Course Profile Communications Technology (TGJ4E), Grade 12, Workplace Preparation, Combined
Unit 4: Developing a Dynamic
Online Presence
Time: 30 hours
Activity 4.1 | Activity 4.2 | Activity
4.3 | Activity 4.4 | Activity 4.5 | Activity
4.6
Unit Description
This unit gives students an understanding of the uses
and advantages of the Internet as a communication tool. Students create a
multi-page web design that not only showcases their venture but also has real
usefulness to the company, employees, clients, and potential clients. Emphasis
is placed on creating a webpage that pushes the limits of a website as a
multimedia experience. The web designs are uploaded, then updated and
maintained as an ongoing process of management. Throughout this unit, students
are encouraged to become effective communicators who use and integrate the
Catholic faith tradition, in the critical analysis of the arts, media,
technology, and information systems to enhance the quality of life. Students
present all information and ideas clearly and honestly with sensitivity to
others.
Unit
Synopsis Chart
|
Activity |
Time |
Learning
Expectations |
Assessment
Categories |
Focus |
|
4.1 |
3 hours |
TFV.04, TF1.01, TF2.01, TF2.03, SP3.02, ICV.01,
IC1.01 |
Thinking/Inquiry |
Students research and investigate existing
communications technology enterprise websites. |
|
4.2 |
5 hours |
TFV.01, TF1.02, TF2.01, TF2.03, TF3.02, SPV.02,
SPV.04, SPV.05, SP1.01, SP2.05, SP3.01, SP4.02, |
Knowledge/ Understanding |
Students create an animated logo as a key element
for their splash page. |
|
4.3 |
4 hours |
TF2.01, TF3.02, SPV.01, SPV.02, SPV.03, SP1.05,
SP1.06, SP2.01, SP2.04, SP2.05, SP2.08, SP2.09, SP3.01, SP4.02, IC2.01 |
Knowledge/ Understanding |
Students create a VR panorama or VR object for their
webpage. |
|
4.4 |
4 hours |
TFV.01, TFV.03, TF3.02, SPV.01, SPV.02, SPV.03,
SPV.04, SP1.05, SP2.01, SP2.04, SP2.09, SP3.01 |
Knowledge/ Understanding |
Students use a variety of audio techniques to
enhance their webpage. |
|
4.5 |
10 hours |
SPV.01, SPV.02, SPV.03, SP2.01, SP2.03, SP2.04,
SP2.05, SP2.06, SP2.08, SP2.09, SP3.01, SP4.02, SP4.03, IC2.01 |
Thinking/Inquiry |
Using web-design software students plan and
construct a website for their company. |
|
4.6 |
4 hours |
TFV.02, TFV.03, TF2.01, SPV.04, SP2.02, SP2.08,
SP3.02, SP4.01 |
Thinking/Inquiry |
Students develop plans for updating and maintaining
an active website. |
Activity 4.1:
Surfing for Exemplary Websites
Time: 3 hours
Description
Students use a variety of search engines and apply
tips and tricks including basic Boolean operators to limit their search for
existing communications technology enterprise websites. They select what they
believe to be an excellent website and discuss the merits of the site and how
it might be improved. Students rate their chosen website using a criteria list
provided by the teacher. Topics for rating include: graphic layout and
adherence to the principles of design, use of animated graphics or digital
video, usefulness of informational content to a variety of end users, degree of
interactivity, time efficiency and ease of use. Throughout this activity,
students are encouraged to become effective communicators who use and integrate
the Catholic faith tradition, in the critical analysis of the arts, media,
technology, and information systems, to enhance the quality of life.
Strand(s)
& Learning Expectations
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on
Catholic social teaching and acts to promote social responsibility,
human solidarity, and the common good;
CGE2a - listens actively and critically to understand
and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials
effectively;
CGE2e - uses and integrates the Catholic faith
tradition, in the critical analysis of the arts, media, and technology and
information systems to enhance the quality of life;
CGE3c - thinks reflectively and creatively to evaluate
situations and solve problems;
CGE3f - examines, evaluates, and applies knowledge of
interdependent systems (physical, political, ethical, socio-economic and ecological)
for the development of a just and compassionate society;
CGE5b - thinks critically about the meaning and
purpose of work.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.04 - demonstrate an in-depth understanding of
industry standards and regulations related to electronic, live, recorded, or
graphic communications technology;
ICV.01 - evaluate negative environmental impacts of
specific products and processes and recommend alternative methods and materials
to reduce these impacts.
Specific Expectations
TF1.01 - explain how a human need or want can be met
through a new or improved product;
TF2.01 - identify and describe current processes,
methods of operation, materials, equipment, tools (including computers and
peripherals), and components used to meet client needs;
TF2.03 - demonstrate an understanding of
industry-standard electronic, live, recorded, or graphic communications
systems;
SP3.02 - document and communicate the results of the
design process, of diagnostic analysis, and of troubleshooting for various
communications technology projects;
IC1.01 - evaluate any negative impacts on the
environment of processes used in communications technology and substitute
environmentally friendly alternatives.
Prior
Knowledge & Skills
·
Basic computer literacy skills
·
Understanding of the basics of web designing and web
design software
·
Understanding of the principles of design and how they
may be applied to the project
Planning
Notes
·
It is expected that all student work contain positive
images of race, gender, and religion. Stereotypes, acts of violence, sexual
themes, or use of profanity in student work is unacceptable.
·
Students are to observe copyright laws and use
copyrighted materials correctly and ethically.
·
The teacher implements board policies on appropriate
use and access to Internet services.
·
Students are expected to keep a daily log sheet
recording brief notes of their accomplishments and outlining any future needs
that this activity requires.
·
The teacher creates overhead/handout/online resource
with a list of points to look for in a good business webpage.
·
The teacher provides a tutorial handout/online
tutorial that demonstrate the basics of web searching. (Appendix 4.1.1)
·
The teacher researches sites to be used as exemplars.
·
The teacher provides the opportunity for students to
focus on specific career options and provides insights into the skills required
for related professions. Teaching/learning strategies that allow for career
links should be investigated, e.g., job shadowing, career, and education
research, field trips, and guest speakers. Where possible the teacher arranges
for appropriate speakers whose careers are related to the Web Design industry
to share their education and career paths with students. Members of the
community may provide students with some insights into career opportunities and
issues.
Teaching/Learning
Strategies
·
The teacher reviews Boolean web searching techniques
with the assistance of Appendix 4.1.1.
·
The teacher sets up a computer projection system,
connects to the World Wide Web and shows the class exemplary sites and provides
a format for making a good site.
·
Students conduct an Internet search to select what
they believe to be an excellent website.
·
Each student takes the class to the chosen website and
discusses why he or she thinks the site is good.
·
This will lead to a discussion of content, use of
design principles and the use of animated graphics and digital video,
usefulness of informational content to a variety of end users, degree of
interactivity, time efficiency, ease of use and industry standards in web
design.
·
Students rate their selected sites using the web
evaluation sheet provided by the teacher.
(Appendix 4.1.2)
·
The teacher encourages attitudes and values founded on
Catholic social teachings, which promote social responsibility, human
solidarity, and the common good.
