COURSE OUTLINE

Academic Organisation: School of Education and Professional Studies

Faculty: Faculty of Education
Credit point value: 10
Student Contribution Band:
Course level: Postgraduate
Campus/Location/Learning Mode: Gold Coast / On Campus / In Person
Convenor/s: Dr Romina Jamieson-Proctor (Gold Coast)
Enrolment Restrictions: Nil
This document was last updated: 31 January 2007

BRIEF COURSE DESCRIPTION

This course prepares students for the effective use of the World Wide Web (WWW) and related
communication tools (e.g., discussion forums, chat rooms, email) within the context of education. Students
will use a web authoring software tool such as Dreamweaver to construct web pages. The WWW is used
extensively to determine the characteristics of good Web page design, and to analyse the impact of the
World Wide Web on education. There are no formal prerequisites for this course, but intending students
should be competent computer uses who feel they are ready to not only use the existing resources of the
WWW, but also to design and develop their own Web sites for educational purposes.
SECTION A – TEACHING, LEARNING AND ASSESSMENT

COURSE AIMS

The purpose of this course is to provide students with knowledge of the World Wide Web and its
applications to education and industry.
This course prepares students for the effective use of the World Wide Web in their particular educational or
industry context. Students learn to critically analyse and identify characteristics of effective website design,
and use the resources provided or suggested to extend their skills in the design and construction of
websites, culminating in the production of their own non-trivial website.
This course also contributes towards the development of generic graduate skills in the areas of oral
communication, written communication, problem solving, analysis, information literacy and independent
lifelong learning.

LEARNING OUTCOMES

Upon successful completion of this course, students should be able to:

1. design and construct a non-trivial website on the World Wide Web for either an Educational or
Industry context [written communication, problem solving, analysis and information literacy].
2. apply principles of usability and accessibility in the design of a website [analysis and information
literacy].
3. understand and describe the design processes and key technical considerations that inform the
production of an effective website [written communication, analysis and information literacy].
4. critique industry and educational websites, based on sound theoretical principles, explaining the
strengths and weaknesses of given examples [written communication, analysis and information
literacy].
5. use online communication tools to discuss and explore issues relevant to the use of the internet in
education and industry [written communication skills, analysis and information literacy].
6. explain the rationale for the design choices made when producing a website [oral communication
skills].

CONTENT, ORGANISATION AND TEACHING STRATEGIES

The delivery of this course relies heavily on the use of the Internet. During the course, students will remain
in regular email contact with the tutor and eac other (and to a lesser extent the convenor), and will use
their own computers, with Internet connectivity, to complete the course objectives. Students are expected
to access the World Wide Web on a regular basis, and to frequently use the Internet, including email and
the online communication tools available on the website for the course (accessed via Learning@Griffith) –
Announcements and Forums. The online communication tools have been established to promote peer
collaboration.
A collaborative approach to problem solving, sharing ideas and forming learning networks via the WWW is
an important orientation encouraged and modelled throughout this course. Five evening tutorials will be
scheduled during the semester. Attendance is strongly recommended. At these tutorials students will be
advised of the course requirements and participate in discussions and workshop exercises on website
evaluation and design. The content of these tutorials has been planned to gradually enhance student
knowledge of website development and application over the course of the semester.
Special Notice: Students are expected to have a reasonable level of computer literacy before attempting
this course. Students who have little or no prior experience with web construction software are strongly

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advised to undertake a basic workshop in web page construction, for example those offered by Griffith
Learning Services (see http://www.griffith.edu.au/ins/training/) or online tutorials such as LearningFast (see
http://www.learningfast.com.au/ username = your ‘s’ number, password = ‘griffith’).

