Course Discipline and



GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|form C |

|Modify or Inactivate an Existing Course |

|Date: 10/6/2015 |Prepared & Submitted by: Jo Anne Howell |

|Department: Business |Course ID: CSIS/DM 6 |Course Title: Webpage Authoring |

Obtain signatures from your Department Chair and Area Dean prior to submitting to the curriculum committee.

____________ ___________________________ _______________________________

Date Print Name Department Chair

____________ ___________________________ _______________________________

Date Print Name Area Dean

CURRICULUM & INSTRUCTIONAL ADMINISTRATION:

The course(s) has/have been approved by the curriculum committee and instructional administration, and satisfy all applicable requirements of the California Code of Regulations, Title 5.

____________ ___________________________ _______________________________

Date Print Name Signature, Curriculum Chair

____________ ___________________________ _______________________________

Date Print Name Signature, VP of Instruction

DISTRICT:

On ____________ (date), the governing board of the Gavilan College District approved the course proposal(s) attached to this request.

____________ ___________________________ _______________________________

Date Print Name President

|1. |What is the effective term? |

| |Fall Spring Summer Year: 2016 |

|2. | Inactivate Course(s): Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course |

| |and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to |

| |reactivate the course. |

| | |

| |Reason for inactivation:       |

|3. | Modification of the following: |

| | |

| |Reason for modification: Increase the content to make this a 3 unit class. |

| Number | Hours | Prerequisite/Advisory | Discipline |

| Title | Units | Description | Content |

| Grading | GE Applicability | Repeatability | Transferability |

| General Update | Reinstate Course | Cross list course with       | Un-cross list |

| Update Textbook | Cultural Diversity | Other (please describe.)       |

|COURSE OUTLINE | |

Course ID: CSIS/DM 6 Units: 3 Lecture hours per week: 3 Lab hours per week:      

(Discipline and Number)

|COURSE TITLE: |Webpage Authoring |

(Maximum of 60 spaces)

|Abbreviated Title: |WEBPAGE AUTHORING |

(Maximum of 30 spaces)

Change:

|From: |CSIS 6 |Webpage Authoring I |2 |2 |0 |18 |

| |Discipline & Number|Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

|To: |CSIS 6 |Webpage Authoring |3 |3 |0 |18 |

| |Discipline & Number |Course Title |Units |Lecture |Lab |Number of |

| | | | |Hours per |Hours per |weeks |

| | | | |week |week | |

COURSE DESCRIPTION:

No Change Change

An introduction to using Hypertext Mark-Up Language (HTML) to create webpages which can be uploaded and displayed on the World Wide Web. Students will use HTML to create pages with text in various sizes and colors, links to other sites, lists, background color or patterns, graphics, tables and email links. Interactive forms, scripting languages (jQuery for simple animation) and css media queries to make a web page responsive to multiple device sizes will also be covered.

Has the course content been compared to the equivalent C-ID descriptor? Yes No n/a

If yes, enter C-ID code:      

See Articulation Officer for assistance with C-ID descriptors.

Is this course cross-listed? Yes No

If yes, which department is responsible for scheduling, updating, and assessing the course?

CSIS

Reason for cross-listing:

     

Is cross-listing being removed? Yes No n/a

If yes, how is the cross-listed course going to be handled?

Inactivate cross-listed course.

Inactivate cross-listed course and add a new course with a distinctly different course number, course title and course description.

COURSE REQUISITES:

List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No Change Change

Replaces existing Advisory/Prerequisite

In addition to existing Advisory/Prerequisite

Prerequisite:      

Co-requisite:      

Advisory:      

GRADING:

No Change Change

Standard Letter Grade Option of a standard letter grade or pass/no pass

Pass/no pass only Non Credit

REPEATABLE FOR CREDIT:

(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

No Change Change

Credit Course Yes No If yes, how many times? 1 2 3

Non Credit Course Yes No If yes, how many times? 1 2 3

Unlimited (DRC or Noncredit only)

Reason for Repeating:

Intercollegiate Athletics

Active Participatory course in Physical Education, Visual Arts or Performing Arts related in content to one or more other courses.