·
Throughout this activity, the teacher:
·
monitors and observes all student/group activity;
·
conferences with students on an ongoing basis to provide
assistance when problems arise;
·
reviews project expectations;
·
modifies project activities to deal with the
availability of equipment.
Assessment
& Evaluation of Student Achievement
·
Diagnostic assessment of each student’s use of
research skills
·
Personal communication by teacher-student conferencing
·
Summative assessment of website selection and
completion of the Web Evaluation Sheet
(Appendix 4.1.2)
Accommodations
·
The teacher should be acquainted with Individual
Education Plans (IEPs) and students’ unique learning characteristics in order
to make the necessary accommodations for individuals.
·
Exceptional students may be given appropriate
timelines for completion.
·
Provide peer tutoring for students who need extra
assistance.
·
Allow student-to-student discussion and
teacher-to-student conferencing throughout the project.
·
Provide peer tutors to assist students when handling
equipment.
·
For enrichment, students may present their analysis
with the use of a presentation software or video that could include animated
text and audio as a means to communicate the analysis.
Resources
General
Teacher-developed resources including handouts,
worksheets, and activity sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment
manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Basch, Rena. Researching Online for Dummies.
USA: IDG Books, 1998. ISBN 0-7645-0382-0.
Cadenhead, Rogers. How To Use the Internet. Indiana
USA: Sams Publishing, 2001.
ISBN 0-672-32215-3
Gray, Daniel. Looking Good on the Web. USA:
Coriolisopen Press, 1999. ISBN 1576105083
Holden, Nancy and Lubka Willie. KISS Guide to the
Internet. New York, USA: Dorling Kindersley, 2000. ISBN 0-7894-5980-9
Krebs, Gary. Fastread. Internet. USA: Adams
Media Corp, 2001. ISBN 1-58062-511-8.
Nielson, Jakob, and Marie Tahir. Homepage
Usability: 50 Web Sites Deconstructed. USA: New Riders Publishing, 2001.
ISBN 0-73571102-X
Snell, Ned. Teach Yourself the Internet In 24 Hours.
USA: Sams Publishing, 2000 ISBN 0-672-31966-7
Treleaven, Philip. The E-Business Start-up Guide: USA:
Kogan Page, 2000. ISBN 0-74943145-8
Magazines
Yahoo! Internet Life. Publisher:
Ziff-Davis Publishing Company.
Wired Magazine. Publisher: Conde Nast
Publications Inc.
Websites
Canadian Film and Television Production Association –
http://www.cftpa.ca/
Links to member sites for samples.
Fixing Your Websites – http://www.fixingyourwebsite.com/
A good source of web design information and links to other sources.
How Stuff Works – http://www.howstuffworks.com/
Information on the workings of the Internet, websites, etc.
Internet Explorer Home Page –
http://www.microsoft.com/windows/ie/default.asp
Using Internet Explorer.
Netscape Navigator Tutorial:
The Browser – http://www.cs.trinity.edu/~thicks/Communicator/Navigator1/
Tutorials for Netscape Navigator.
The Professional Photographers of Canada (PPOC) –
http://www.ppoc.ca/
Links to member sites for samples.
Society of Graphic Designers of Canada –
http://www.gdc.net/
Links to member sites for samples.
University at Albany Library –
http://library.albany.edu/internet/
Internet Tutorials.
Zen and the art of the Internet –
http://www.cs.indiana.edu/docproject/zen/zen-1.0_toc.html
A Beginners Guide to the Internet.
Activity 4.2:
“Making a Splash” – Animated Logo
Time: 5 hours
Description
Using web animation software, students create an animated
logo for their splash page. Students import their previously created logo from
Unit 2 or recreate a new logo using the software’s illustration tools.
Animation concepts such as frame rate, key frames, tweened animation and
frame-by-frame animation is reviewed. Vector images are compared with bitmap
images with respect to the suitability of various file formats for the web,
file size, image quality, and speed of downloading. The final animated logo is
moved, scaled, and rotated to become a captivating element in the student’s web
design. Students are encouraged to achieve excellence, originality, and
integrity in their work and to support these qualities in the work of others.
Strand(s)
& Learning Expectations
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands, and uses written materials
effectively;
CGE3c - thinks reflectively and creatively to evaluate
situations and solve problems;
CGE4f - applies effective communication,
decision-making, problem-solving, time and resource management skills;
CGE5e - respects the rights, responsibilities and
contributions of self and others;
CGE5g - achieves excellence, originality, and
integrity in one’s own work and supports these qualities in the work of others;
CGE7b - accepts accountability for one’s own actions.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01 - apply the design process to develop
solutions, products, processes, or services in response to challenges or
problems in electronic, live, recorded, or graphic communications;
SPV.02 - set up, and function well in, an effective
communications technology enterprise;
SPV.04 - develop and maintain systems that adhere to
industry standards, and develop the means required to document activities using
industry-standard formats;
SPV.05 - use language skills and artistic concepts
effectively and apply scientific principles to develop solutions to
communications problems.
Specific Expectations
SP1.01 - explain the activities associated with
research and development: discovering a need, developing a product, and
establishing specifications for improvement;
SP3.01 - produce, read, and interpret technical and
artistic drawings, reports, instructions, scripts, manuals, online
documentation, and specifications related to complex communications technology
projects;
SP4.02 - apply artistic and aesthetic principles to
designs related to communications projects;
TF1.02 - apply the following steps of the design
process to solve a variety of communications technology challenges or problems;
TF2.01 - identify and describe current processes,
methods of operation, materials, equipment, tools (including computers and
peripherals), and components used to meet client needs;
TF2.03 - demonstrate an understanding of
industry-standard electronic, live, recorded, or graphic communications
systems;
TF3.02 - explain the conventions, formats, and
specifications of industry-standard communications systems;
SP2.05 - apply design principles and elements to
produce effective solutions in communications technology projects.
Prior
Knowledge & Skills
·
Basic computer literacy skills
·
Basic animation concepts
·
Understanding of desktop-publishing software
·
Understanding of the principles of design and how they
may be applied to the project
Planning
Notes
·
It is expected that all student work contain positive
images of race, gender, and religion. Stereotypes, acts of violence, sexual
themes, or use of profanity in student work is unacceptable.
·
Students are to observe copyright laws and use
copyrighted materials correctly and ethically.
·
The teacher implements their board’s policies on
appropriate use and access to Internet services.
·
Students are expected to keep a daily log sheet
recording brief notes of their accomplishments each day and outlining any
future needs that this activity requires.
·
The teacher provides overhead/handout/online resource
for using web animation software.
·
The teacher should choose a variety of websites that
reflect the use of animated graphics.
·
The teacher collects exemplary works of previous
students.
Teaching/Learning
Strategies
·
The teacher creates a step-by-step tutorial,
handout/online tutorial that demonstrates how to create frame-by-frame
animations and tweened animations with the specific animation software.
·
Students work through the tutorial, guided by the
teacher.
·
This is a good opportunity to review file formats and
bitmap (pixel-based) images in relation to vector (math-based) graphics with
respect to file size and image quality.
·
The teacher could have a series of similar images in a
variety of formats, resolutions, colour limitations, and anti-aliasing that
demonstrate how to reduce file size while optimizing quality necessary for the
web.
·
Students develop their own animations using their logo
from Unit 2 or developing a new version.