Contact Summary
This course is Mode B - Web Dependent i.e. participation on-line for each activity described in (I), (II) (III)
below is a compulsory requirement of participation although some face to face component is retained via
the tutorials.
(I) students must use the web to interact with the education content necessary for study
(II) students must use the web to communicate with staff and/ or other students
(III) students must use the web both to interact with content and to communicate with staff and/or other
students
Course learning materials used throughout the semester will be made available to students on
Learning@Griffith. Nothing that can be placed on the electronic Blackboard site, including this Course
Outline, will be printed and handed to students in paper form at the tutorials. Notices will be posted
regularly and students should check the Learning@Griffith website weekly for new postings. The
Discussion Forums and other communication tools will also be activated and students will be expected to
participate in various forum discussions

CONTENT SUMMARY

This course provides students with

• an introduction and overview of the World Wide Web and its use in Education and Industry,
• examples of websites to compare and contrast, and
• theoretical and practical knowledge about website design and development.
Current educational and industry practices require the use and understanding of the WWW. This course
affords students the opportunity to develop these skills at an advanced level. The ability to evaluate and
critique websites, as well as an understanding of how to design and create websites are key outcomes of
the course that will assist students to be competent in their various fields.
The course encourages students to construct their understandings of the WWW using materials supplied
on the Learning@Griffith website. The development of personal understanding and the creation of
personal meaning in this course aligns with Griffith’s building blocks for personal and professional success.
The tutorial sessions have been designed to facilitate student understanding in key content areas and
concepts.

Interrelationship of the Course with other Courses and the Program

This course provides students with the opportunity to acquire high-level competence with, knowledge of
and skills in the use of the World Wide Web, that will contribute to their long-term professional practice.
The Queensland College of Teachers (formally the BTR) requires all graduates to be confident with
multiliteracies and proficient in the use of ICT in learning environments. This course aims to develop high-
level competencies with ICT that will afford graduates the ability to be key personnel within their respective
work environments in the utilization of the WWW to support teaching and learning or industry
requirements. The skills learnt in 7131EPS can also be applied in all other courses.

Course study chart

A course study chart indicating the progression of topics that students should cover during the semester
will be available on the course website. As there are no formal lectures, it is up to the student to explore
these areas, using the online content and the prescribed text as a basis and starting point for their study.
Key points and other technical web authoring issues will be discussed interactively during tutorial sessions.

ASSESSMENT

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Summary of Assessment

Item Assessment Task Length Weighting Total Marks Relevant Due Date and
Learning Time
Outcomes

1. Meaningful and N/A 0% Req’d, no 5 Weeks 2-10

substantive forum grade – your
participation involvement in
(instructions and these forums
forum topics will be will assist you
released to answer
progressively during some of the
the semester) exam
questions

2. Website Concept and 1000- 20% 20 1, 2, 3 beginning of

Design Report 1500 Week 6 Tutorial
words

3. Completed website min. 8 40% 40 1, 2, 3 beginning of

HTML Week 13
pages Tutorial

4. Presentation of N/A 0% Req’d, no 6 beginning of

completed website to grade Week 13
fellow students during Tutorial
tutorial

5. Exam 1.5 hrs 40% 40 1-6 Exam block

Week 15 – time
TBA

Assessment Details
All assessment items are individual submissions and as such should bear little resemblance to those of
other students. Further details about the assessment items will be available on the Learning@Griffith
course website and during the first tutorial session in Week 2.

All assessment items must be submitted in order to be eligible to pass this course.

It is expected that all written work will be produced with a word-processor or computer. Hand-written work
(apart from storyboard sketches) is not acceptable. Access to the Internet, including the World Wide Web
and Email, is a pre-requisite for the course and is the responsibility of the student. Students are expected
to keep a copy, on disk and paper, of all work submitted for assessment. Student work will be moderated
in this course by the tutor and convenor together.

Extensions must be sought before the due date, by email to the course convenor. Where an extension has
been granted this should be noted on the cover sheet or initial screen of the work. Requests for extensions
should be accompanied by medical or other supporting evidence. It may be necessary to mail photocopies
of evidence to the supervising lecturer/tutor. Students should note university policy in relation to acceptable
reasons for the granting of extensions.

Written Assignments should be submitted in paper form to allow feedback to be given. Where paper or
disk copies of assignments are sent from within Australia, the assignments may be returned by mail if a
stamped addressed envelope is provided for their return. Uncollected assignments are retained by the
course convenor for a period of 6 months, after which time any uncollected work will be destroyed.

Late assignments may be penalised 10% of the item’s maximum possible grade for each day that the
assignment is late without a prior approved extension. After 5 days, the work will score 0.

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The School of Education and Professional Studies uses the APA citation format, and this is expected in all
referenced work submitted. References to the Internet (World Wide Web) require the URL reference and
the date of access. An APA manual is available from the GU library or can be purchased from the
bookshop.