Occupational Work Experience/General Work Experience

Special class for students with disabilities

Non Credit

DISTANCE EDUCATION:

No Change

Hybrid (If checked, fill out Form D.)

Online (If checked, fill out Form D.)

No

STAND ALONE COURSE:

No Change Change

Yes - Course is NOT included in a degree or certificate program

No - Course IS included in a degree or certificate program

METHODS OF INSTRUCTION:

No Change Change

     

RECOMMENDED / REQUIRED TEXTBOOKS: (Must Complete)

Textbook must be no more than 5 years old.

The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification.

Required: Recommended: n/a

Author: Shelly/Woods. Title: HTML, XHTML and CSS. Place of Publication: Boston MA: Publisher: Cengage Learning, Year of Publication: 2011. Or other appropriate college level text.

ISBN: 978-0-5387-4746-2 (if available)

Reading level of text, Grade: 10 Verified by: Peggy Mayfield, Librarian

Other textbooks or materials to be purchased by the student:      

CULTURAL DIVERSITY:

Does this course meet the cultural diversity requirement? Yes No No Change n/a

If 'Yes', please indicate which criteria apply. At least two criteria must be selected and evidenced in the course content section and at least one Student Learning Outcome must apply to cultural diversity.

This course promotes understanding of:

Cultures and subcultures

Cultural awareness

Cultural inclusiveness

Mutual respect among diverse peoples

Familiarity with cultural developments and their complexities

Student Learning Outcome Number(s)      

PROGRAM LEARNING OUTCOMES:

Is this course part of a program (degree or certificate)? If yes, copy and paste the appropriate Program Learning Outcomes and number them. Enter the PLOs by number in the Student Learning Outcomes below.

1) Analyze the relationship of aesthetics, content, user needs and/or interactivity of projects suitable for implementing and using digital media or order to synthesize a design, produce development guidelines incorporating techniques such as storyboards and flow charts and render their design using good design principles and contemporary digital technology.

2) Perform communicate ideas within a team environment and contribute significant work related to their area of study.

STUDENT LEARNING OUTCOMES: (Must Complete)

1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc.

3. Identify which Program Learning Outcomes (PLO) are aligned with this course. List them by number in order of emphasis.

4. Identify which Institutional Learning Outcomes (ILO) are aligned with this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.

(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

6. Indicate when the course was last assessed.

Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

Have you consulted the Rubric in developing the SLOs? Yes No

|1. |Create web pages with different font sizes, types, and faces, considering usability and aesthetic impact. |

|Measure: Homework, projects,|PLO: 1 |ILO: 2, 3, 7 |GE-LO:       |Year assessed or anticipated year of assessment: |

|lab exercises | | | |      |

|2. |Create web pages with lists and tables and different types of forms. Have users test the web pages and analyze the responses. |

|Measure: Homework, projects,|PLO: 2 |ILO: 2, 3, 5, 7 |GE-LO:       |Year assessed or anticipated year of assessment: |

|lab exercises | | | |      |

|3. |      |

|Measure: Homework, projects,|PLO: 1, 2 |ILO: 2, 3, 5, 7 |GE-LO:       |Year assessed or anticipated year of assessment: |

|exercises | | | |      |

|4. |Design personal website with multiple pages, all with a coherent look and style. |

|Measure: Homework, projects,|PLO: 1 |ILO: 2, 3, 5, 7 |GE-LO:       |Year assessed or anticipated year of assessment: |

|exercises | | | |      |

|5. |Create web pages with links and anchors. Have users test the web pages and analyze the responses. |

|Measure: Homework, projects,|PLO: 2 |ILO: 2, 3, 7 |GE-LO:       |Year assessed or anticipated year of assessment: |

|exercises | | | |      |

|6. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|7. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|8. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|9. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

|10. |      |

|Measure:       |PLO:       |ILO:       |GE-LO:       |Year assessed or anticipated year of assessment: |

| | | | |      |

GENERAL EDUCATION LEARNING OUTCOMES:

AREA A Communications in the English Language

After completing courses in Area A, students will be able to do the following:

1. Receive, analyze, and effectively respond to verbal communication.

2. Formulate, organize and logically present verbal information.

3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.