·
If the student’s original logo is a bitmap image it
would be advisable to recreate the logo with - vector images. As another
alternative, some web animation software has a trace bitmap function that will
convert the image to a vector file format.
·
Students present their completed animations to the
class.
·
Throughout this activity, the teacher:
·
monitors and observes all student/group activity;
·
conferences with students on an ongoing basis to provide
assistance when problems arise;
·
reviews project expectations;
·
modifies project activities to deal with the
availability of equipment.
Assessment
& Evaluation of Student Achievement
·
Diagnostic assessment of student’s research skills,
log/journal, and portfolio
·
Diagnostic and Formative assessment by teacher-student
conferencing
·
Summative assessment of finished project (animated
logo)
·
Summative assessment of the concepts and techniques
utilized in this activity
Accommodations
·
Provide a pre-designed template for the presentation.
·
For enrichment students can:
·
animate their logo to follow a complex guide path;
·
animate a symbol of their logo;
·
create a morphing, animated logo;
·
create three-dimensional animated logos.
Resources
General
Teacher-developed resources including handouts,
worksheets, and activity sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment
manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Hillman, Curtis. Flash Web Design – The Art of
Motion Graphics. Indianapolis, USA: New Riders, 2001.
ISBN 0-7357-1098-8
Holbschlag, Molly. Adobe Live Motion in 24 Hours.
Indianapolis, USA: Sams, 2001.
ISBN 0-672-31916-0
Lentz, J. W., J. Lowery, and R. Reinhardt. Dreamweaver
and Flash Bible. USA: Hungry Minds, 2001.
ISBN 0-7645-4864-6
Lourekas, Peter and Elaine Weinmann. Live Motion
for Windows and Macintosh. USA: Peachpit Press, 2000. ISBN 0-201-70473-0
Sahlin, Doug. Flash 5 – Virtual Classroom.
Toronto, Canada: Mcgraw Hill, 2001. ISBN 0-07-213115-2
Schrand, Richard. Live Motion – Visual Jump Start.
San Francisco, USA: Sybex, 2001.
ISBN
0-7821-2848-3
Sullivan, Joe. Flash 5 – Ten Minute Guide. Indianapolis, USA: Que,
2001. ISBN 0-7897-2673-4
Non-print Materials
Projects in Flash 5: Volume I - Foundations of
Animation & Interactivity, Jonathan Schnapp. February, 2001. VHS Tape.
Running Time: 107 minutes. ASIN 0970868340
Understanding Motion Graphics, Victor
Bornia. March 1, 2000. VHS Tape. Run Time: 90 minutes. ASIN 0615114687
Websites
Adobe Systems Inc. – http://www.adobe.com/
Information and tutorials on Adobe Software.
Best Flash Animations –
http://www.bestflashanimationsite.com/
Tutorials and articles on Flash animations with links to other sites.
Computer Arts –
http://www.computerarts.co.uk/tutorials/
A source for animation tutorials, tips and tricks with good links to other
sites.
Macromedia – http://www.macromedia.com/
Tutorials on Macromedia Flash.
Web Developer – http://www.webdeveloper.com/design/
Web design tips and tutorials
Webmonkey – http://www.webmonkey.com
Tutorials, tips, and articles on authoring, multimedia, design, Hypen Text
Markup Language (HTML) and Java Script.
Activity 4.3:
Virtual Reality on the Web
Time: 4 hours
Description
In this activity students have the choice of creating
a virtual reality panorama movie or a virtual reality object movie that they
will add to their website. (Panorama movies create the illusion that you are
standing in the centre of a continuous 360-degree space that rotates when you
drag the pointer around the movie. An object movie creates the illusion that
you are rotating an object when you drag the pointer around the movie.)
Students are responsible for the set up, maintenance, and safe use of all
studio equipment. They take a series of digital photographs and “stitch” them
together using a virtual reality software program. The images are appropriately
blended and compressed to create an exciting multimedia addition to the website.
Student must apply effective communication, problem-solving, and
time-management skills necessary to share studio resources.
Strand(s)
& Learning Expectations
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands, and uses written materials
effectively;
CGE3c - thinks reflectively and creatively to evaluate
situations and solve problems;
CGE4f - applies effective communication,
decision-making, problem-solving, time and resource management skills;
CGE5a - works effectively as an interdependent team
member;
CGE5g - achieves excellence, originality, and
integrity in one’s own work and supports these qualities in the work of others;
CGE7b - accepts accountability for one’s own actions.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
SPV.01 - work as an effective member of a team;
SPV.02 - set up, and function well in, an effective
communications technology enterprise;
SPV.03 - use current technology and a variety of
communications-related processes to create products that meet specifications
determined by a client’s needs.
Specific Expectations
TF2.01 - identify and describe current processes,
methods of operation, materials, equipment, tools (including computers and
peripherals), and components used to meet client needs;
TF3.02 - explain the conventions, formats, and
specifications of industry-standard communications systems;
SP1.05 - demonstrate communication, conflict
resolution, time management, and goal-setting skills, as well as the ability to
accept responsibility and to delegate tasks when appropriate;
SP1.06 - plan with team members to establish the order
of operations; the availability of tools, parts, and equipment; scheduling
requirements; and other information required to plan and prepare for the
production process;
SP2.01 - set up and maintain a current electronic,
live, recorded, or graphic communications system;
SP2.04 - design and produce a variety of communications
projects that meet the demands of specific customers or markets;
SP2.05 - apply design principles and elements to
produce effective solutions in communications technology projects;
SP2.08 - prepare, interpret, and follow work-related
processes when maintaining communication components and systems;
SP2.09 - solve practical production problems in a
variety of simulated workplace situations;
SP3.01 - produce, read, and interpret technical and
artistic drawings, reports, instructions, scripts, manuals, online
documentation, and specifications related to complex communications technology
projects;
SP4.02 - apply artistic and aesthetic principles to
designs related to communications projects;
IC2.01 - use safe work practices in the communications
program.
Prior
Knowledge & Skills
·
Basic computer literacy skills
·
Basic understanding of how to use a digital camera and
how to import the digital images to the computer, acquired in Grade 11
Communications Technology TGJ3E – Workplace Preparation
·
Understanding of the principles of design and how they
may be applied to the project.
Planning
Notes
·
It is expected that all student work contain positive
images of race, gender, and religion. Stereotypes, acts of violence, sexual
themes, or use of profanity in student work is unacceptable.
·
Students are to observe copyright laws and use
copyrighted materials correctly and ethically.
·
The teacher implements board policies on appropriate
use and access to Internet services.
·
Students are expected to keep a daily log sheet recording
brief notes of their accomplishments and outlining any future needs that this
activity requires.
·
The teacher provides overhead/handout/online resource
for using a virtual reality (VR) software.
·
The teacher may need to etch out a series of marks on
a standard tripod head that denotes degrees of rotation if they do not already
exist. This will be used for obtaining images when creating VR panoramas.
·
The teacher may need to set up a series of
identifiable floor marking or tape marks that denotes degrees of rotation with
a centre point. This will be used for obtaining images for creating VR objects.
·
The teacher may need to create an object rotation
platform like a “Lazy Susan” complete with marks that denote degrees of
rotation with a centre point. This is another alternative for obtaining images
for creating VR objects.
