HTML website

timer Asked: Apr 13th, 2017

Question description

create a HTML website according to the guideline and research paper below

ITE 115 Website Project ***No Late Submissions*** Web Site Specifications (10% of final grade) Overview As part of this project, you will publish the research paper on the web and will include graphics and links to related information. Information on your web site must have incorporated instructors’ feedback on research paper and is carefully proofread, spell checked and verified for information accuracy. In addition, your site must not infringe copyrights by using media (e.g. video, images) or text without appropriate permissions. Project Objectives • • Demonstrate your ability to use web based technologies to communicate your understanding of a selected technology related topic Make obvious your ability to seek permission from the originator for the copyrighted material and cite references appropriately • Have at least one of the following additional requirements on at least one if not on all of the content pages: Original artwork, Digital photograph and Public domain Clip art o Original artwork • Original artwork created by you in Adobe Illustrator, Photoshop, MS Paint or other graphics software. A single colored or plain gif or jpeg image does not satisfy this requirement. Using this gif or jpeg image as a background image will not satisfy this requirement. o Digital photograph relevant to the chosen topic • Digital photograph (you have taken yourself) and is relevant to the topic. The digital photograph file must be in a gif or jpeg image format. o Clip art (e.g. gif image). If not stated on the web that the media is free, you must consider the media to be copyrighted, and therefore you must have permission to use the media (video, clip art/image, etc.) in your website. 4. Reference page • Cite all references in accordance with APA style/format on a separate webpage. • In addition to content reference listed in the research paper, include video references (for all videos used), clipart/image references (for all clip art/images used) and original artwork references (for all original artwork used) on the reference webpage. • Media (video, clip art/image, etc.) reference: o Video and clip art/image reference will include the following. Description of the media (video, clip art/image), how it is related to your topic, name of artist/copyright holder, date that you obtained the media (video, clip art/image, etc.), a link to the source URL and a link to the source site’s page granting you permission to use and the conditions of use. • The page granting permission may have the following names but is not limited to these names: Terms of Use, Terms of Service, Copyright or Legal. • If you have obtained specific permission (paper mail, email or verbal) to use the item, use this statement “permission obtained from the artist/copyright holder”. • If you are using Microsoft Clip Art, indicate that you used Microsoft Office (e.g. retrieved from Microsoft Office 2010 Clip Art collection). o Original artwork reference and digital photograph will include the following. Description of the artwork or digital photograph, name of the software used to create the artwork, date the artwork or photograph was created/taken, and the statement "artwork is original and created by me" or the statement “digital photograph was taken by me”. o Each type of media (video/original artwork/digital photograph/clip art) will include an annotation - a sentence or two explaining how the media is related to your research paper. • Each web reference/source will have an active link to the source/database URL including information requested in the research paper instructions. Note: This project must be your own work. If you get help from someone else (e.g. The Media Center), you must state this on your references page (be specific). 5. Menu Insert a table at the top of each page of your research paper that contains links to every page of your project. The borders of the cells must be visible. Use of FRAMES is not permitted Submission The project must be in your NVCC server. There must be a link from your index.html file (i.e., homepage) to your project. Thus, when the instructor goes to, the instructor will see a link to your project. All projects must be stored in your NVCC server to receive credit. Your pages should include appropriate formatting and graphics, and should be linked to other relevant pages. All links must be active links to navigate the reader to respective webpages. Help STARS Program: The students of the NOVA STARS program are available by appointment to help students taking IT courses with specific tutoring needs. Send an email to the STARS tutor to set up an appointment. Online tutoring is also available. Open Labs - The Open Computer Lab Supevisor - Hussna Azamy is available to provide help sessions on HTML and uploading the files to the NOVA server. You can contact her directly - Woodbridge Tutoring center KEEP CURRENT BACKUPS AT ALL TIMES. "The computer ate my project" will get you sympathy, but no points. Testing Test your project on campus computers. If it does not load in a reasonable amount of time, your instructor may not be able to view it. If we can't view it, we can't grade it. So, it is a good idea to test your website from different location (library, lab, your friend’s machine, etc.). Grading Criteria Comment Code A Content 1. 2. 3. 4. Embedded video not on first page of content No link to paper PDF or Wiki or Blog on title page Website does not contain a webpage for every page in research paper No improvement in paper based on Instructor’s comments on research paper • • • • 5 points 5 points 5 points 5 points B Layout 1. 2. 3. 4. No ordered or unordered list The content including links is difficult to read due to poor color contrast Text formatting (font type and size) not appropriate for web page presentation Webpages do not correspond to each page of the research paper C Internal and External Navigation Use of Media 1. Has more than 2 broken links or more than two inactive links 2. Has no menu table on each page at the top of page with links to each individual page 3. Poor navigation system • • • • • • • 5 points 5 points 5 points 5 points 5 points 5 points 5 points 1. No embedded YouTube video or No Image 2. No Blog or No Wiki or No PDF 3. Media is not appropriate size (too small or large) for the amount of content • • • 5 points 5 points 5 points E Citations 1. 2. 3. 4. 5. 6. Missing APA research paper reference in Bibliography Missing APA media reference in Bibliography No annotations No Terms of Use/Service/…etc. link for media reference or no permission statement No APA citation on content pages (in-text citation) No active link to the web source or online database on reference page • • • • • • 5 points 5 points 5 points 5 points 5 points 5 points F Other 1. 2. 3. 4. No project or incorrect access permission, or project modified after due date Project not on NVCC server Honor Code violation Responsible Use of Computing Violation (commercial use or advertising on the web page) 5. Forbidden use of an HTML editor or frames 6. No grade at this time. See you instructor. • 100 Points D Criteria Grading Guide Total Points
