With the increase in popularity of the Internet, the design and development of websites has become a common course of study for many students. Given the increased demand for these courses, teaching website design can be a lucrative option for many educators. One of the most important parts of the process is to offer the most current and useful content available. This will ensure that your students gain marketable skills, which will translate to higher salaries and successful careers. Use the following steps to plan a course to teach website design.
Instructions
Teaching Website Design
- Determine the area or areas of website design to be taught. The design of websites can encompass many technologies, software packages and programming codes. Time constraints, level of student education and cost will often dictate which areas can be addressed and to what level. In many cases, logically related areas of study can be grouped into a single course structure. For example, basic HTML, website image standards, and file management could easily be grouped together, while advanced subjects such as animation, CSS, SQL databases and PHP should be taught at a different time.
- Consider your target audience. The ability to effectively teach any group of students hinges directly on the instructor's ability to relate to them. If a course is delivered at a level, either below or above the average student, then the information will be largely lost. When designing the course content, take into consideration the age, average level of education, and experience of your audience. For example, a course designed to reach first year college students would be largely useless to a group of experienced programmers looking for continuing education.
- Choose a delivery method. In today's technologically advanced world, educational choices are no longer limited to finding a seat at the local university. Internet courses, interactive CDs and teleconference-based classes have opened up the educational system to a new world of possibilities. When designing course content and information, take the method of delivery into account and customize the course for the situation.
- Create a course objective outline. With a good understanding of your audience and area of study established, create an outline of course objectives, time lines and reference material. This outline will provide your students a guideline for what they should expect to learn and what you will expect from them. Outlines can be broken down by time periods or by level of completion.
- Create or assemble course teaching materials. The course outline will help you select any books, films, recordings or other material to help convey the required information to your audience. Be sure to choose the most recent publications to ensure that you aren't teaching outdated information. In the event that suitable materials cannot be located, it may become necessary to create original course material.
The rule could be applied to a single HTML, HTML For this reason, while XML was originally designed for use as a more sophisticated document representation language to supplant HTML on the Web this particular aspect of XML (the creation and application of vocabularies) has been slow to take off, for a number of reasons: To date only internet Explorer 5 supports the use of XML within the browser but it does so inconsistently with the standards. To create a full document description language, you need to be able to break a document in abstract into multiple logical units this is often a more difficult undertaking when working with document than dealing with well-defined data.
There is typically more than one mapping of a document that's appropriate for the situation and resolving what makes up the best such mapping can typically be a time-consuming and a frequently politically perilous occupation. Documents are more likely to have a requirement for a consistent display and because of the sheer scope of such documents this can mean creating highly complex display mechanisms. When XML itself was in development, most of the working group responsible for creating XML came from a background in SGML in SGML a technology that is highly geared toward document creation and management so it is neither surprising that much of the early focus on XML concentrated on XML document aspect (especially as a replacement for HTML) nor surprising at least in retrospect that this usage of XML has yet to really take off.
For the record document-based XML is usually referred to as being loosely structured; elements typically can be placed in nearly and order text can mix freely with elements within container elements and elements can usually have fairly complex sets of attributes with many of the attribute values defaulted. In SGML the relationship between the elements is defined in a separate document called a document type definition which XML also supports. However in the future DTDs will almost certainly be deprecated in favor of XML schemas. (See the "XML as a Data Format" section later in this chapter of details.)
Perhaps the best example to demonstrate a document-centric approach is XHTML which is an XML-complaint version of HTML. With XHTML you have the mixed benefits of being able to parse the structure as an XML document (scanning for heads and subheads for example) while still being able to read it in a Web browser. XML as a Document Management Format. I want to make a distinction here between document formats and document management formats. Document management formats are very closely allied to the other current rages in computing circle these days' directories.
While the conventional example of a directory is something like a phone book, I personally have had more than my share of problems with this description. In computer circles a directory is essentially a hierarchical structure that can be queried to retrieve information about a computer system the file structure on a network drive, user information and so forth.
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