JMC 690:
Advanced Websites

6-8:30 p.m. Tuesday and Thursday

 

Fall, 1999

Thomas Gould, Instructor


What You Will Learn
Materials to Help You Learn
How You Will Demonstration What You Have Learned
Class Participation and Attendance
Grades
Class Schedule
Interesting Web Links

What You Will Learn
 

Take a look behind you: there's an 8-year-old catching up. If all you think the Internet is for is learning the computer technology and setting up pages that look cool, that 8-year-old will turn you into toast. Fried. Road kill. This isn't about some new software. It's not about some cool graphics. It's not about some cute javascript applet.

It's about organized content that informs and entertains. In that order.

That's what this course is about. Content. Organization. And, oh yea, you'll learn a few new tricks with Dreamweaver, Fireworks and maybe even Flash. But I'll never let you forget that Content is way more important than bells and whistles.

 

This course is a clinic, a hands-on experience that includes client management, concept invention, planning, content development, and publishing. It is labeled "advanced" inasmuch as it extends talents you have learned in other classes. The prerequisite is my approval, and each of you have obtained that. Don't undervalue that: I have assessed each of you and believe every person in this class is capable of great work. Each of you — with work and dedication — can learn a lot in this class.
In the course, you will learn that websites are more than just what you see on the screen. Site construction is a process that starts with research, and moves through analysis, planning, action and evaluation. Increasingly, "webbing" also includes forms of marketing communication. As the statement above suggests, for many corporations, websites are seen as "keeping up with the Joneses."
The readings and class discussions will introduce you to the process of site construction. You will also learn how to use some basic research sources and will learn how to work with clients. The cooperative learning project will require you to do the kind of strategic thinking, planning and execution.
It will also be fun.
You will learn about ISPs, PPs, web color, tables, hexadecimals, hot images, transparency, type, CSS, animation, sound, rollovers, forms, and some HTML. And more.
This is the first class of its type to be offered in the Journalism school. Let's show 'em how it's done, okay?
Materials to help you learn
 

Creative HTML Design. Lynda and William Weinman. Indianapolis, IN: New Riders. 1998.

Assigned readings from various sources. These will be available online through the class schedule.

This course will include several online assignments, including web site readings. Again, refer to the schedule for daily assignments.

Contrary to popular belief -- at times subscribed to my me -- merely owning a book is not sufficient. Your text book will be an invaluable guide in this course only if you actually read it. This text has been used by classes before you and has been found very useful. Of some note, you will find that your ability to participate in class and fully appreciate the daily discussions will be greatly enhanced if you read the text.

To this end, it is essential that you read the assigned material before class. Instead of lecturing, I may at times ask you questions about the assigned material, and I will not always rely on volunteers who raise their hand to answer. I will call on you whether you volunteer to answer or not.

You should bring your book to class every day because we will frequently discuss cases and other material from the chapters.

I will be adding material to the schedule during the course: Don't Print Out the Schedule! Access it!

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How you will demonstrate what you learn
 

You will have different ways to demonstrate what you learn in this course.

One, I expect you to do the assigned reading in advance of the specified date. I expect students to take active participation in class discussions, and I will call on individual students to answer questions and discuss material from assigned readings. Make sure you can participate fully in such discussions and demonstrate what you have learned from the reading. I also urge you to come to class with questions and opinions about advertising you see or are curious about. Consequently, you should pay increased attention to advertising and relate it to what we are talking about in class. As part of this, I will ask each of you to discuss a special topic. For instance, Rita Richardson will be talking with you about some elements of Photoshop. This area is worth 10%.

Two, you will have three small quizzes (20 minutes) to reward you for keeping up with the reading. These will be held before classes and generally amount to questions on assigned reading or the previous day's lecture. They will count 5% each (15% total) of your grade.

Three, and most importantly, you will work with a real client, probably a local nonprofit group (some will be working with public school classes). These groups expect great things (I've really built you up to them). They are expecting people who know much more about the web than they (and you do). The finished website will count 75% toward your final grade. You will receive specifics on how this will be graded: suffice to note that research, content and organization will large parts.

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Class attendance and participation
 

I believe learning is enhanced by active involvement in class discussion and activities. That's why I will ask questions to elicit your opinions and knowledge of the reading material. It is impossible to participate in class without attending class (as proved by Einstein). I would add only that attendance and grades on exams have been found to be highly correlated.

I ask for your cooperation in being seated when class begins at 6 p.m. It is distracting to me and other students if students come in and sit down after class begins. If you are unavoidably late, please find the first seat available, rather than walking across the classroom to join your friends.

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Determinants of your course grade
 

Group projects: 75 percent

Quizzes: 15 percent

Class participation: 10 percent

 


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Page Last Updated 9/4/99
Copyright 1999 Thomas Gould
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