School of Education

EDTE 506-S401: Web Designing and Authoring

Summer 2009, MW, 4:00 – 6:50 p.m.
3 Semester Credits
Oxnard Campus, Room 125

Course Pre-requisites:
EDTP563/ED463 Microcomputers in Education
or The State Requirement for a “Computer Education”

Instructor: William Bewley, Ph.D.

Phone: (310) 825-7995
Email: bewley@clunet.edu
Office Hours: By Appointment

Our Vision of Educator Preparation

The mission of California Lutheran University is to educate leaders for a

global society who are strong in character and judgment, confident in
their identity and vocation, and committed to service and justice.

In accordance with the mission of CLU, the School of Education seeks

to develop reflective, principled educators who strive to:
• Serve as mentors and models for moral and ethical leadership
• Think critically to connect theory with practice
• Respect all individuals
• Include and respond to the needs of all learners
• Value diversity
• Empower individuals to participate in educational growth and
change

Program Outcomes

Reflective, Principled Curriculum and Instruction program graduates

will be able to:

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 1. Understand social and cultural influences that impact students'
learning experiences and environment
2. Use the most current and research-based teaching and
assessment techniques to meet the educational needs of all
students
3. Use multiple sources of information and collaborate with resource
persons in schools to solve problems and enhance learning
environments for all students
4. Design and implement new curricula usable in a variety of settings
5. Reflect on their own professional practice and its effectiveness
with a variety of students
6. Participate in and/or lead collaborative curriculum development
efforts and projects
7. Develop professional self-efficacy, view one's self as an agent for
change, able to evaluate new curricula and maintain professional
dialog

Course Description

This course will address fundamentals of Web design and Web

authoring. The focus of the course is using Web-authoring tools to
create Web pages for the World Wide Web. Emphasis will be given to
developing a Web presence in educational settings.

Course Learner Outcomes/Objectives

Upon successful completion of the course, the student will:

1. Identify current issues related to designing and constructing web-
based learning environments in a variety of educational settings
(C&I Goals 1, 2 & 5); (sTrIve)
2. Critically evaluate websites used for training and teaching (C&I
Goals 3 & 7); (sTrive)
3. Complete a Learner-Technology Assessment (LTA) (C&I Goals 1 &
2); (sTrive)
4. Choose instructional methods that are appropriate for Web-based
teaching and learning (C&I Goals 4 & 6); (sTrIve)
5. Utilize constructivist methodologies to build a community of
learners through Web-based instruction (C&I Goals 3, 4 & 6);
(sTrIvE)

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 6. Develop a Web site that helps a specific student-body to acquire
a specific skill or understanding (C&I Goal 6); (sTrIve)
7. Use a variety of hardware and software tools for designing and
constructing Web sites (C&I Goal 4). (sTrive)

Required Readings and Learning Resources

Beer, V. (2000). The web learning fieldbook: Using the world wide web
to build workplace learning environments. San Francisco: Jossey-
Bass.
Companion Website

DreamWeaver and FireWorks Tutorials

Grading Policy

For each course requirement, e.g., Web Learning Site, Presentation of

Web Learning Site, Web Learning Site Evaluation, Learner-Technology
Assessment, Creating a Community of Learners, In-Class Work,
Presentations for the rest of the class, and Self-Assessment, a letter
grade representing academic achievement will be awarded. All
academic achievement grades, except the self-assessment, will be
based on the criteria published in this syllabus. Points will be awarded
for each course requirement and the points will be converted to an
academic achievement letter grade. The following formula will be used
to convert points to letter grades:

• High points awarded for each requirement, divided by two. This will
equal a passing grade or a "D.”
• A passing grade, or "D," is then divided by the number of grade
breaks between “A” and “F,” or ten grade breaks, and that will equal
the number of points in a "grade break."
• The actual letter grade is calculated by subtracting the number of
points in a "grade break" from the High points in the class.

For example, if 60 is the total possible points for a course requirement,

and the best anyone in the class can do is 50, then the high points in
class would be 50. To determine the passing score, we divide 50 by 2;
that equals 25. Anything below 25 earns an F. To work out the number

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of points in a grade break, we divide 25 by 10; that equals “2.5 points.”
The grading scale then looks like this:

A= > 47.5
A- = 47.49 to 45
B+ = 44.99 to 42.5
B= 42.49 to 40
B- = 39.99 to 37.5
C+ = 37.49 to 35
C= 34.99 to 32.5
C- = 32.49 to 30
D+= 29.9 to 27.5
D= 27.49 to 25
F= < 25

All course work should be complete by the last day of the term and
made accessible to the instructor. Make sure when you completed
your course work that you have done your best work. Incomplete or
“IN” grades are strongly discouraged and must be agreed to by the
instructor.