4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.

5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.

6. Read college course texts and summarize the information presented.

7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.

8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.

9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms

After completing courses in Area B, students will be able to do the following:

1. Explain concepts and theories related to physical and biological phenomena.

2. Identify structures of selected living organisms and relate structure to biological function.

3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.

4. Utilize safe and effectives laboratory techniques to investigate scientific problems.

5. Discuss the use and limitations of the scientific process in the solution of problems.

6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.

7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.

8. Work collaboratively with others on labs, projects, and presentations.

9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy

After completing courses in Area C, students will be able to do the following:

1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

2. Analyze an artistic work on both its emotional and intellectual levels.

3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.

4. Recognize the universality of the human experience in its various manifestations across cultures.

5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.

6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.

7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions

After completing courses in Area D, students will be able to do the following:

1. Identify and analyze key concepts and theories about human and/or societal development.

2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.

3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.

4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development

After completing courses in Area E, students will be able to do the following:

1. Demonstrate an awareness of the importance of personal development.

2. Examine the integration of one’s self as a psychological, social, and physiological being.

3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity

After completing courses in Area F, students will be able to do the following:

1. Connect knowledge of self and society to larger cultural contexts.

2. Articulate the differences and similarities between and within cultures.

|CONTENT, STUDENT PERFORMANCE OBJECTIVES AND OUT-OF-CLASS ASSIGNMENTS: |

|No Change Change |

|Copy and paste the existing content from the official course outline of record. Edit the content as needed. |

|WEEK HOURS CONTENT |

| |

|Wk: 1-3 Hours: 9 Lecture: HTML syntax overview. Ten basic HTML tags including opening and closing html, head and body tags, lists (ordered, unordered |

|and definition), header tags, image tags, interior and exterior anchor tags. Attributes including alignment, color, type face and size, type and start |

|attributes for lists. Upload pages to a host site. |

| |

|HOMEWORK: Read the lecture material. Using the material covered in class set up some web |

|pages. Use physical and logical commands for controlling text. Upload html documents and image files to a host site. Short quiz on html basic tags. |

|PERFORMANCE OBJECTIVES: The students will set up web pages using all the basic HTML commands and attributes. The students will design web pages and |

|upload them to a host site. |

| |

|Wk: 4-6 Hours: 9 Lecture: More Image coding: borders, links, background tiles. Introduction to ables - u for tabular information and as a design tool. |

|Images, lists, links, headers in table cells. Table and cell background colors and tiles, cell padding and spacing. Design issues such as color |

|blindness, ADA compliance, readability to consider when designing a website. |

| |

|HOMEWORK: Read the lecture material. Using the material covered, add more images to a webpage, images that have borders, link to other sites. Create |

|another html document with a table containing images, background tiles, headers, lists, and plain text. Take a short quiz on basic design and color |

|issues to consider in the development of a website. |

|PERFORMANCE OBJECTIVES: The students use modified image coding (borders, links, background tiles) on their webpages, create another page with tables |

|that include links, borders, a background tile in one or more of the cells. Upload new html documents and image files to the host site. |

| |

|Wk: 7-9 Hours: 9 Lecture: Cascading Style Sheets. Embedded, inline and external. Navigation and content divisions. Body margins, background, text color |

|codes. Header font weight, color, size, leading. Individual tag styles vs class styles. Image and text floating elements. HTML coding to use the styles,|

|link to stylesheets. The box model and floating elements vs tedious table tags. |

| |

|HOMEWORK: Read the lecture material. Use storyboarding or flowcharts to map out your site organization. Create a separate CSS document with body, |

|header, link styles, plus two divisions for navigation and content areas. Set up a front page of your project using the CSS document. Create a second |