·
Since the set up for taking the digital images may be
the most time consuming part of this activity, the teacher may wish to run
Activity 4.2 and Activity 4.3 simultaneously to allow for a more efficient use
of class time.
·
The teacher collects a variety of websites that
reflect the use of virtual reality movies.
·
The teacher collects exemplary works of previous
students.
Teaching/Learning
Strategies
·
The teacher introduces the project and initiates a
discussion on what students think is meant by virtual reality.
·
Students are shown samples of exemplary virtual
reality (VR) projects.
·
Students decide whether to create an object or
panorama movie. Objects can include the company’s product/prototype, equipment,
or a company member. Panoramas can include the company’s studio/office or a
circle of the company’s members, products, or equipment.
·
The teacher provides a step-by-step tutorial
handout/online tutorial that demonstrates how to create VR movies with the
specific VR software that the school is using.
·
The teacher leads the class through a step-by-step
procedure of creating a VR panorama and - then VR object movie.
·
The teacher reviews correct camera and equipment
set-up with the students.
·
The students develop their own VR projects.
·
Students present their completed virtual reality
movies to the class.
·
Throughout this activity, the teacher:
·
monitors and observes all student/group activity;
·
conferences with students on an ongoing basis to
provide assistance when problems arise;
·
reviews project expectations;
·
modifies project activities to deal with the
availability of equipment.
Assessment
& Evaluation of Student Achievement
·
Diagnostic assessment of student’s log/journal, and
portfolio
·
Summative assessment of finished project (Virtual
Reality Movie)
·
Summative assessment of the concepts and techniques
utilized in this activity
Accommodations
·
For enrichment students can create:
·
“hot spots” in their VR movie that link to other
panorama or object movies;
·
a VR panorama walk through of the school or a part of
the school such as the technology department;
·
a VR object movie of the school mascot;
·
an object rotation platform.
Resources
General
Teacher-developed resources including handouts,
worksheets, and activity sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment
manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Letteiri, Robert and Judith Stern. QuickTime for
Macintosh and Windows. USA: Peachpit Press, 2001.
ISBN 0-201-74145-8
Rheingold, Howard. Virtual Reality. USA:
Touchstone Books, 1998. ISBN 0671778978
Vince, John.
Essential Virtual Reality Fast: How to Understand the Techniques and Potential
of Virtual Reality. USA: Springer Verlag, 1999. ISBN 1852330120
Sherman, William and Alan Craig. Working with
Virtual Reality. USA: Morgan Kaufmann Publishers, 2002. ISBN 1-55860353-0
Non-print Materials
Using Web TV and the Internet, Eric
Gagnon. June 1, 1999. VHS Tape. Run Time: 145 minutes. ASIN 1884640257
Websites
Adobe Software –
http://www.adobe.com/products/atmosphere/
VR program tutorials and information.
Apple Computer – http://www.apple.com/quicktime/qtvr/
VR program tutorials, examples, and information.
Out Side the Lines –
http://www.outsidethelines.com/EZQTVR.html
VR program tutorials, examples, and information on how to create VRs without
purchasing expensive equipment. Links to other VR sites.
QuickTime Virtual Reality – http://www.qtvr-movie.com/
QuickTime Virtual Reality examples.
International QuickTime VR Association –
http://www.iqtvra.org/
QuickTime VR tutorials, examples and general news.
The VR Toolbox – http://www.vrtoolbox.com/
VR program tutorials, examples, and information.
Activity 4.4:
Audio on the Web
Time: 4 hours
Description
Students design a series of sound effects for linking
buttons and an audio introduction for their splash page that incorporates music
and vocals. Students are exposed to a number of ways of sampling sound
including downloading audio from the Internet, using a line-in and built in
microphones, CD and DVD capture, and using software programs to create simple
original scores and sound effects. Students select appropriate methods for
creating/sampling audio and selecting sample rates, compression options, and
file formats. Students are invited to discuss Christian values and how they
relate to the ethics of sampling, downloading MP3s, and the subject matter of
popular music.
Strand(s) &
Learning Expectations
Ontario Catholic School Graduate Expectations
CGE1d - develops attitudes and values founded on
Catholic social teaching and acts to promote social responsibility, human
solidarity, and the common good;
CGE2b - reads, understands, and uses written materials
effectively;
CGE2e - uses and integrates the Catholic faith
tradition, in the critical analysis of the arts, media, and technology and
information systems to enhance the quality of life;
CGE3c - thinks reflectively and creatively to evaluate
situations and solve problems;
CGE3d - makes decisions in light of gospel values with
an informed moral conscience;
CGE4f - applies effective communication,
decision-making, problem-solving, time and resource management skills;
CGE5e - respects the rights, responsibilities and
contributions of self and others;
CGE5g - achieves excellence, originality, and
integrity in one’s own work and supports these qualities in the work of others;
CGE7a - acts morally and legally as a person formed in
Catholic traditions;
CGE7b - accepts accountability for one’s own actions.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01 - apply the design process to develop
solutions, products, processes, or services in response to challenges or
problems in electronic, live, recorded, or graphic communications;
TFV.03 - analyse and describe the effects of
modifications on communications systems;
SPV.01 - work as an effective member of a team;
SPV.02 - set up, and function well in, an effective
communications technology enterprise;
SPV.03 - use current technology and a variety of
communications-related processes to create products that meet specifications
determined by a client’s needs.
SPV.04 - develop and maintain systems that adhere to
industry standards, and develop the means required to document activities using
industry-standard formats;
Specific Expectations
TF3.02 - explain the conventions, formats, and
specifications of industry-standard communications systems;
SP1.05 - demonstrate communication, conflict
resolution, time management, and goal-setting skills, as well as the ability to
accept responsibility and to delegate tasks when appropriate;
SP2.01 - set up and maintain a current electronic,
live, recorded, or graphic communications system;
SP2.04 - design and produce a variety of
communications projects that meet the demands of specific customers or markets;
SP2.09 - solve practical production problems in a
variety of simulated workplace situations;
SP3.01 - produce, read, and interpret technical and
artistic drawings, reports, instructions, scripts, manuals, online
documentation, and specifications related to complex communications technology
projects.
Prior
Knowledge & Skills
·
Basic computer literacy skills
·
Basic understanding of the proper and safe use of
audio equipment acquired in Grade 11 Communications Technology TGJ3E –
Workplace Preparation
·
Basic understanding of the digital audio techniques
acquired in Grade 11 Communications Technology TGJ3E - Workplace Preparation
Planning
Notes
·
It is expected that all student work contain positive
images of race, gender, and religion. Stereotypes, acts of violence, sexual
themes, or use of profanity in student work is unacceptable.
·
Students are to observe copyright laws and use
copyrighted materials correctly and ethically.
·
The teacher implements board policies on appropriate
use and access to Internet services.
·
Students are expected to keep a daily log recording
brief notes of their accomplishments and outlining any future needs that this
activity requires.
·
The teacher provides overhead/handout/online resource
for using audio software.
·
The teacher should know ahead of time a variety of
websites that reflect the use of audio.
·
The teacher collects exemplary works by previous
students.
Teaching/Learning
Strategies
·
Most web animation, web authoring, and video editing
software packages have the ability to create and edit simple audio beats or
compositions. This is not a music composition class. There are more
sophisticated music software products on the market but they are not necessary
for such a simple audio application.
