Learning outcomes
On successful completion of this unit a learner will:
1 Understand website design concepts
2 Be able to design interactive websites
3 Be able to implement interactive websites
4 Be able to test interactive websites.
Unit content
1 Understand website design concepts
Users: types eg expert, regular, occasional, novice, special needs; requirements eg psychological, cultural, social and environmental, health and safety, education and work
Site analysis: purpose eg communication, real-time information, commercial, government, education, business, entertainment, downloading/uploading, web storage; fit for purpose eg meets organisational and site objectives; planning eg storyboarding, structure, hypermedia linkage, search engine key words, graphical design, user interface, audio/video sources, animation, text design; maintenance eg plans, logs, disaster recovery, testing
Accessibility: features eg alternative text, resizable fonts, support for screen readers, adjustable fonts; current standards and legislation eg Disability Discrimination Act, Data Protection Act, e-Commerce Regulations Act, Computer Misuse Act, W3C validation, copyright and intellectual property rights
Design: rules and heuristics for good website design; accessibility; functionality eg timings, navigation, ease of use, user-friendliness; evaluation tools eg W3C Mark-up Validation Service
Environment: features eg Uniform Resource Locators (URL), Hypertext Mark-up Language (HTML), Dynamic Hypertext Mark-up Language (DHTML), Extensible Mark-up Language (XML), JavaScript, Java Applets, plug-ins, client and server-side scripting languages; multimedia eg animation, sound/visual effects; hardware and software requirements eg computer platforms, operating systems, application software; browser behaviour eg execute scripting languages, display Cascading Style Sheets (CSS), applets, Common Gateway Interface (CGI)
2 Be able to design interactive websites
Identification of need: nature of interactivity eg online transactions, static versus dynamic; client needs and user needs eg image, level of security, development timescales, maintenance contracts, costs, search engine visibility; end user need eg appropriateness of graphics, complexity of site, delivery of content
Design tools: concept designs eg mood boards, story boards; layout techniques eg frames, tables, block level containers, inline containers; templates; colour schemes; screen designs
3 Be able to implement interactive websites
Structure: layout of pages; navigation; format of content; Cascading Style Sheets (CSS); page elements, eg headings, rules, frames, buttons, text and list boxes, hyperlinks/anchors, graphical images, clickable images/maps; interactive features eg product catalogue, shopping cart; images and animation
Content: correct and appropriate; reliability of information source; structured for purpose eg prose, bullets, tables
Development: mark-up languages eg (HTML), (XHTML), (DHTML); client side scripting languages eg JavaScript, Visual Basic (VB) script; features and advantages of software languages; web authoring software tools
Tools and techniques: navigation diagram eg linear, hierarchy or matrix; building interactivity tools eg pseudo-code for client-server scripting; adding animation and audio/visual elements; ensuring compliance with W3C; meta-tagging; cascading style sheets
4 Be able to test interactive websites
Review: functionality testing (user environments, links and navigation); content; check user requirements; user acceptance; audit trail of changes
Mechanisms: types eg browser compatibility testing, platform testing, script-language testing; valid (HTML) code; checking functionality against requirements, check internal and external hyperlinks (web files, web documents, images), error detection, error messages, dry running
Supportive documentation: test plan; test results; programmer guidance; user guidance: onscreen help
Learning outcomes and assessment criteria
Assessment criteria for pass
LO1 Understand website design concepts
1.1 discuss the design concepts that have to be considered when designing a website
LO2
Be able to design interactive websites
2.1 design an interactive website to meet given requirements
2.2 evaluate website design with other users.
LO3
Be able to implement interactive websites
3.1 implement a fully-functional interactive website using a design specification.
LO4
Be able to test interactive websites
4.1 critically review and test the website
4.2 analyse actual test results against expected results to identify discrepancies
4.3 evaluate independent feedback and make recommendations for improvements
4.4 create onscreen help to assist the users
4.5 create documentation for the support and maintenance of the website.