More detailed and specific notes on assessment items appear below:

(1) Forum Participation (0%)

During the course, various forums will be created, where discussion threads on pertinent topics will be
initiated by the teaching staff. All students are expected to participate in a meaningful and substantive way
to the topics. Although the participation is not directly assessed or marked, a number of exam questions
will require students to have been thoughtfully active in the discussions.

An additional, unmoderated ‘social’ forum (“Student Café”) will be available for students to discuss less
formally any other topics of interest. Participation in this forum is not compulsory.

(2) Initial Website Concept and Design (20%)

A brief overview of the initial concept, design ideas and planning for the website required in assessment
item 3 will be presented to the following outline:

• Proposed title of the website

• Initial concept – Purpose of the website including outcome statements as appropriate and a brief
description/summary of the content to be covered in the website. The intended educational goal(s)
of the website should also be outlined.
• Audience description and constraints
• Graphical map of the concepts underlying the website
• Overview of proposed website structure including a site map or flowchart
• Storyboards (hand sketched) showing the layout, appearance, functionality and navigation of all
non-similar pages
• A timeline for production showing estimated dates and significant tasks to be undertaken
This assignment should be submitted in hard copy format and handed in during the tutorial session unless
prior arrangements have been made with the tutor.
Assessment Item 2: Website Concept and Design Brief

Marking Criteria Sheet

Relative Criterion
weighting
1 website title
3 concept and purpose
5 audience & constraints
5 concept statement and map
2 content description
5 structure & flowchart
Description
The website has an appropriate and meaningful
title…should convey the purpose of the site to the
audience
The concept behind the website is clearly described. The
purpose of the website (including outcome statements as
appropriate) is clearly stated
The target audience and context are clearly identified and
their characteristics and constraints and the implications
for design are well described
The underlying concepts that are to be covered by the
website are succinctly described. The relationships of
these concepts are clearly shown in concept diagram
The content to be covered in the website is succinctly
summarised
The website has been designed with an appropriate and
intuitive structure. The structure of the website is clearly
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 shown in a structure diagram/flowchart.
5 storyboards The layout, appearance, functionality and navigation of
the main pages are clearly illustrated using storyboards
(hand sketched; minimum 4 different pages i.e. no need to
repeat for pages that are very similar)
2 timeline for production significant tasks for design and production are clearly
shown on a timeline including realistic dates and
durations
2 writing writing is clear and well structured, with good grammar,
spelling, punctuation
/30 To be scaled to a total /20

Please refer also to general assignment requirements as detailed in the course outline document.

(3) Website Production (40%)

Using website construction software (e.g., Dreamweaver, FrontPage), develop an original non-trivial
website to meet an educational need within an education or industry context (e.g. school, TAFE,
University, business). Students should not use pre-developed website templates. The completed website
should include both text and graphics and consist of at least 8 linked web pages. It must be more than
simply a “brochure” of information and must show evidence of a non-trivial purpose e.g., contain at least
one interactive student learning activity. Students are strongly encouraged to discuss their ideas for the
project with the tutor before commencing work. The completed website should reflect the work submitted in
the initial website concept and design assignment.

Students are not required to host their website on a live web server but should submit their website files
suitably arranged within a folder. The file for the opening page must be called index.htm. The website
cannot be a duplicate or substantial copy of an existing school website, even if the student constructed it
personally. (It is a simple matter to check existing websites to ensure this website is original.)

The final website project should be submitted on CD-ROM at the beginning of the final tutorial in Week 13.
Students are responsible for virus checking on all submitted website files. Any assessment item containing
virus(es) will result in a mark of 0% for that item.
Assessment Item 3: Website Project