·
The teacher introduces the project and initiates a
discussion about digital audio format.
·
The teacher creates a series of step-by-step tutorial
handouts or online tutorials that demonstrates:
·
how to create and save an original composition with
the specific software;
·
the procedure for importing prerecorded audio from
various sources.
·
The students work through these tutorials with the
teacher providing assistance when required.
·
The following procedures should be included in the
tutorial activities:
·
downloading audio files from the net, extracting audio
from a compact disc (CD) or digital video device (DVD), recording from an
internal or external microphone, digitizing other sources such as audio tape or
long playing record (LP), importing files from a portable MP3 player, and using
stock software sound effects;
·
reviewing file formats and sample rates with respect
to sound quality and file size;
·
collecting a series of similar sounds in a variety of
formats and sample rates that demonstrate how to reduce file size while
optimizing quality necessary for the web.
·
This is a good opportunity to invite students into a
discussion on the ethics of sampling/appropriating music versus stealing, by
considering Christian values and how they relate to the subject matter of popular
music, and the ethics of downloading music from the Internet.
·
Students develop their own audio sound effects and
audio scores.
·
Throughout this activity, the teacher:
·
monitors and observes all student/group activity;
·
conferences with students on an ongoing basis to
provide assistance when problems arise;
·
reviews project expectations;
·
modifies project activities to deal with the
availability of equipment.
Assessment
& Evaluation of Student Achievement
·
Diagnostic assessment of student’s research skills,
log/journal, software use, and portfolio
·
Personal communication by teacher-student conferencing
·
Summative assessment of finished project (button sound
effects and splash page original audio score)
·
Summative assessment of the concepts and techniques
utilized in this activity
Accommodations
·
For enrichment students can create audio files to
enhance the school webpage
Resources
General
Teacher-developed resources including handouts,
worksheets, and activity sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment
manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Albanese, Steve and Colin MacQueen. Digital Audio
Dictionary (Book & CD edition). USA: Prompt Publications, 2000. ISBN
0-79061201-1
Broida, Rick and Dave Johnson. MP3’s and Digital
Music. Toronto, Canada: Osborne, 2002.
ISBN 0-07219413-8
Beggs, J., D. Thede, and R. Koman. Designing Web
Audio. USA: O'Reilly & Associates, 2001.
ISBN 1-56592353-7
Coulter, Doug. Digital Audio Processing. USA:
CMP Books, 2000. ISBN 0-87930566-5
Hedtke, John V. MP3 and the Digital Music
Revolution. USA: Top Floor Pub, 1999.
ISBN 0-96610324-6
Kim, James and Kris Kosach. Digital Audio for the
Desktop. Indianapolis, USA: Que, 2001.
ISBN
0-78972713-7.
Lindley, Craig A. Digital Audio with Java (Book
& CD edition). USA: Prentice Hall, 1999.
ISBN 0-13087676-3
Mosher, Mike. Creating Web Graphics, Audio and
Video Interactive Workbook. USA: Prentice Hall PTR, 2001. ISBN 0-13086590-7
Pohlmann, Ken C. Principles of Digital Audio,
4th ed. USA: McGraw-Hill Professional Publishing, 2000. ISBN 0-07134819-0
Simpson, Ron. Cutting Edge Web Audio. USA:
Prentice Hall PTR, 1999. ISBN 0-13080753-2
Solari, Stephen J. Digital Video and Audio
Compression. USA: McGraw-Hill Professional Publishing, 1997. ISBN
0-07059538-0
Websites
Audio Engineering Society – http://www.aes.org
Source of audio information, industry standards, and links to other
audio-related sites.
Audio Media On-Line – http://www.audiomedia.com
Articles, digital audio/video information, and links to other audio-related
sites.
Berklee Press – http://www.berkleepress.com
Music sources, online articles and lessons. Links to other audio-related sites.
Canadian Musician – http://www.canadianmusician.com
Information on the Canadian music industry. Links to other audio-related
sources.
Digital DIY – http://www.symbiosis-music.com
Information on digital recording equipment, MIDI instruments, sound effects
units, editing, and CD mastering. Links to other related sources.
Electronic Music Interactive –
http://nmc.uoregon.edu/emi
Information on the nature of sound, synthesis, and MIDI. Links to other
audio-related sites.
MIDI-site – http://www.midisites.com
A search engine for MIDI sources and files on the Internet. Links to other
audio-related sites.
Music and Audio Connection –
http://www.musicandaudio.com
Information on education, artists, associations, music, and audio
professionals. Links to other audio-related sources.
Reelworld – http://www.reelworld-online.com
Film music and related topics of interests for anyone interested in music for
pictures. Links to other Audio sites.
Shareware Music Machine
– http://www.hitsquad.com/smm
Audio shareware, freeware, and demos of MIDI sequencers, audio editors, and
samples. Links to other audio-related sites.
Sounds Online – http://www.soundsonline.com
Free sounds as well as sample CDs and sound libraries. Links to other
audio-related sites.
Activity 4.5:
Website Assembly and Navigation
Time: 10 hours
Description
Using web-design software students construct a website
for their communications venture. Students create a multi-page web design that
utilizes a variety of linking techniques and concepts including
internal/local/page links, external/remote/URL links, e-mail links, anchors,
graphic links, image maps, radio buttons, frames, roll-overs, and forms. The
site incorporates text, graphics, audio, virtual reality, animated logo, and
digital video that they have created in previous activities and units. Students
present their website to the class using the topics described in Activity 4.1
as a framework for discussion. The focus of this presentation is to convince
the class that the site will successfully work as a marketing tool to attract
new clients and as a tool to serve the needs of existing clients. The class
integrates the Catholic faith tradition, in the critical analysis of the web design
as an information system that will enhance the quality of life.
Strand(s) &
Learning Expectations
Ontario Catholic School Graduate Expectations
CGE2c - presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2e - uses and integrates the Catholic faith
tradition, in the critical analysis of the arts, media, and technology and
information systems to enhance the quality of life;
CGE3c - thinks reflectively and creatively to evaluate
situations and solve problems;
CGE4f - applies effective communication,
decision-making, problem-solving, time and resource management skills;
CGE5e - respects the rights, responsibilities and
contributions of self and others;
CGE5g - achieves excellence, originality, and
integrity in one’s own work and supports these qualities in the work of others;
CGE7b - accepts accountability for one’s own actions.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
SPV.01 - work as an effective member of a team;
SPV.02 - set up, and function well in, an effective
communications technology enterprise;
SPV.03 - use current technology and a variety of
communications-related processes to create products that meet specifications
determined by a client’s needs.
Specific Expectations
SP2.01 - set up and maintain a current electronic,
live, recorded, or graphic communications system;
SP2.03 - identify, select, and use the most
appropriate equipment and processes when developing a solution to a
communications problem;
SP2.04 - design and produce a variety of
communications projects that meet the demands of specific customers or markets;
SP2.05 - apply design principles and elements to
produce effective solutions in communications technology projects;
SP2.06 - apply current production skills safely and
effectively in the development of a product or service;
SP2.08 - prepare, interpret, and follow work-related
processes when maintaining communication components and systems;
SP2.09 - solve practical production problems in a
variety of simulated workplace situations;
SP3.01 - produce, read, and interpret technical and
artistic drawings, reports, instructions, scripts, manuals, online
documentation, and specifications related to complex communications technology
projects;
SP4.02 - apply artistic and aesthetic principles to
designs related to communications projects;
SP4.03 - apply appropriate scientific principles
(e.g., those related to light, colour, magnetism, electricity) in the design
and production of communications technology systems;
IC2.01 - use safe work practices in the communications
program.