The grades of A, A-, B+, B, B-, C+, C, C-, D+, D, F will be awarded for
the final grade. Your grade will be quantified, averaged on a scale of
10 to 0 (10=A, 0=F) and calculated using these percentages:

• Web Learning Site 30%

• Presentation of Web Learning Site 10%
• Web Learning Site Evaluation 10%
• Learner-Technology Assessment 10%
• Creating a Community of Learners 10%
• In-Class Work 10%
• Presentations for “Web Learning Site Evaluation,” 10%
“Learner-Technology Assessment,” and
“Creating a Community of Learners”
• Self-Assessed Academic Achievement Grade 10%

Accommodations for Disabilities

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California Lutheran University is committed to providing reasonable
accommodations to students with documented disabilities. If you are a
student requesting accommodations for this course, please contact
your professor at the beginning of the semester and register with the
Accessibility Resource Coordinator for the facilitation and verification of
need. The Accessibility Resource Coordinator is located in the Center
for Academic and Accessibility Resources (CAAR) Office in Pearson
Library and can be contacted by calling 805.493.3878 or emailing
wperkins@callutheran.edu.

Statement on Academic Honesty

The educational programs of California Lutheran University are

designed and dedicated to achieve academic excellence, honesty and
integrity at every level of student life. Part of the University’s
dedication to academic excellence is its commitment to academic
honesty. Students, faculty, staff and administration share the
responsibility for maintaining high levels of scholarship. Any behavior
or act which might be defined as “deceitful” or “dishonest” will meet
with appropriate disciplinary sanctions, including dismissal from the
University, suspension, a grade of “F” in a course or various forms of
academic probation. Plagiarism, cheating, unethical computer use and
facilitation of academic dishonest are examples of behavior which will
result in disciplinary sanctions as determined appropriate by the
Provost.

Course Schedule of Activities and Assignments

Students are expected to:

• Attend every class. Please notify the instructor prior to an
unavoidable absence by email or phone. To ensure equal
opportunity in education, a makeup assignment may be assigned to
students who cannot attend class.
• Complete required readings before the class session, during which
they are addressed and contribute to class discussions and
activities.
• Complete all assignments (see descriptions below).

Assignments

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The assignments, presentations and analyses are all designed to help
the student certify her or his understanding of the knowledge and
concepts covered in class and the required reading. Completed
assignments will be assessed and graded by the instructor. Details of
the assignments are documented in the syllabus and will be further
explained by the instructor during class or on an individual basis by
appointment. The assignments are due on the dates specified in the
syllabus. All assignments will receive written comments and an
academic achievement grade from the instructor and will be returned
to the student as soon as possible, if the student turns the course work
in on time. If it is late, no grade penalty will apply, but the
instructor will provide written comments and an academic
achievement grade when time is available for the instructor to deal
with late course assignments.

• Three Short Papers and Class Presentations

Students will write a short paper on each of the following topics
and prepare summarizing PowerPoint presentations to share with
the rest of the class.
o "Evaluation of a Web Learning Site,"
o "Learner-Technology Assessment (LTA),
o "Creating a Community of Learners."

Rubric for Short Papers:

The following rubric will be used to assess the papers:

40 points possible
1 - 10 Be complete - Addresses pertinent points in the
points: text and relates them to the topic and distance
learning.
1 - 10 Be thorough - Give enough detail in the paper so
points: that another person who is unfamiliar with the topic
would be able to understand what the author is
trying to communicate. Include examples that clarify
and are well articulated.
1 - 10 Be well-formatted - The paper should be word
points: processed; and be free of misspellings and errors in
grammar or punctuation. The paper should look
professional.
1 - 10 Mounted in the student's Electronic Portfolio -
points The student should place the paper in his or her

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 electronic portfolio.

Rubric for PowerPoint Presentations:

The PowerPoint presentation should summarize the short paper.
This will be self-assessed using the following rubric and
communicated via email to the instructor within a week of the
presentation.