Marking Criteria Sheet

Relative Criterion
weighting Description
10 Website audience Overall, the website is appropriate for the stated target audience and
and purpose purpose
10 Text Text on web pages is appropriate, legible, appropriately formatted
and aligned, in a writing style suitable for the WWW, no errors in
spelling, grammar.
5 Images Images are appropriate, suitable filesize and quality
10 Page Design Pages show application of design principles including alignment,
proximity, repetition, contrast, symmetry, fixed/liquid, appropriate
size, consistency, use of white space
5 Links Website contains suitable links (internal and external) that work, are
appropriately formatted and worded
10 Navigation Navigation is predictable and consistent, indicates current location,
gives access to home page, find specific, alternatives, does not have
dead ends
10 Non-trivial The website has been designed to make use of some of the advanced
functionality and potentials of the WWW, taking it beyond a simple presentation of
purpose static content. For example, forms, email, search, interactives,
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 forum, chat, database, e-commerce, multiple media may be
included. (Note that technically advanced items beyond the
capability of students may be indicated by placeholders)
10 Usability Website exhibits good usability including logical structure, page
width/length, consistency, fast download, good page design,
copyright, authorship and update information, and other usability
factors
10 Accessibility The website is generally accessible, using alt tags, screen size, text
alternatives for navigation, appropriate colours and contrast
10 Technical Function The website is technically sound. Competency in basic HTML
authoring skills is evidenced including placement of text, images,
tables, formatting, linking, appropriate use of HTML tags, file
naming and organisation.
5 Advanced technical The following are not essential, but if included, will gain bonus
function marks: style sheets, frames, layers, other embedded media,
metadata, etc.
5 Overall appeal and The website is attractive and appealing. Users would be motivated
impact; creativity to return to the site. The website exhibits creativity and originality.
Total To be scaled to %
/100 out of 40

Note that this assessment item is to be presented in the last tutorial and also must be given to
the tutor on floppy disk, zip disk or CD-ROM. There is no need for any accompanying
documentation.

(4) Website Presentation (Required but non-graded)

At the final tutorial in Week 13, each student will give a brief presentation of their website (5-7 minutes) to
the rest of the students. Presentations should include a description of the purpose of the website, target
audience and significant design considerations. Students will be encouraged to give feedback to the
presenter, which will enhance the educational value of the website building project.

This assessment item is required and will be graded as either Completed/Not Completed. An alternative
arrangement will be made for students who are not able to attend the tutorials.

(5) Exam (40%)

The exam will assess students understanding of key concepts covered throughout the course. The
discussion forums will provide a venue for students to collaboratively investigate key concepts that will be
examined. Students should gain understanding about web design from developing their own website and
the depth of this understanding will be explored in the exam.

Rationale for Assessment

The initial concept and design presented as an individual submission encourages students to develop an
essential planning approach to their website production.

The website task involves students in the production of their own non-trivial website and asks that students
display knowledge of website construction, theory, and design. The presentation of the completed website
to fellow students will put the project in a more realistic context and provide the educational benefits of
feedback from peers.

The electronic forums used in the course enable students to interact with fellow students and teaching staff
in order to discuss topical issues relating to the course. Students will also experience first hand a
significant communication/collaboration/problem-solving tool used in many online communities.

The exam will allow students to demonstrate what they understand about website design, development
and useability.

Return of Assessment Items

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Marked assessment items will be returned to students during a tutorial session, or be available for
collection from the convenor’s office.

Notification of Availability of Feedback on Assessment

Feedback on applicable items will be provided with the marked assessment items when returned or
collected.

GRADUATE SKILLS

The Griffith Graduate Statement states the characteristics that the University seeks to engender in its
graduates through its degree programs.

Assessed
Practised
Graduate Skills

Taught
Effective communication (written)
Effective communication (oral)
Effective communication (interpersonal)
Information literacy
Problem solving
Critical evaluation
Work autonomously
Work in teams
Creativity and innovation
Ethical behaviour in social / professional / work environments
Responsible, effective citizenship

TEACHING TEAM

Course Convenor

Convenor Details Gold Coast

Campus Convenor Dr Romina Jamieson-Proctor

Email r.proctor@griffith.edu.au
Office Location G30_3.33 Gold Coast Campus
Phone (07) 5552 8916
Fax
Consultation times TBA via Leaning@Griffith

Additional teaching team members

Tutor: Mr Robert Loudon
Phone: 5678 0740
Email: r.loudon@griffith.edu.au
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COURSE COMMUNICATIONS

Issues and questions can be raised with the teaching team during tutorials in Weeks 2,4,6,10 and 13 or via
email and phone. The Learning@Griffith bulletin board will also be extensively used to communicate with
students.
Weekly consultation times for the course convenor will be posted on the pin board near her office door and
will be communicated on the learning@griffith website early in the semester. Students wishing a prolonged
consultation time outside the posted consultation period should email in advance for a mutually agreeable
appointment time.

