and the customers.

Each Web development team must manage the content for the Web site, maintain their work logs, and have all content available each class period. Time outside of class may be necessary to meet with clients and develop the initial design for the Web site.

Client Interview Worksheet

January 20 — Presidential Inauguration

Read reflection from Bonnie Bracey – found in the Web Mastering “Google Group”. After reading her reflections, think about today in YOUR life and what you’ve experienced in regard to the Inauguration of the 44th President and what this event means in history and to you.

Create a new POST to your BLOG and title it “Where Were You When the World …” (fill in the …). We will view the Inauguration on TV. Listen to the commentary and reflect on these events. Once the acceptance speech has been made, you can either edit or add (depending on what class period you have class), to your BLOG to add your editorial comments on the speech.

Enjoy this day in history.

January 21/22 -

Warm-up: Access Evolution of a Home Page Design–http://www.useit.com/papers/sun/pagedesign.html

Review the Home Page screen shots. Discuss with your team members the differences of each design and decide the virtues of the final design. What makes this page better than the prior pages in your opinion? Would you and your team decide to modify it any?

Activity: Listen to Podcast

Web Site Client Interview
http://www.jimdegerstrom.com/podcast/2008/06/web-design-client-interview.html

Discuss podcast with your team. How can use this example of an interview for the interview with your choice of clients?

Closure: Access the Google Calendar in your account.

Document your group’s progress today. Include

4th Six Weeks – Week 2

Students will explore various design models. The components of customer-centered design will address what the students need to include in the development process when they meet with clients. Other design models include company-centered, technology-centered, and designer-centered styles. Discuss each and note the problematic features in the last three

Students will develop Web design teams and assume long-term role assignments. These roles include Project Manager, Documenter, and Designer. Once the teams have been established, each member should establish a means of communication with the other group members. Each group must create a method to share files for the project using portable storage devices or online sharing sites.

Usability guidelines will be discussed and various Web sites will be evaluated using the Bureau of Labor and Statistics guidelines. The most common Web user disabilities will be discussed and students will view suggested Web sites to learn about methods to improve accessibility to accommodate these users

Students will work in groups to develop a client-based Web site. Student groups will meet with the designated client at least once during the initial development phase and develop the goals for the Web site.
Each group is responsible for getting to know the customers of their client. Who will be using the Web site, what will they be using it for, and what tools are they expected to use on the site? Decide on the type of content that will suit the client and the customers.
Each Web development team must manage the content for the Web site, maintain their work logs, and have all content available each class period. Time outside of class may be necessary to meet with clients and develop the initial design for the Web site.