10 points possible
9 - 10 The presentation was well prepared. It was very
points: clear and effectively communicated with the
audience. The student showed excellent
communication skills and effectively utilized
technology. The audience was actively engaged in
the presentation. Appropriate information was
presented.
7-8 The presentation was well prepared. The information
points: was clearly presented. The student communicated
well and attempted to engage the audience in the
presentation. Technology was used appropriately.
5-6 Generally, the presentation was clear, but
points: improvement is needed in communication skills. The
student attempted to use technology. The audience
needed to be engaged more in the presentation.
3-4 The presentation was unclear. The audience was not
points: engaged well in the presentation. Technology use
and communication skills were weak.
1-2 The student was poorly prepared for the
points: presentation and did not communicate effectively. It
was difficult to understand the gist of the
presentation. Technology was used inappropriately
and/or was not effective in the presentation.

• Web Learning Site

Design and construct a Web learning site for a specific student-
body that helps students to acquire a specific skill and/or
understanding. The site should include a mechanism for
assessment of student skills and understandings. Also, share
your web learning site with the rest of the class as a final
PowerPoint presentation.

Rubric for Web Learning Site:

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30 points possible
1 - 20 Be complete and thorough - The web learning
points: site is well designed to achieve its purpose. The
criteria for evaluating web learning sites on pages
11, 151 & 153 will be used to ascertain
completeness and thoroughness.
1 - 10 Be well-formatted and aesthetically pleasing -
points: The web learning site should be free of misspellings
and errors in grammar or punctuation. It should look
"professional" and well planned for the intended
student-body. The "reality check" on page 97 will be
used as the criteria for assessment.

Rubric for PowerPoint Presentation:

The PowerPoint presentation should summarize your Web
learning site. This will be self-assessed using the following rubric
and communicated via email to the instructor within a week of
the presentation.

10 points possible
9 - 10 The presentation was well prepared. It was very
points: clear and effectively communicated with the
audience. The student showed excellent
communication skills and effectively utilized
technology. The audience was actively engaged in
the presentation. Appropriate information was
presented.
7-8 The presentation was well prepared. The information
points: was clearly presented. The student communicated
well and attempted to engage the audience in the
presentation. Technology was used appropriately.
5-6 Generally, the presentation was clear, but
points: improvement is needed in communication skills. The
student attempted to use technology. The audience
needed to be engaged more in the presentation.
3-4 The presentation was unclear. The audience was not
points: engaged well in the presentation. Technology use
and communication skills were weak.
1-2 The student was poorly prepared for the
points: presentation and did not communicate effectively. It
was difficult to understand the gist of the
presentation. Technology was used inappropriately
and/or was not effective in the presentation.

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• Complete all In-Class Assignments
Students will be required to complete a variety of activities
during each class period. At the end of each class, students will
be asked to email a score to the instructor indicating the points
they deserve for their in-class work.

Rubric for In-Class Work:

Students are to self-assess their in-class work and communicate
that score to the instructor every week. The following rubric will
help students determine their scores

10 points possible
9 - 10 Is fully involved in the in-class activity. Offers ideas
points: and expands on others' ideas. Is an active learner,
providing support and encouragement for others'
ideas and insights. Is a productive group participant,
knowing when to lead and when to follow.
6-8 Responds to other ideas briefly and succinctly.
points: Listens to others and makes a contribution to the
group learning activity.
2-5 Listens others' ideas, but makes only a few
points: comments. Contributes a little to the effectiveness
of the group discussion and learning activity.
0-1 Is uninvolved in the discussion and/or is disruptive
points: to the group discussion and learning activity.

• Self-Assessment
Write a self-assessment for the course, indicating the academic
achievement letter grade you believe you have earned and
mount it in your electronic portfolio.

Guidelines for Self-assessment:

Your written self-assessment should be expository in nature. It
should indicate an anticipated letter grade for this course and
reasons why this letter grade is appropriate to communicate to a
wider audience as the summation of your academic
achievement.

Your self-assessment should be written about you. It can address

affective, cognitive, and physical effects and affects. It can

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 address the course requirements. It can include comments you
have received from others. It can include goals you set for
yourself and the extent to which these goals were achieved and
how those goals correlated with the expected outcomes of the
course.

There is no right way to write your self-assessment, but

remember the self-assessment is about your academic
achievement. Writing a self-assessment is sometimes confused
with course evaluation. While self-assessment is an important
part of the course evaluation, other vehicles are provided for you
to evaluate the effectiveness of the course. So, please ensure
that the self-assessment is about you.

Ultimately it is the responsibility of the instructor to award the

grade that you have earned. Observable behavior is only one
small indicator of what has been academically achieved. That is
why you are asked to share this responsibility with the instructor
and indicate behavior, cognition, and feelings that could not
have observed or may have misinterpreted.

