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[ Web Teaching Guide: A Practical Approach to Creating Course Web Sites By ( Author ) Oct-2000 Paperback
[ Web Teaching A Practical Approach to Creating Course Web Sites By ( Author ) Oct-2000 Paperback
Paperback
First published October 11, 2000
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October 27, 2008For new CWRL instructors who created web sites amidst the flurry of orientation activities, Web Teaching Guide offers an opportunity—and a mechanism—for reflecting on and revising your site as you head into the next semester. Although the author addresses some issues that are irrelevant at this point in our careers (e.g., getting institutional support for your web site), there is still plenty of useful stuff here. In particular, interspersed throughout the book are *question-based summary sections that provide helpful, specific prompts for reflecting on your site and how it operates within your classroom.
A brief overview of the contents: the first chapter tackles planning your site and defining your objectives. The second chapter focuses on developing content and especially thinking through how you want to use your site (e.g., for information, for interactivity, for paper submission).
Chapter 3 is devoted to creating the site; Horton notes that the two functions of page design are (1) capturing the reader’s interest and (2) helping the reader navigate the content. The chapter also delves into using Cascading Style Sheets (CSS). If you have a pre-selected theme and don’t want to fool with this stuff, most of these style decisions have been made for you automatically; however, some of the advice for packaging content into discrete chunks and considering the overall structure of your site might be of interest.
Chapter 4 addresses actually using the site, including suggested “promotion” strategies to integrate the site into your course. It also addresses restricting access to certain types of course content.
The book concludes with advice on site assessment, noting that two criteria for measuring your site are (1) usability and (2) effectiveness as a teaching tool.
A brief overview of the contents: the first chapter tackles planning your site and defining your objectives. The second chapter focuses on developing content and especially thinking through how you want to use your site (e.g., for information, for interactivity, for paper submission).
Chapter 3 is devoted to creating the site; Horton notes that the two functions of page design are (1) capturing the reader’s interest and (2) helping the reader navigate the content. The chapter also delves into using Cascading Style Sheets (CSS). If you have a pre-selected theme and don’t want to fool with this stuff, most of these style decisions have been made for you automatically; however, some of the advice for packaging content into discrete chunks and considering the overall structure of your site might be of interest.
Chapter 4 addresses actually using the site, including suggested “promotion” strategies to integrate the site into your course. It also addresses restricting access to certain types of course content.
The book concludes with advice on site assessment, noting that two criteria for measuring your site are (1) usability and (2) effectiveness as a teaching tool.
Displaying 1 of 1 review