Essential requirements
Learners must have access to facilities which will give them the opportunity to fully evidence all of the criteria in the unit.
Learners must evaluate a range of different websites, particularly focusing on design. Learners must be encouraged to identify strengths and weaknesses in the design, and discuss what methods they would use to improve the website. This will of course be taking into account accessibility, relevant legislation, usability, functionality, user friendliness, interface design, etc.
Legislation and accessibility are fundamental aspects of website design. Learners must be made aware of the range of legislation and standards, which have an impact on website design. Learners must understand the importance of legislation. Learners must design and develop their own website. There are many different approaches to website design, all of which demonstrates how a website will be developed, what features and functions it will contain, the appearance, etc. Learners must be able to show that they can apply design skills first before developing a website.
Learners must have access to computing facilities, and web authoring tools to support them with the practical aspects of this unit. Learners must be given a range of activities with plenty of support, which will enable them to create HTML web pages. Further activities must be provided that will allow learners to embed a range of web functions, such as hyperlinks, tables, frames, colour, images, audio, video, etc. Learners must include client-side scripting such as JavaScript.
Evaluation and review continues to be an important theme of this unit, and learners must be encouraged to evaluate their work throughout the entire development process. Thorough testing must be performed on their website, to ensure that it is fit for purpose and meets the requirements/specification. Appropriate testing documentation must be used as a method of capturing test data, and demonstrating relevant testing.
Resources
Books
McFarland D – CSS: The Missing Manual, second edition (Pogue Press, 2009) ISBN 9780596802448
McFarland D – Dreamweaver CS4: The Missing Manual (Pogue Press, 2009) ISBN 9780596522926
McFarland D – JavaScript: The Missing Manual, first edition (Pogue Press, 2008) ISBN 9780596515898
Veer E – Flash CS3: The Missing Manual (Pogue Press, 2007) ISBN 9780596510442
Websites
www.thebestdesigns.com/
www.w3.org
www.w3schools.com
www.webdesignfromscratch.com/articles-and-tutorials/
On successful completion of this unit a learner will:
1 Understand website design concepts
2 Be able to design interactive websites
3 Be able to implement interactive websites
4 Be able to test interactive websites.
Unit content
1 Understand website design concepts
Users: types eg expert, regular, occasional, novice, special needs; requirements eg psychological, cultural, social and environmental, health and safety, education and work
Site analysis: purpose eg communication, real-time information, commercial, government, education, business, entertainment, downloading/uploading, web storage; fit for purpose eg meets organisational and site objectives; planning eg storyboarding, structure, hypermedia linkage, search engine key words, graphical design, user interface, audio/video sources, animation, text design; maintenance eg plans, logs, disaster recovery, testing
Accessibility: features eg alternative text, resizable fonts, support for screen readers, adjustable fonts; current standards and legislation eg Disability Discrimination Act, Data Protection Act, e-Commerce Regulations Act, Computer Misuse Act, W3C validation, copyright and intellectual property rights
Design: rules and heuristics for good website design; accessibility; functionality eg timings, navigation, ease of use, user-friendliness; evaluation tools eg W3C Mark-up Validation Service
Environment: features eg Uniform Resource Locators (URL), Hypertext Mark-up Language (HTML), Dynamic Hypertext Mark-up Language (DHTML), Extensible Mark-up Language (XML), JavaScript, Java Applets, plug-ins, client and server-side scripting languages; multimedia eg animation, sound/visual effects; hardware and software requirements eg computer platforms, operating systems, application software; browser behaviour eg execute scripting languages, display Cascading Style Sheets (CSS), applets, Common Gateway Interface (CGI)
2 Be able to design interactive websites
Identification of need: nature of interactivity eg online transactions, static versus dynamic; client needs and user needs eg image, level of security, development timescales, maintenance contracts, costs, search engine visibility; end user need eg appropriateness of graphics, complexity of site, delivery of content
Design tools: concept designs eg mood boards, story boards; layout techniques eg frames, tables, block level containers, inline containers; templates; colour schemes; screen designs