Suggested Schedule

D
Activities Assignments for Next Time
ate
6/15 • Introductions •Reading
• Establish o Introduction, Chapter 1, 2 & 11
expectations and in Beers
match goals with • Find a web-based training site.
the syllabus Use the questions in Exhibit 2.1
• Why Web (Page 11) and the Checklist in
Learning? Chapter 11 (Page 151 & 153) to
• Setting up your evaluate the web learning site.
Webfolio Write the short paper “Evaluation
• DreamWeaver - of a Web Learning Site” and post
Lesson 1: Learning it in your Webfolio by 6/24. (40
the Basics point rubric.)
• Prepare a PowerPoint
presentation summarizing your
“Evaluation of a Web Learning
Site” paper, to be presented on
6/24. (10 point rubric, self-

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 assessed).
• Self-evaluate your in-class work.
6/17 • Discuss reading • Continue with your web site
• Visit and discuss evaluation
websites used for • Self-evaluate your in-class work
training and
teaching,
informally
evaluate
• FireWorks- Lessons
1, 2 & 3
6/22 • DreamWeaver - • Reading
Lesson 2 o Chapter 3
• DreamWeaver - • Continue with web site evaluation
Lesson 3 – post the paper in your Webfolio
• Create a web page by 6/24, present the PowerPoint
on your own - in class on 6/24
practice, practice, • Self-evaluate your In-Class work.
practice.
6/24 • Present your • Conduct a Learner-Technology
“Evaluation of a Assessment (LTA) for your target
Web Learning Site” population. Answer the three
PowerPoint (paper questions on page 24 (The
and PowerPoint answer to the first question must
should be posted be "yes" - if not, change your
in your Webfolio target population until the answer
• Discuss Chapter 3 is "yes.") Also, ensure that all
and the Learner- questions in Exhibit 3.1 (page 26)
Technology are thoroughly addressed. Write
Assessment the short paper “Learner-
• DreamWeaver - Technology Assessment (LTA)”
Lesson 4 and post it in your Webfolio by
• FireWorks - Lesson 7/1. (40 point rubric.)
4 • Prepare a PowerPoint
presentation summarizing your
“Learner-Technology Assessment
(LTA)” paper, to be presented on
7/1. (10 point rubric, self-
assessed).
• Self-evaluate your In-Class work
6/29 • Review • Reading
expectations of o Chapters 4, 5, & 8
Instructor, • Continue working on your LTA and
Students and PowerPoint presentation to share

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 Course with the class on 7/1
• FireWorks - • Self-evaluate your In-Class work
Lessons 5 & 6
7/1 • Present your • Write a short paper on “Creating
“Learner- a Community of Learners.” What
Technology does the research say? How will
Assessment (LTA)” you address this issue (creating a
PowerPoint (paper community of learners) when
and PowerPoint designing your web learning site?
should be posted Include specific strategies you will
in your Webfolio) use to create a community of
• Discuss Chapters learners. Address pros and cons
4, 5 & 8 for Web learning. Post the paper
• DreamWeaver – in your Webfolio by 7/13. (40
Lesson 5 point rubric.)
• FireWorks - Lesson • Prepare a PowerPoint
7 presentation summarizing your
“Creating a Community of
Learners” paper, to be presented
on 7/13. (10 point rubric, self-
assessed).
• Develop your Web Learning Site
design and assessment model.
(Rubric for Web Learning Site). Be
prepared to present your design
for feedback and peer review on
7/6. Use your imagination and be
creative. We will use the "Reality
Check" on page 97 to provide
feedback on your design.
• Self-evaluate your In-Class work
7/6 • Discuss ideas for • Reading
your Web Learning o Chapters 6, 7, & 9
Site Design and • Continue your work on the
Assessment Model “Creating a Community of
• Work on your Web Learners” paper and presentation
Learning Sites • Design and construct a Web
learning site for a specific
student-body that helps students
to acquire a specific skill and/or
understanding. The site should
include a mechanism for
assessment of student skills and
understandings. (Rubric for Web
Learning Site)