|page that uses the same CSS document, same navigation panel. Upload all new documents and image files created. Take a short quiz on CSS basics. |

|PERFORMANCE OBJECTIVES: The students create a rough outline of their website project. The students create an external stylesheet with styles defined for|

|certain elements covered in the material. Using their project flowchart and the stylesheet they have created, students create a front page and secondary|

|page using the same styles, and the same navigation panel. Students understand the affect of inheritance with different levels of style controls. They |

|upload all new pages and image files to the host site. |

| |

|Wk: 10-12 Hours: 9 Lecture: Validation of HTML through W3Schools. Presentation of student websites, midterm exam. Adding metatags to the site. Forms - |

|as questionaire, survey, feedback from readers. Radio questions, checkboxes, submit and reset buttons, text fields and text areas. |

| |

|HOMEWORK: Present website, take a midterm quiz. Read the lecture material. Validate individual files with the site. Add metatags to the |

|front page of the website. Add another webpage to the site called survey.html that solicits information from the readers, including radio and checkbox |

|questions, text boxes and text areas. Upload any new pages or images to the host site. |

|PERFORMANCE OBJECTIVES: The students use site to validate their coding, add metatags to their sites, add a survey form to their websites. |

|Upload all new files to the host site. |

| |

|Wk: 13-15 Hours: 9 Lecture: Introduction to JavaScript. Using JavaScript variables, decision statements, and loops. Use JS to do initial form processing|

|and error checking. Using JS to manage events. |

| |

|HOMEWORK: Read the lecture material. Create a web page that uses JS to check for form input errors. Create a web page that does calculations using user |

|input. Create a web page that uses JS to manage events. Take a short quiz on JavaScript. |

|PERFORMANCE OBJECTIVES: The students use JavaScript variables, decisions, and loops. The student uses JS to process form data and to manage events. |

| |

|Wk: 16-17 Hours: 7 How to use a stylesheet to read the dimensions of a reader's device and arrange the display to fit those dimensions. How to use |

|jQuery to create simple animation for websites. |

|Wk: 18 Hours: 2 Final Project presentations and the final exam. |

| |

|HOMEWORK: Read the lecture material. Create a style to read the dimensions of a reader's device and arrange the display to fit those dimensions. Add |

|simple animation using jQuery. Present final project and take the final exam. |

|PERFORMANCE OBJECTIVES: The students use CSS to create a style that reads the dimensions of a reader's device and arranges the display to fit those |

|dimensions. The students add simple animation to their website using jQuery. |

| |

|The content should include: |

|Hours it will take to cover each topic - Hours are based on an 18 week term, even though the instruction is compressed into a 16 week calendar. For |

|example, a 3 unit course should have 54 hours (3 hours per week times 18 weeks = 54 Total Contact Hours). 2 hours should be set aside for the final. |

|Topic |

|Student Performance Objectives |

|Out of Class Assignments - Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for |

|Lecture units granted. Include specific examples of reading and writing assignments. |

|No Change Change |

|METHODS OF EVALUATION: |

|Category 1 - The types of writing assignments required: |

|Percent range of total grade: 5 % to 10 % |

| Written Homework |

| Reading Reports |

| Lab Reports |

| Essay Exams |

| Term or Other Papers |

| Other:       |

|If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: |

| Course is primarily computational |

| Course primarily involves skill demonstration or problem solving |

|Category 2 - The problem-solving assignments required: |

|Percent range of total grade: 10 % to 20 % |

| Homework Problems |

| Field Work |

| Lab Reports |

| Quizzes |

| Exams |

| Other: web page creations |

|Category 3 – The types of skill demonstrations required: |

|Percent range of total grade: 40 % to 60 % |

| Class Performance/s |

| Field Work |

| Performance Exams |

|Category 4 - The types of objective examinations used in the course: |

|Percent range of total grade: 15 % to 25 % |

| Multiple Choice |

| True/False |

| Matching Item |

| Completion |

| Other:       |

|Category 5 - Any other methods of evaluation: |

|Percent range of total grade:       % to       % |

|      |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download