Prior
Knowledge & Skills
·
Understanding the basics of colour theory and web safe
colours
·
Understanding of the basics of web designing and web
design software
·
Understanding of desktop-publishing software
·
Understanding of composing and capturing still images
·
Understanding of capturing and editing digital video
·
Understanding of the principles of design and how they
may be applied to the project
·
Web browser skills/inquiry skills
Planning
Notes
·
It is expected that all student work contain positive
images of race, gender, and religion. Stereotypes, acts of violence, sexual
themes, or use of profanity in student work is unacceptable.
·
Students are to observe copyright laws and use copyrighted
materials correctly and ethically.
·
The teacher implements board policies on appropriate
use and access to Internet services.
·
Students are expected to keep a daily log sheet
recording brief notes of their accomplishments and outlining any future needs
that this activity requires.
·
The teacher creates overhead/handout/online resource
with the basics of Web Authoring and Design (HTML).
·
The teacher creates tutorial handout/online tutorial
that demonstrates:
·
the basics of the web authoring tools and methods for
incorporating audio and motion graphics;
·
the techniques for interactivity such as the creation
of online forms, guest books, surveys, quotes, and e-mail links to a web
master.
·
The teacher collects exemplary works of previous
students to illustrate some of the techniques that have been used to develop a
successful website.
Teaching/Learning
Strategies
·
The teacher introduces the project and stresses the
importance of planning procedures for any production including a website.
·
The teacher uses an existing website as an example and
maps out a flowchart diagram on the board. At this time students are introduced
to the appropriate graphic standards for flowcharting and laying out a webpage.
·
The teacher hands out a page of flowchart/layout
samples that reflect different styles of webpages.
·
Students sketch a flowchart/blocking diagram that
reflects the linking relationships of their website.
·
Students create thumbnail sketches of each page of
their multi-page website detailing the relative sizes of design elements and
including notes where necessary.
·
The teacher uses a projection system to:
·
review the basics of the web authoring tool and
methods for incorporating audio, graphics and digital video;
·
demonstrate new techniques for interactivity, such as
the creation of online forms, guest books, surveys, quotes, and email links to
a web master.
·
Students work through teacher-designed exercises to
familiarize themselves with these new processes.
·
The teacher provides students with a handout
summarizing the features and steps of the software.
·
The teacher reviews audio, video, graphic, animation,
compression and streaming software packages and the use of studio equipment.
·
Students keep a work log and portfolio throughout the
development process and conference with the teacher to brainstorm suggestions
for improving their site.
·
Students present their webpage to the class.
·
The teacher encourages attitudes and values founded on
Catholic social teachings, which promote social responsibility, human solidarity,
and the common good.
·
Throughout this activity, the teacher:
·
monitors and observes all student/group activity;
·
conferences with students on an ongoing basis to
provide assistance when problems arise;
·
reviews project expectations;
·
modifies project activities to deal with the
availability of equipment.
Assessment
& Evaluation of Student Achievement
·
Personal communication by teacher-student conferencing
·
Formative assessment of checklists
·
Formative assessment of worksheets
·
Summative assessment of finished project (website
sketch, computer-generated flowchart, individual page thumbnail sketches)
·
Summative assessment of finished project (website)
·
Summative assessment of the concepts and techniques
utilized in this activity
Accommodations
·
For enrichment, students may:
·
create a flowchart that reflects the school’s existing
website or create one that reflects a new or redesigned website;
·
scan their thumbnail sketches and insert them into an
enlarged flowchart/blocking diagram and print out an oversized integrated
planning document that can be used as a teaching resource;
·
use this technology to develop an entrepreneurial
business for the community, for another subject area, or for the school;
·
design the framework for the school webpage if one does
not exist or redesign/upgrade/update the existing school webpage;
·
design/program simple web applications that will
perform tasks such as sorting survey information or calculate pricing quotes;
·
design a master home/splash page that organizes and
provides links to the classes individual sites.
Resources
General
Teacher-developed
resources including handouts, worksheets, and activity sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment
manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Aaland, Mikkel. Photoshop for the Web. USA: O’Reilly
& Associates, 1999. ISBN 1565926412
Brisbin, Shelly. Adobe Go Live 5. California,
USA: Peachpit Press, 2001. ISBN 0-201-70841-8
Cloninger, Kurt. Fresh Styles for Web Designers.
Indiana USA: New Rider, 2001.
ISBN 0-7357-1074-0
Dennis, Jones and Neil Randal. Using FrontPage 2002.
USA:
Que Corp, 2001. ISBN 07897-2512-6
Guidice, Maria and Anita Dennis. Web Design
Essentials. USA: Peachpit Press, 2000.
ISBN 0-201-70011-5
Hatfield, Bill. ASP.net for Dummies. USA:
Hungry Minds, 2001. ISBN 0-7645-0866-0
Hyman, Michael. Dynamic Html for Dummies, 2nd
ed. Toronto: Harper Collins Canada, 1998.
ISBN 0-7645-0467-3
Kentie, Peter. Web design Tools and Techniques,
2nd Edition. USA: Peachpit Press, 2001.
ISBN 0-201-71712-3
Lentz, J. W., J. Lowery, and R. Reinhardt. Dreamweaver
and Flash Bible. USA: Hungry Minds, 2001.
ISBN 0-7645-4864-6
Maran, Ruth. Creating Web Pages with HTML:
Simplified. Foster City, CA: IDG Books Worldwide, Inc., 1999. ISBN
0-7645-6067-0
McCanna, Laurie. Creating Great Web Graphics.
USA: Henry Holt Company, 1997. ISBN 1558285504
Merritt, Susan and Jack Davis. The Web Design Wow!
Book. USA: Peachpit Press, 1998.
ISBN 0-201-88678-2
Navarro, Ann. Effective Web Design, 2nd
Edition. USA: Sybex Inc, 2000. ISBN 0782128491
Taylor, Dave. Creating Cool Web Pages with HTML.
Foster City, CA: IDG Books Worldwide, Inc., 1995. ISBN 1-5688-4705-X
Weadock, Glenn. Intranet Publishing for Dummies.
New York: IDG Books Worldwide, 1997.
ISBN 0-7645-0222-0
Williams, Robin and John Tollett. The
Non-Designer’s Web Book. USA: Peachpit Press, 2000.
ISBN 0201710382
Williams, Robin. Web Design Workshop. USA: Peachpit
Press, USA: 2001. ISBN 0-201-74867-3
Non-print Materials
No-Brainers on Creating Web Pages,
No-Brainers et al, Cerebellum Corp. September 7, 1999. VHS Tape. Run Time: 52
minutes. ASIN 6305216223
Photoshop for the Web, David Biedny. March
24, 2000. VHS Tape. Run Time: 120 minutes.