3 Be able to implement interactive websites
Structure: layout of pages; navigation; format of content; Cascading Style Sheets (CSS); page elements, eg headings, rules, frames, buttons, text and list boxes, hyperlinks/anchors, graphical images, clickable images/maps; interactive features eg product catalogue, shopping cart; images and animation
Content: correct and appropriate; reliability of information source; structured for purpose eg prose, bullets, tables
Development: mark-up languages eg (HTML), (XHTML), (DHTML); client side scripting languages eg JavaScript, Visual Basic (VB) script; features and advantages of software languages; web authoring software tools
Tools and techniques: navigation diagram eg linear, hierarchy or matrix; building interactivity tools eg pseudo-code for client-server scripting; adding animation and audio/visual elements; ensuring compliance with W3C; meta-tagging; cascading style sheets
4 Be able to test interactive websites
Review: functionality testing (user environments, links and navigation); content; check user requirements; user acceptance; audit trail of changes
Mechanisms: types eg browser compatibility testing, platform testing, script-language testing; valid (HTML) code; checking functionality against requirements, check internal and external hyperlinks (web files, web documents, images), error detection, error messages, dry running
Supportive documentation: test plan; test results; programmer guidance; user guidance: onscreen help
Learning outcomes and assessment criteria
Assessment criteria for pass
LO1 Understand website design concepts
1.1 discuss the design concepts that have to be considered when designing a website
LO2
Be able to design interactive websites
2.1 design an interactive website to meet given requirements
2.2 evaluate website design with other users.
LO3
Be able to implement interactive websites
3.1 implement a fully-functional interactive website using a design specification.
LO4
Be able to test interactive websites
4.1 critically review and test the website
4.2 analyse actual test results against expected results to identify discrepancies
4.3 evaluate independent feedback and make recommendations for improvements
4.4 create onscreen help to assist the users
4.5 create documentation for the support and maintenance of the website.
Essential requirements
Learners must have access to facilities which will give them the opportunity to fully evidence all of the criteria in the unit.
Learners must evaluate a range of different websites, particularly focusing on design. Learners must be encouraged to identify strengths and weaknesses in the design, and discuss what methods they would use to improve the website. This will of course be taking into account accessibility, relevant legislation, usability, functionality, user friendliness, interface design, etc.
Legislation and accessibility are fundamental aspects of website design. Learners must be made aware of the range of legislation and standards, which have an impact on website design. Learners must understand the importance of legislation. Learners must design and develop their own website. There are many different approaches to website design, all of which demonstrates how a website will be developed, what features and functions it will contain, the appearance, etc. Learners must be able to show that they can apply design skills first before developing a website.
Learners must have access to computing facilities, and web authoring tools to support them with the practical aspects of this unit. Learners must be given a range of activities with plenty of support, which will enable them to create HTML web pages. Further activities must be provided that will allow learners to embed a range of web functions, such as hyperlinks, tables, frames, colour, images, audio, video, etc. Learners must include client-side scripting such as JavaScript.
Evaluation and review continues to be an important theme of this unit, and learners must be encouraged to evaluate their work throughout the entire development process. Thorough testing must be performed on their website, to ensure that it is fit for purpose and meets the requirements/specification. Appropriate testing documentation must be used as a method of capturing test data, and demonstrating relevant testing.
Resources
Books
McFarland D – CSS: The Missing Manual, second edition (Pogue Press, 2009) ISBN 9780596802448
McFarland D – Dreamweaver CS4: The Missing Manual (Pogue Press, 2009) ISBN 9780596522926
McFarland D – JavaScript: The Missing Manual, first edition (Pogue Press, 2008) ISBN 9780596515898
Veer E – Flash CS3: The Missing Manual (Pogue Press, 2007) ISBN 9780596510442
Websites
www.thebestdesigns.com/
www.w3.org
www.w3schools.com
www.webdesignfromscratch.com/articles-and-tutorials/
No comments:
Post a Comment