Students will cover the following units

1 - Introduction: history and essential standards of the World Wide Web. How the Web works. References online: the W3C tutorial and other reference material. Browers.

2 - Web building primer. What is hypertext, a basic web page. Building blocks of a web page, adding colors, images, links and tables, HTML writing standards.

3 – Usability and the art of Web design. Fonts, colors, cascade style sheets, page layout. Role, goal, target and audience of a web site.

4 – Tools for Web design: HTML Editors, Dreamweaver and Web publishing.

5 – Elements of interactive site: Javascript, feeds and gadgets.

On completion of the course students should be able to

1. Design web pages for public use;

2. Write web pages directly in the HTML with both basic text editors and Dreamweaver;

3. Make web pages available on the web using file upload programs;

4. Use Cascading Style Sheets (CSS) to make web content attractive and comfortable to update;

5. Distinguish between "static" and "dynamic web pages", explain the role of both "client-side" and "server-side" technologies;

6. Use JavaScript and/or other online applications to create simple "client-side" dynamic content of various kinds;

7. Demonstrate principles of good file and directory management, in the context of Web applications;

8. Communicate a concept on a web page/site through design, building, testing and re-design.

A:  Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensiveknowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.

B:  This is highly competent level of performance and directly addresses the question or problem raised.

There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.

C:  This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.

D:  This level of performances demonstrates that the student lacks a coherent grasp of the material.

Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.

F: This work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.