User Interface Design #9001120
"This course provides advanced concepts used in interface design. The content includes principles of Human Computer Interface (HCI), advanced page design using Cascading Style Sheets (CSS), advanced HTML commands, multimedia applications, Internet/Intranet tools, and website promotion." ("User Interface Design." 10 August 2015. cplams.org)
This course is performance-based with classwork weighted at 40% and projects weighted at 60%. Most of the assignments are digital files which are uploaded for grading, and then returned electronically to the students. Most of this class will be paperless. Click this link to access my wiki for this course. This list will update as new assignments are due.
This course has 14 custom State standards:
Demonstrate proficiency publishing, testing, monitoring, and maintaining a website. - The student will be able to:
- Recognize the relationship between local and remote site structure.
- Identify methods of acquiring a domain name, appropriate hosting, and search engine registry.
- Understand and implement strategies to measure website traffic and improve search engine analytics reports.
- Describe the use of standard web marketing technologies (e.g., blogging, podcasting).
- Describe how social media and social networking sites can be used for marketing purposes.
- Test websites using common resolutions, browsers, accessibility, and validation techniques.
- Use popular Internet browsers and tools as defined by W3C Browser Statistics (e.g., Mozilla Firefox (Web Developer Toolbar, ColorZilla, MeasureIt, Firebug), Internet Explorer 7/8) to display and troubleshoot websites.
- Explore standard practices for feedback and usability testing
- Identify and incorporate standard security measures in a website.
- Identify and use online validation tools.
- Successfully change invalid markup to comply with standards.
- Build a webpage that successfully passes the W3C validation test at http://validator.w3.org .
- Write markup that facilitates accessibility.
- Use FTP to transfer files to a server.
- Set up an FTP connection to a remote site and reproduce the site structure on the server.
Use oral and written communication skills in creating, expressing and interpreting information and ideas. - The student will be able to:
- Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.
- Locate, organize and reference written information from various sources.
- Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.
- Interpret verbal and nonverbal cues/behaviors that enhance communication.
- Apply active listening skills to obtain and clarify information.
- Develop and interpret tables and charts to support written and oral communications.
- Exhibit public relations skills that aid in achieving customer satisfaction.
Solve problems using critical thinking skills, creativity and innovation. - The student will be able to:
- Employ critical thinking skills independently and in teams to solve problems and make decisions.
- Employ critical thinking and interpersonal skills to resolve conflicts.
- Identify and document workplace performance goals and monitor progress toward those goals.
- Conduct technical research to gather information necessary for decision-making.
Use information technology tools. - The student will be able to:
- Use personal information management (PIM) applications to increase workplace efficiency.
- Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.
- Employ computer operations applications to access, create, manage, integrate, and store information.
- Employ collaborative/groupware applications to facilitate group work.
Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment. - The student will be able to:
- Describe the nature and types of business organizations.
- Explain the effect of key organizational systems on performance and quality.
- List and describe quality control systems and/or practices common to the workplace.
- Explain the impact of the global economy on business organizations.
Describe the importance of professional ethics and legal responsibilities. - The student will be able to:
- Evaluate and justify decisions based on ethical reasoning.
- Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.
- Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.
- Interpret and explain written organizational policies and procedures.
Methods and strategies for using Florida State Standards for grades 11-12 reading in Technical Subjects for student success in Web Development.
- Key Ideas and Details
- Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (LAFS.1112.RST.1.1 )
- Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (LAFS.1112.RST.1.2 )
- Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (LAFS.1112.RST.1.3 )
- Craft and Structure
- Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. (LAFS.1112.RST.2.4 )
- Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. (LAFS.1112.RST.2.5 )
- Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. (LAFS.1112.RST.2.6 )
- Integration of Knowledge and Ideas
- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem. (LAFS.1112.RST.3.7 )
- Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (LAFS.1112.RST.3.8 )
- Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (LAFS.1112.RST.3.9 )
- Range of Reading and Level of Text Complexity
- By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently. (LAFS.1112.RST.4.10)
Methods and strategies for using Florida State Standards for grades 11-12 writing in Technical Subjects for student success in Web Development.