TEXTS AND SUPPORTING MATERIALS

Specified Texts

Davidson-Shivers, Gayle V. and Rasmussen, Karen L. (2006) Web-based Learning: Design,

Implementation, and Evaluation. New Jersey: Merrill Prentice Hall.

Recommended Reading

There are many general guides to basic web design and construction; the following book is one example
that is recommended:

Niederst, J. (2003). Learning web design: A beginner’s guide to HTML, graphics and beyond. California,
USA: O’Reilly and Associates. [$86 Borders]

Students may also wish to purchase a “how-to” HTML authoring text that matches the software they have
chosen to use to build their website.

A number of references are based on the Internet, and the appropriate addresses (URLs) will be given to
students via the online course material in Learning@Griffith. Because of the ephemeral nature of the
World Wide Web, these references are not printed in this Course Outline.

Specified Software

Students are required to have a suitable HTML editor, preferably Macromedia Dreamweaver. Students
may obtain and use similar software (e.g. Microsoft FrontPage which teachers in Education Queensland
schools should be able to access via the Microsoft agreement with Education Queensland). However,
Dreamweaver MX or Dreamweaver 8 is recommended as it is generally regarded as the most widely used
website authoring tool by intermediate and professional users. Both Dreamweaver and FrontPage are
available in the tutorial lab computers. A fully functional 30-day free trial version of Dreamweaver is
available for download from Macromedia (www.macromedia.com). An academic version of Dreamweaver
8 can be purchased for approximately $295, for example at www.citysoftware.com.au.

Recommended Readings/References

Students will find these books very useful, but purchase is not required. This is a select list of texts, and
many other titles are also valuable.

HTML Authoring Software manuals

Some students who have little knowledge of the use of their software (e.g. Frontpage or Dreamweaver)
might find some of the ‘how to’ use software books available from general bookstores useful, for example:

Towers, J. Tarin (2003) Macromedia Dreamweaver MX for Windows and Macintosh (Visual QuickStart
Guide) Berkeley: Peachpit Press

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A useful site is www.dummies.com which lists books available; e.g.
Dreamweaver® MX For Dummies®
FrontPage® 2002 For Dummies®

Web Page Design

Andews, Rachel, Ullman, Chris, and Walker, Crystal (2002) Fundamental Web Design and Development
Skills. Birmingham: glasshaus
Dalton, James (2002) The Computer Classroom: Web Authoring. Ballarat: Wizard Books
Gassaway, S., Davis, G., and Gregory, C. (1996). Designing Multimedia Web Sites. Indianapolis:
Hayden Books.(with CD-ROM).
Holzschlag, M.E. (1996). Professional Web Design: Theory and Technique on the Cutting Edge. Rocklin,
California: Prima. (with CD-ROM).
Neilsen, Jakob (2000) Designing Web Usability. Indianapolis: New Riders.
Vandome, Nick (2002) Creating Web Pages in Easy Steps (In Easy Steps)
Southam: Computer Steps
Williams, R., Tollett, J. (2000) The Non-designer'
s Web Book Berkeley: Peachpit Press.

The Internet and education

Dalton, J. (2002). The computer classroom: Web authoring a handbook for students. Ballarat, Aus.: Wizard
Books.
Grabe, M., & Grabe, C. (2004). Integrating technology for meaningful learning. New York: Houghton Mifflin.
Jonassen, D. H. (1996). Computers as mondtools for schools: Engaging critical thinking. New Jersey:
Merrill Prentice Hall.
Jurland, D.J., Sharp, R.M., and Sharp V.F. (1997). Introduction to the Internet for Education. Belmont,
California: Wadsworth.
Roblyer, M. D. (2003). Integrating educational technology into teaching. New Jersey: Merrill Prentice Hall.
Ryder, J.T., and Hughes, T. (1997). Internet for educators. Upper Saddle River, New Jersey: Merrill.
Spaulding, S. (1997). Internet for Kids - Challenging. Cheltenham: Hawker Brownlow. (ISBN 1 86041 647
7)
Williams, B., (1996). The world wide web for teachers. Foster City: IDG Books.
Wang, Haomin and Gearhart, Deborah L. Designing and Developing Web-based Instruction. New Jersey:
Merrill Prentice Hall
Wresch, W. (1997). A Teacher’s Guide to the Information Highway. Upper Saddle River, New Jersey:
Merrill.