ASIN B00004SV2X
Websites
Apple Webpage Construction Site –
http://ali.apple.com/als/wpcs/
Apple education site with web design tutorials and links to other sites.
Adobe Systems Incorporated – http://www.adobe.com/
Adobe software tutorials and links to other web design sites.
CNET Builder.com –
http://builder.cnet.com/webbuilding/0-3883-8-4892140-1.html
Web Graphics 101, a series of web design tutorials.
Dream Ink – http://www.dreamink.com/
A web design site with tutorials, resources and links to other websites.
Elated – http://www.elated.com/ – A website with
tutorials, resources and links to other websites.
Learning Space Foundation –
http://www.learningspace.org/tech/tech.html
Tutorials on various technology skills as well as how to create classroom or
school webpages.
Macromedia – http://www.macromedia.com/ – Tutorials on
Macromedia web design software
Web Design – http://www.design.ru/ttt/ – Brief
tutorials on webpage design, layout and web graphics.
Web Developer – http://www.webdeveloper.com/design/ –
Web design tips and tutorials.
Website Tips – http://www.websitetips.com/
Provides HTML tutorials, graphics tutorials, articles, tips, information and
resources.
Web Monkey – http://www.webmonkey.com
Tutorials, tips, and articles on authoring, multimedia, design, HTML and Java
Script.
Web Worker – http://www.webworker.com – Tips on
starting an E-commerce website.
Activity 4.6:
Maintaining the Site
Time: 4 hours
Description
This activity reinforces the concept that the Internet
is a forum for two-way communication and that an effective website is not a
stagnant end product. Students upload their web design and develop plans for
updating and maintaining an active website. Other students in the class act as
potential clients and attempt to get service through the websites. Response
times and appropriateness of responses are documented and discussed. Students
are reminded that they are responsible citizens who must respect and affirm the
diversity and interdependence of the world’s peoples and cultures and who must
understand the history, cultural heritage, and pluralism of today’s
contemporary society.
Strand(s)
& Learning Expectations
Ontario Catholic School Graduate Expectations
CGE2c - presents information and ideas clearly and
honestly and with sensitivity to others;
CGE3d - makes decisions in light of gospel values with
an informed moral conscience;
CGE3f - examines, evaluates, and applies knowledge of
interdependent systems (physical, political, ethical, socio-economic and
ecological) for the development of a just and compassionate society;
CGE4b - demonstrates flexibility and adaptability;
CGE4d - responds to, manages, and constructively
influences change in a discerning manner;
CGE5g - achieves excellence, originality, and
integrity in one’s own work and supports these qualities in the work of others;
CGE7b - accepts accountability for one’s own actions;
CGE7f - respects and affirms the diversity and
interdependence of the world’s peoples and cultures;
CGE7g - respects and understands the history, cultural
heritage and pluralism of today’s contemporary society.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02 - identify the
processes, concepts, materials, and components used in the development of a
product or service;
TFV.03 - analyse and
describe the effects of modifications on communications systems;
SPV.04 - develop and maintain systems that adhere to
industry standards, and develop the means required to document activities using
industry-standard formats.
Specific Expectations
TF2.01 - identify and describe current processes,
methods of operation, materials, equipment, tools (including computers and
peripherals), and components used to meet client needs;
SP2.02 - troubleshoot and repair communications
systems;
SP2.08 - prepare, interpret, and follow work-related
processes when maintaining communication components and systems;
SP3.02 - document and communicate the results of the
design process, of diagnostic analysis, and of troubleshooting for various
communications technology projects;
SP4.01 - use language effectively in presentations
related to communications projects.
Prior
Knowledge & Skills
·
Basic computer literacy skills
·
Understanding of the basics of web designing and web
design software
·
Understanding of the principles of design and how they
may be applied to the project
·
Web browser skills/inquiry skills
·
Cooperative skills
·
Organizational skills
Planning
Notes
·
It is expected that all student work contain positive
images of race, gender, and religion. Stereotypes, acts of violence, sexual
themes, or use of profanity in student work is unacceptable.
·
Students are to observe copyright laws and use
copyrighted materials correctly and ethically.
·
The teacher implements board policies on appropriate
use and access to Internet services.
·
Students are expected to keep a daily log recording
brief notes of their accomplishments and outlining any future needs that this
activity requires.
·
The teacher creates overhead/handout/online resource
summarizing the steps for uploading the websites. If security of school or
school board computer network is an issue it is suggested that:
·
the teacher can be present to oversee the process and
to key in passwords wherever necessary;
·
the creation of mini-networks for the posting of
student created web sites within the communications facility may also be done
as enrichment exercise;
·
students can also burn a copy of the web-design on a
CD and upload it at home.
·
The teacher locates professional websites that track
the process and purpose of updating a particular website.
·
The teacher provides the opportunity for students to
focus on specific career options and provide insights into the skills required
for related professions. Teaching/learning strategies that allow for career
links should be investigated, e.g., job shadowing, career and education
research, field trips, and guest speakers. Where possible, arrange for
appropriate speakers whose careers are related to the Web Design industry to
share their education and career paths with students. Members of the community
may provide students with some insights into career opportunities and issues.
Teaching/Learning
Strategies
·
The teacher reviews the methods for how and where to
upload the student’s websites.
(Note: there are a number of free providers that will allow the class to
upload their website as a link to their home site.)
·
The teacher provides students with a handout
summarizing the steps for uploading the websites.
·
Students upload their site.
·
The teacher leads a class discussion on the importance
of the website as a dynamic forum for interaction and the need to
maintain/update the site. The class brainstorms a list of scenarios that would
require the site to be updated.
·
Students update their websites following requests/cues
by the teacher role playing as a variety of possible end users. Such
requests/cues/scenarios could include the following:
·
customer requests a quote for a customized product or
service;
·
CEO orders a ten per cent increase in posted product
or service costs;
·
designer wishes her latest product/service to be added
to the website;
·
sales manager wants the home/splash page to be
redesigned to include greater graphic content to give the site a fresh look and
to attract new customers.
·
Students use a work log and portfolio throughout the
development process and conference with teacher to brainstorm suggestions for
improving their site.
·
The teacher encourages attitudes and values founded on
Catholic social teachings, which promote social responsibility, human
solidarity, and the common good.
·
Throughout this activity, the teacher:
·
monitors and observes all student/group activity;
·
conferences with students on an ongoing basis to
provide assistance when problems arise;
·
reviews project expectations;
·
modifies project activities to deal with the
availability of equipment.
Assessment
& Evaluation of Student Achievement
·
Personal communication through teacher-student
conferencing
·
Performance assessment of finished project
·
Summative assessment of the concepts and techniques
utilized in this activity
·
Paper-and-pencil unit test
·
Unit test
Accommodations
·
For enrichment, students may:
·
design/program simple web applications that will perform
tasks such as sorting survey information or calculate pricing quotes;
·
redesign a master home/splash page that organizes and
provides links to individual class sites.
Resources
General
Teacher-developed resources including handouts,
worksheets, and activity sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment
manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Andres, Clay. Web Architecture Studio Secrets.
