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Using the Web to Teach and to Learn the Web

Using the Web to Teach and to Learn the Web. Dr. David C. Gibbs Department of Mathematics and Computing University of Wisconsin-Stevens Point Stevens Point, WI 54481 dgibbs@uwsp.edu. Today’s Presentation. Describe an online programming course in a new major

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Using the Web to Teach and to Learn the Web

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  1. Using the Web to Teach andto Learn the Web Dr. David C. Gibbs Department of Mathematics and Computing University of Wisconsin-Stevens Point Stevens Point, WI 54481 dgibbs@uwsp.edu

  2. Today’s Presentation • Describe an online programming course in a new major • Brief description of the major and its concentrations • Identify the content of the course and its activities • Show some examples of the methodology • Look briefly at the courseware support system • Consider the innovations being implemented WBE 2004

  3. Introduction UW-Stevens Point, Department of Mathematics and Computing A new major: Web and Digital Media Development (WDMD) “… to combine the aesthetic side of web design with an understanding of hardware/software and business awareness.” WBE 2004

  4. Content of the Major Core Courses include: • Appreciation of the creative role in art and music • Survey of Issues involving the Internet • Introduction to Web Programming • Use of Tools for Developing Web Applications • Business Writing • Principles of Marketing and Management WBE 2004

  5. Two Concentrations of the Major Design Focus • Computer graphics • Digital audio/video development • Professional caliber development tools Technical Focus • Client-server • Web applications programming • Data communications • Network management WBE 2004

  6. Role of Intro Programming course? Intro programming course important for both concentrations • Prepares technically focused students for further coursework • Provides the only “under the hood” examination for design focused students WBE 2004

  7. Content of the Course • HTML/XHTML • JavaScript • Cascading Style Sheets • (eventually) XML WBE 2004

  8. The Course and its Activities Students will complete • eLessons • eQuizzes • eDiscussions • eReview of Peer Coding • eFolio Creation and Organization • Course Project WBE 2004

  9. 1. eLessons Voice over PowerPoint, converted to HTML; served over the web Development Strategy • Identify course objectives • Formulate programming tasks • Divide into subtasks • Content, example, subtask, repeatedly • Integration of subtasks in whole task Example: Using Data Types WBE 2004

  10. 1. eLessons – good news • Attempts to meet varying learning styles • Can be “repeated” as often as desired • Deconstruction of technically difficult concepts – part/whole • Better than web pages alone WBE 2004

  11. 1. eLessons – bad news • Regarding “learning styles”, how “varied” can web pages (with or without audio) really be? • File sizes can be prohibitive • e”Lectures” lack polish WBE 2004

  12. 2. eQuizzes • Online quizzes administered by the courseware system • Taken as many times as desired • System records highest score GOAL: increase time on task; motivation to study provided by midterm and final examinations Example: D2L (or visit an already logged in site…) WBE 2004

  13. 3. eDiscussions Topics of relevance examined bi-weekly Examples: • Course project proposal • Features of freeware editor HTML-Kit • Establish rubrics for eFolio, Course Project evaluation • Finding and sharing reference materials JavaScript Reference Pages WBE 2004

  14. 4. eReview of Peer Coding • “Peer editing” (English class) • Online groups of three or four • Each student posts code solution (HTML, JS) with notes • Groupmates critique, evaluate, discuss Example: (from D2L) WBE 2004

  15. 5. eFolio Creation • “Electronic Portfolio” • Requires organizational structure (directories, hierarchy) • Evaluated by peer eReview • Evaluation rubric created by class WBE 2004

  16. 6. Course Project • Ideally a “real” site • Immediately implement the coding skills • Presented “virtually” at the conclusion of the course WBE 2004

  17. Text Reading Old fashioned book-learning!! (integrated with executing code samples provided by the author) WBE 2004

  18. Courseware for Utilities • Desire to Learn (D2L) • Facilitates: • Announcements • Quizzes • Discussion forums – peer group and collective • Gradebook WBE 2004

  19. Web-based Innovations • New Wrinkles • Peer Review • Unique Aspects of this Course • eLessons as interactive construction of programming skills WBE 2004

  20. New wrinkles – Peer Review • Emphasis is upon learning (as opposed to correctness) • Turning anti-plagiarism on its head • Essentially sharing code and commentary • Students as teachers • D2L site WBE 2004

  21. Unique Aspects eLessons are a work in progress… • Content piece -> eTask • Content piece -> eTask • … • Content piece -> eTask • Integrating exercise(s) WBE 2004

  22. Conclusion An online course in “programming the web” uses 6 activities: • Web slides with audio presentation • Online quizzing • Discussion • Review of programming code • Creation and organization of an electronic portfolio • Integration of knowledge in an authentic project WBE 2004

  23. Questions? / Comments? This presentation and paper http://www.uwsp.edu/cis/dgibbs/WBE2004/ e-Mail dgibbs@uwsp.edu WBE 2004

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