- Text Types and Purposes
- Write arguments focused on discipline-specific content. (LAFS.1112.WHST.1.1)
- Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (LAFS.1112.WHST.1.2)
- Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. (LAFS.1112.WHST.1.3)
- Production and Distribution of Writing
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (LAFS.1112.WHST.2.4)
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (LAFS.1112.WHST.2.5)
- Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (LAFS.1112.WHST.2.6)
- Research to Build and Present Knowledge
- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (LAFS.1112.WHST.3.7)
- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (LAFS.1112.WHST.3.8)
- Draw evidence from informational texts to support analysis, reflection, and research. (LAFS.1112.WHST.3.9)
- Range of Writing
- Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (LAFS.1112.WHST.4.10)
Methods and strategies for using Florida State Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Web Development.
- Make sense of problems and persevere in solving them. (MAFS.K12.MP.1.1)
- Reason abstractly and quantitatively. (MAFS.K12.MP.2.1)
- Construct viable arguments and critique the reasoning of others. (MAFS.K12.MP.3.1)
- Model with mathematics. (MAFS.K12.MP.4.1)
- Use appropriate tools strategically. (MAFS.K12.MP.5.1)
- Attend to precision. (MAFS.K12.MP.6.1)
- Look for and make use of structure. (MAFS.K12.MP.7.1)
- Look for and express regularity in repeated reasoning. (MAFS.K12.MP.8.1)
Incorporate Human Computer Interface (HCI) principles of design. - The student will be able to:
- Describe the fundamental design principles of human computer interface.
- Differentiate between computer and human factors in screen/page design.
- Describe what is meant by an “intuitive” interface.
- Describe how typography, color scheme, and graphic usage are used to set website feel/tone for various types of websites (e.g., educational, entertainment, ecommerce).Identify and use the following design concepts: contrast, repetition, alignment, proximity, writing style.
- Identify and use the following design concepts: contrast, repetition, alignment, proximity, writing style.
- Define and establish logo, identity, and branding needed for an effective website.
- Evaluate the HCI features included on a webpage storyboard.
- Create a series of webpage storyboards that incorporate HCI design principles.
Research and obtain information for use in designing the user interface. - The student will be able to:
- Identify common user information needs, information gathering models, and methods for gathering user research.
- Define the primary audience and customer expectations and develop a rubric for defining user tasks and corresponding functionality.
- Describe target audience preferences based on demographics (e.g., gender, age, economic status, culture).
- Identify and use web analytic tools to shape an information architecture strategy (determine keywords).
- Apply the results of research and analytics to the design of a user interface.
Create an intuitive interface using Cascading Style Sheets (CSS). - The student will be able to:
- Create CSS styles suitable for use on an intuitive webpage interface.
- Use element selectors, ID selectors, class selectors, pseudo-class selectors, and descendant selectors to create a table-less webpage design.
- Create a series of templates formatted exclusively using CSS.
- Use CSS syntax to configure and apply style sheets for multiple media displays (e.g., screen display and print).
- Create webpage templates using advanced CSS methods (e.g., create multi-column layouts, mimic client-side technologies, create faux columns).
- Differentiate among static, relative, absolute, and fixed positioning schemas.
- Use schemas to design a website: fixed, liquid, elastic designs.
- Recognize browser support for static, relative, absolute, and fixed positioning schemas.
- Identify and correct display issues in a web page using multiple browsers.
Demonstrate proficiency creating a logical website file structure. - The student will be able to:
- Create an efficient, maintainable directory structure for a website, including the site root and subfolders for assets (e.g., images, templates, CSS).
- Demonstrate and use correct file paths for relative, site root relative, and absolute links.
Create a CSS formatted informational website. - The student will be able to:
- Use GUI (Graphical User Interface) web authoring software to create a multi-page informational website.
- Create documented CSS style sheets for layout and appearance purposes.
- Incorporate methods used to drive traffic to the website, then engage and retain visitors.
- Apply standard optimization practices (e.g., keyword proximity; density; relevance; appropriate page titles, URLs, and headings, alt tags) to enhance search engine performance.
- Use standard design techniques to correctly display a website using multiple browsers (e.g., box model, hasLayout, Internet Explorer Conditional Comments (IECC)).
- Integrate common multimedia and plug-ins as appropriate to enhance a website design.
- Use client-side technologies such as rollovers, check plug-ins, and pop-up windows to enhance the user interface.