USA: IDG books Worldwide. 1999. ISBN 0-76453246-4
Boiko, Bob. Content Management Bible. USA: Hungry
Minds, Inc., 2001. ISBN 0-76454862-X
Burdman, Jessica. Collaborative Web Development:
Strategies and Best Practices for Web Teams. USA: Addison-Wesley Pub Co,
1999. ISBN 0-20143331-1
Das, Sumi and Tom Merritt. How to Build a Web Site.
USA:
Que Corp, 2000. ISBN 0-78972666-1
Goto, Kelly and Emily Cutler. Web Redesign/Workflow
That Works. Indiana USA: New Rider, 2001.
ISBN 0-73571062-7
Nakano, Russell. Web Content Management. USA:
Addison-Wesley Pubishing, 2001.
ISBN 0-20165782-1
Nielson, Jakob. Designing Web Usability: The
Practice of Simplicity. USA: New Riders Publishing, 1999. ISBN 1-56205810-X
Schwartz, Evan. Webonomics: Nine Essential
Principles for Growing Your Business on the World Wide Web. USA: Broadway
Books, 1998. ISBN 0-55306172-0
Siegal, David. Secrets of Successful Web Sites:
Project Management on the World Wide Web. USA: Hayden Books, 1998. ISBN
1-56830382-3
Spainhour, Stephen and Robert Eckstein. Webmaster
in a Nutshell, 2nd Edition. USA: O'Reilly & Associates, 1999. ISBN
1-56592325-1
Websites
Ahref.com – http://www.ahref.com/
ahref.com is a “community space for web developers,” a site devoted to the
professional needs of the web development community. A source for web
development and maintenance information with links to other good sites.
Go To Media –
http://www.gotomedia.com/iceland/usability/intro/intro1.html
A tutorial on website usability testing.
In Stone –
http://instone.org/keith/howtotest/introduction.html
Usability testing on a website – an introduction to the basic concepts.
Usable Web – http://www.usableweb.com/
A collection of links about information architecture, human factors, user
interface issues, and usable design specific to the World Wide Web.
Appendix 4.1.1
Boolean
Searching on the Internet
A Primer in Boolean Logic
The Internet is a vast computer database. As such, its
contents must be searched according to the rules of computer database searching.
Much database searching is based on the principles of Boolean logic. Boolean
logic refers to the logical relationship among search terms, and is named for
the British mathematician George Boole.
On Internet search engines, the options to construct
logical relationships among search terms extend beyond the traditional practice
of Boolean searching. This will be covered in the section below, Boolean
Searching on the Internet.
Boolean logic consists of three logical operators:
• OR
• AND
• NOT
We will use the key words “Cats,” “Dogs,” and
“Obedience” to demonstrate the number of hits we get in response to the use of
the above three logical operators. The grey shaded area represents the sites
that will be retrieved by the search engine.
--------------------------------------------------------------------------------------------------------------------------------------
• OR (retrieves sites from all key words and
expands the search)
Search for “cats OR
dogs”
Search for “cats’ OR
“dogs” and “obedience”
Appendix
4.1.1 (Continued)
• AND (only retrieves sites where all key words are
present together and restricts the search)
Search for “cats” AND
‘dogs”
Search for “cats” AND
“dogs” and “obedience”
--------------------------------------------------------------------------------------------------------------------------------------
• NOT (only retrieves sites where one key word is
present without the second key word and restricts the search. Some search
engines require you to type AND NOT together rather than just NOT)
Search for “cats” NOT
“dogs”
Appendix 4.1.1 (Continued)
• Combination searches can customize search using
multiple operators
Search for “cats” NOT
“dogs” AND “obedience”
--------------------------------------------------------------------------------------------------------------------------------------
• NEAR is another lesser used operator that
determines the closeness of terms within a source document. Each search engines
sets different parameters for NEAR – it could be ten words or twenty words.
--------------------------------------------------------------------------------------------------------------------------------------
Implied Boolean Logic With Keyword Searching
Keyword searching refers to a search type in which you
enter terms representing the concepts you wish to retrieve. Boolean operators
are not used.
Implied Boolean logic refers to a search in which
symbols are used to represent Boolean logical operators. In this type of search
on the Internet, the absence of a symbol is also significant, as the space
between keywords defaults to either OR logic or AND logic.
+ symbol usually reflects AND Boolean logic
- symbol usually reflects NOT Boolean logic and
no symbol usually reflects OR Boolean logic
Implied Boolean logic has become so common in Web
searching that it may be considered a de facto standard.
--------------------------------------------------------------------------------------------------------------------------------------
Implied Boolean Logic With User Fill-in Templates
Many search engines offer a search template which
allows the user to choose the Boolean operator from a menu. Often the logical
operator is expressed with substitute language such as “Any of these words”
(OR), “All of these words” (AND), and “Must not contain the words” (NOT).
--------------------------------------------------------------------------------------------------------------------------------------
Read the Specific Directions of Each Search Engine
Every search service has tips and tricks and detailed
information for their site. For instance some services will provide different
results when you use capital initial letters on key search terms. Some need
quotation marks to specify words that must be next to each other and some use
brackets and parenthesis.
Appendix 4.1.1
(Continued)
Where to
Search – a Selected List
|
Feature |
Search Engine |
|
Boolean operators |
AltaVista Advanced Search | C4 | Dogpile | Excite |
HotBot | HotBot SuperSearch Ixquick Metasearch | Northern Light | ProFusion |
WebCrawler |
|
Full Boolean logic with parentheses, e.g., behavior
and (cats or dogs) |
AltaVista Advanced Search | C4 | Excite | HotBot |
HotBot SuperSearch | Ixquick Metasearch | MSN Search Advanced Search |
Northern Light |
|
Implied Boolean +/- |
Most search engines offer this option |
|
Boolean logic by template terminology |
AllTheWeb Search Advanced Search | AOL.COM Search
Options | Fossick | HotBot SuperSearch | Lycos Pro| MSN Search Advanced
Search | SavvySearch | Snoopa |
Appendix 4.1.2
Webpage Evaluation Sheet
(Circle the appropriate mark to the right of the
topic.)
|
Content |
/20 marks |
||||
|
1. Body copy
is brief, clearly written, and to the point. |
1 |
2 |
3 |
4 |
5 |
|
2. Complete
with title, introductory “hook” and subject headings. |
1 |
2 |
3 |
4 |
5 |
|
3. Language
appropriate for target audience. |
1 |
2 |
3 |
4 |
5 |
|
4. Grammar
and spelling |
1 |
2 |
3 |
4 |
5 |
|
Graphics and Layout |
/20 marks |
||||
|
1. Adherence
to the Principles of Design |
1 |
2 |
3 |
4 |
5 |
|
2. Use of
Different Media |
1 |
2 |
3 |
4 |
5 |
|
3. Efficient
Download Time |
1 |
2 |
3 |
4 |
5 |
|
4. Usefulness
of Graphics/Media |
1 |
2 |
3 |
4 |
5 |
|
Navigational Design |
/20 marks |
||||
|
1. Ease of
use. Simple to find information. |
1 |
2 |
3 |
4 |
5 |
|
2. Degree of
interactivity |
1 |
2 |
3 |
4 |
5 |
|
3. Variety of
linking techniques – internal and external. |
1 |
2 |
3 |
4 |
5 |
|
4. Consistency
of design and placement of linking types |
1 |
2 |
3 |
4 |
5 |
|
|
/ 60 marks
total |
||||
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