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The Teaching and Learning of Web Authoring

The Teaching and Learning of Web Authoring. AUTHORING - programming by non-programmers. Some ideas in this PowerPoint come from Dr. Lai Yiu Chi of HKIEd. The Curricula. CIT Design Factors for Presenting Information on the Internet Web Authoring and Simple Web Management

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The Teaching and Learning of Web Authoring

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  1. The Teaching and Learning of Web Authoring AUTHORING - programming by non-programmers Some ideas in this PowerPoint come from Dr. Lai Yiu Chi of HKIEd

  2. The Curricula • CIT • Design Factors for Presenting Information on the Internet • Web Authoring and Simple Web Management (the second most popular elective (probably the first next year) • Computer Literacy • Taught in most secondary schools • How about those in ASL and AL curriculum? • How about those in primary schools? • Informal curriculum: lots of Web page competitions

  3. The Issues • A very critical change in IT (Web technology) in the last century • A “must” IT knowledge after word processing, graphics and presentation in IT subjects • A very integrated topic • Multimedia, communication (FTP), programming (HTML), information presentation (layout, graphics …), dynamic web pages (database, server-side computing), planning and designing

  4. What are our T&L focuses? • “Hard” technology skills: • Web authoring? • HTML programming? • Web technology? • “Soft” technology skills: • Web design/structure concepts? • Communication/presentation skills? • Web site planning/management?

  5. Warm-up • Read the related CIT curriculum (citwebauthoring.pdf) • Surf the Web sites provided (in the folder webresources) • Install the the 1st page 2000 (a HTML editor) • Install the DENIM system

  6. Word Processing vs Web Authoring

  7. Discussion (1) Software skills –Word Processing for Web Publishing • Advantages and disadvantages using word processing for Web publishing? • Why do some teachers use MS Word/FrontPage Express for constructing a Web?

  8. Discussion (2) Software skills –Web Authoring vs HTML programming • Advantages and disadvantages using Web Authoring tools (e.g. Dreamweaver, FrontPage) vs HTML editors? • To some extents, some teachers insist on teaching HTML. What are your opinions?

  9. Discussion (3) CIT CurriculumAnalysis of the document • Identify the hard and soft IT skills involved? • Suggest proper teaching software for each topic in terms of availability and user-friendly • Explain how you deal with “Introduction to dynamic Web pages”. • What are your experiences or difficulties encountered in teaching this part?

  10. Discussion (4) the Design of a Web site • Do you agree? • Web Publishing involves: Problem solving, information searching, decision making, modeling … • How do you teach your students to build a prototype of the design? • Visualisation tools such as Inspiration 7.5 • Paper Prototyping • the DENIM system

  11. What is paper prototyping? • Resouces: http://www-106.ibm.com/developerworks/library/us-paper/ • Paper prototyping is a method of usability testing that is useful for Web sites, Web applications, and conventional software • Advantages: • No coding and therefore any students can do • Creativity not hindered by any software (“canned design” or template)

  12. Informal Tools For Early Stage Web Site and UI Design • Download the DENIM system from the product site: http://guir.berkeley.edu/projects/denim/ • Study the user guide http://guir.berkeley.edu/projects/denim/docs/tutorial/tutorial.html

  13. Discussion (5) the informal curriculum • Surf the following student work. Comment what our students can achieve in Web design and construction. • Web sites: http://www.jsit.net http://www.ssrc.hku.hk/sym/97/schools.html http://www.rotary.edu.hk/memo/0102/link/epaward htm

  14. Discussion (6) Teachers’ difficulties/problems • Lack of knowledge and experiences in Web design? What are they? • Lack of hardware, Web servers? • Lack of software, client-server computing (dynamic data)? • Any other suggestions? • How do you deal with these difficulties/ problems?

  15. Conclusion • Our focuses are …

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