SECTION B – ADDITIONAL COURSE INFORMATION

General Assessment Guidelines

Students should not try to estimate their final grade. Final grades will be determined by the School
Assessment Panel using the Griffith University approved descriptions for each grade. The descriptions are
reproduced below. Students'over-all results in courses are recorded using the following grades. The
description that accompanies each grade is given as a guideline to assist comparability across the
University, but these descriptions must be interpreted within the context of each course.

High Distinction (HD) Complete and comprehensive understanding of the course content;
development of relevant skills to a comprehensive level; demonstration of an
extremely high level of interpretative and analytical ability and intellectual
initiative; and achievement of all major and minor objectives of the course.
Distinction (D) Very high level of understanding of the course content; development of relevant
skills to a very high level; demonstration of a very high level of interpretive and

9
 analytical ability and intellectual initiative; and achievement of all major and
minor objectives of the course.
Credit (C) High level of understanding of course content; development of relevant skills to
a high level; demonstration of a high level of interpretive and analytical ability
and achievement of all major objectives of the course; some minor objectives
not fully achieved.
Pass (P) Adequate understanding of most of the basic course content; development of
relevant skills to a satisfactory level; adequate interpretive and analytical ability
and achievement of all major objectives of the course; some minor objectives
not achieved.
Non-graded Pass (NGP) Successful completion of a course assessed on a pass/fail basis, indicating
satisfactory understanding of course content; satisfactory development of
relevant skills; satisfactory interpretive and analytical ability and achievement in
all major objectives of the course.
Fail (F) Inadequate understanding of the basic course content; failure to develop
relevant skills; insufficient evidence of interpretive and analytical ability; and
failure to achieve some or all major and minor objectives of the course.

Students should consult the University Assessment Policy, e.g., in relation to late submission and
associated penalties or any other issues related to assessment. The School of Education and
Professional Studies complies with the guidelines provided by the University.

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SECTION C – KEY UNIVERSITY INFORMATION

ACADEMIC MISCONDUCT

Students must conduct their studies at the University honestly, ethically and in accordance with accepted
standards of academic conduct. Any form of academic conduct that is contrary to these standards is
academic misconduct, for which the University may penalise a student. Specifically it is academic
misconduct for a student to:
present copied, falsified or improperly obtained data as if it were the result of laboratory
work, field trips or other investigatory work;
include in the student's individual work material that is the result of significant assistance
from another person if that assistance was unacceptable according to the instructions or
guidelines for that work;
assist another student in the presentation of that student's individual work in a way that is
unacceptable according to the instructions or guidelines for that work;
cheat; (Cheating is dishonest conduct in assessment);
plagiarise (Plagiarism is knowingly presenting the work or property of another person as if
it were one's own.)
Visit the University’s Policy on Academic Misconduct for further details.

KEY STUDENT-RELATED POLICIES

All University policy documents are accessible to students via the University’s Policy Library website at:
www.griffith.edu.au/policylibrary. Links to key policy documents are included below for easy reference:

Student Charter Academic Standing, Progression and Exclusion Policy

Student Administration Policy Policy on Student Grievances and Appeals
Assessment Policy Examinations Timetabling Policy and Procedures
Academic Calendar Guideline on Student E-Mail
Health and Safety Policy

UNIVERSITY SUPPORT RESOURCES

The University provides many facilities and support services to assist students in their studies. Links to
information about University support resources available to students are included below for easy
reference:
Learning Centres - the University provides access to common use computing facilities for educational
purposes. For details visit www.griffith.edu.au/cuse
Learning@Griffith - there is a dedicated website for this course via the Learning@Griffith student portal.
Student Services facilitate student access to and success at their academic studies. Student Services
includes: Careers and Employment Service; Chaplaincy; Counselling Service; Health Service; Student
Equity Services (incorporating the Disabilities Service); and the Welfare Office.
Learning Services within the Division of Information Services provides learning support in three skill areas:
computing skills; library skills; and academic skills. The study skills resources on the website include self-
help tasks focusing on critical thinking, exam skills, note taking, preparing presentations, referencing,
writing, proof reading, and time management.

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