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 • Share your Web learning site with
the rest of the class as a final
presentation on 7/29. (10 point
rubric.)
•
• Self-evaluate your In-Class work.
7/8 • Discuss Chapters • Continue your work on the
6, 7 & 9 “Creating a Community of
• Continue work on Learners” paper and
Web Learning Sites presentation, to be posted in your
Webfolio and presented on 7/13.
• Design and construct a Web
learning site, and share it with
the class on 7/29.
• Self-evaluate your In-Class work.
7/13 • Present your • Design and construct a Web
PowerPoint on learning site, and share it with the
“Building a class on 7/29.
Community of • Self-evaluate your In-Class work.
Learners”
• Continue work on
Web Learning Sites
7/15 • Continue work on • Design and construct a Web
Web Learning Sites learning site, and share it with the
class on 7/29.
• Self-evaluate your In-Class work
7/20 • Review • Design and construct a Web
Expectations learning site, and share it with the
• Peer Review Web class on 7/29.
Learning Site • Self-evaluate your In-Class work
Design and
Assessment Model
• Continue work on
Web Learning Sites
7/22 • Continue work on • Design and construct a Web
Web Learning Sites learning site, and share it with the
class on 7/29.
• Self-evaluate your In-Class work

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7/27 • Continue work on • Design and construct a Web
Web Learning Sites learning site, and share it with the
class on 7/29.
• Self-evaluate your In-Class work
7/29 • Presentation of Web 
Learning Sites.(10 
point rubric.)

Course Evaluations
Please note that all course evaluations are now conducted on-line.
Your feedback is important to us. You will receive an e-mail message
reminding you when the website us open for your feedback. The link
is:
https://www.ams-host4.com/etw/crseval.asp?i=94

Recommended Readings and Resources

Beer, V., & Bloomer, A. (1986). Levels of evaluation. Educational

Evaluation and Policy Analysis, 8(4), 335-346.

Berst, J. (1998, October 8). Don't make this Web site mistake. ZDNet
Anchor Desk - for the general site:
http://www.zdnet.com/anchordesk; for this specific article:
http://www.zdnet.com/anchordesk/story_index_19981008.html.

Bielawski, L., & Boyle, J. (1996) Electronic document management

systems. Princeton, NJ: Prentice Hall.

Brown, J., Collins, A., & Duguid, P. (1989, January-Februrary). Situated

cognition and the culture of learning. Educational Researcher, pp.
32-42.

C | Net Builder.com - http://www.builder.com.

Cognitive Arts (formerly the Institute for Learning Sciences) -

http://www.lscorp.com.

Cornell, R., & Martin, B. (1997). The role of motivation in Web-based

instruction. In B. Khan (Ed.), Web-based instruction (pp. 93-100).
Englewood Cliffs, NJ: Educational Technology Publications.

Driscoll, M. (1998). Web-based training: Using technology to design

adult learning experiences. San Francisco: Jossey-Bass

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Duchastel, P. (1997). A motivational framework for Web-based
instruction. In B. Khan (Ed.), Web-based instruction. (pp. 179-184).
Englewood Cliffs, NJ: Educational Technology Publications.

Dynamic Diagrams, Inc. - http://www.dynamicdiagrams.com.

Dyroweb - http://www.dyrowebic/wbt/index.html.

Flanders, V., & Willis, M. (1996). Web pages that suck. San Francisco:
Sybex.

Goldstein, I. (1992). Training in organizations: Needs assessment,

development, and evaluation. Pacific Grove, CA: Brooks/Cole.

Hall, B., & Vega, R. (1997). Factors to consider when evaluating a Web-
based instruction course: A survey. In B. Khan (Ed.), Web-based
instruction (pp. 375-378). Englewood Cliffs, NJ: Educational
Technology Publications.

Institute for Research on Learning - http://www.irl.org.

Jones, M., & Farquhar, J. (1997). User interface design for Web-based
instruction. In B. Khan (Ed.), Web-based instruction (pp. 239-244).
Englewood Cliffs, NJ: Educational Technology Publications.

Merrill, M., & Twitchell, D. (Eds.). (1994). Instructional design theory.

Englewood Cliffs, NJ: Educational Technology Publications.

Nielsen, J. (1996, May). Top ten mistakes in Web design. Sun

Microsystems Alert Box,
http://www.sun.com/960416/columns/alertbox/index.html; see also
Jakob Nielsen's user interface design site -
http://www.useit.com/alertbox.

Rosenfeld, L., & Morville, P. (1998). Information architecture for the

World Wide Web. Sebastopol, CA: O'Reilly.

Rossett, A. (1987). Training needs assessment. Englewood Cliffs, NJ:

Educational Technology Publications.

Williams, R., & Tollett, J. (1997). The non-designer's Web book.

Berkeley, CA: Peachpit Press.

Zemke, R., & Kramlinger, T. (1982). Figuring things out. Reading, MA:
Addison-Wesley.

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