Running head: DIGITAL LEARNING 1 How Digital Learning is going to Change Education Khulood Alsamiri Northern Virginia Community College DIGITAL LEARNING 2 How Digital Learning is going to Change Education Introduction Over the past years, education system mainly incorporated traditional methods of learning. These included the use manual systems and hard copies to access the content to be studied, for example, textbooks and exercise books and even the physical appearance of the teachers for any teaching to go on. Though educating the individual and the society was made possible, it has always been a laborious, expensive, and lengthy process. The efficiency, accessibility and even the cost of education have been considerably a major challenge, and the cost of books sometimes becomes unaffordable. Therefore, with the experience of digital revolution worldwide, learners and teachers and institutions have grappled with the need to make education more efficient, convenient, effective, and affordable; a feature offered by the digital system (Rondon, Sassi & Andrade, 2013). With the adoption of technological devices in learning, noting that they are easily accessible, far-reaching, and cost-effective, the future holds great possibilities to be achieved by academic institutions and students. This paper will briefly discuss the impact of technology-based learning, particularly the availability, convenience, accessibility, and more so, affordability for all. Background The education system has gone through tremendous changes more so, with the recent introduction and development of technology-based learning. The potential transformation has been observed up-to-date with the realization and use of computers in the teaching sector. In the past, physical appearance in the classroom was necessary where the student and the teacher interacted in the learning process. This has evolved a great deal with online (e-learning) coming into play in this sector. The universities and other educational institutions have introduced DIGITAL LEARNING 3 distance learning which allows lecturers to teach students in different locations. Additionally, the sharing of materials online and even assessment procedures is possible without physical meetings. This paper explores these evolutionary changes putting into consideration the benefits, legal and ethical issues, security concerns and even the social problems inherent in the digital system. Potential Benefits The digital revolution has birthed innovative media forms, applications and systems that have made learning more accessible and convenient for learners, institutions and the instructors (Dankbaar, & de Jong, 2014). Notably, learners can access the learning material and carry out discussions without necessarily having a teacher in front of the class, and the teachers can teach, send assignments and assess students from the comfort of their home or office. Similarly, institutions have a wider reach of students, and they can share lecturers easily with other universities without having them physically available every other time. Communication to the students about fees, timetables, and consultations are done through online blackboards or other online platforms such as student portals. Notably, smartphones, computers and other devices with internet connections like tablets make digital connections possible. This provision brings out the learning functionality and defines its effectiveness among the users. Through these connections, practical exercises, interactions, responses, and repetition of ideas are provided with ease to all students. Digital learning will improve the delivery of information in a more efficient manner and supplement some of the deficiencies in the current system of education. One of the shortcomings that the digital system has overcome is accessing reading material at any point in time, for example, when one is traveling or is not physically available in an environment that allows DIGITAL LEARNING 4 reading a book. As an example, the training and education of medical professionals using digital games are widely adopted. Termed as “serious” games, they bring about real nature of a normal surgery where eye-hand coordination is very critical (Rondon et al., 2013). The users of this application games to enhance and improves their coordination and familiarity with the skill of the surgery. This not only provides learning to the trainees, but also develops specific needs in a distinct population. With the use of technology, there is an apparent opening up of the education system. Openness has been achieved through open assessment of students, open learning platforms, and open educational resources (Brussels, 2014). The free curriculum ensures the available resources are used by the learners optimally across different disciplines and according to their needs. For instance, once the school pays for an e-library, one e-book can be shared by various departments conveniently. While open learning provides teachers, experts, and other stakeholders in the process of learning with mutual understanding, digital platforms ensures services or information is shared at all levels (Brussels, 2014). Open assessment allows learners to evaluate and gauge themselves or to be assessed by their teachers in the process of learning without necessarily going through the standard education accreditation procedures that are time bound. Legal and Ethical Issues Involvement of technology in the education system has led to the emergence of various ethical and legal issues that include good etiquette, student privacy and safety, accessibility of some unauthorized websites, and information restrictions (Cain & Fink, 2010). To address this, schools need to introduce cyber ethics to their students. It is important that the pupils are aware and communicate with the educators in a language that is acceptable to them as a way of observing the best etiquette. Secondly, teachers have the responsibility to uphold safety and DIGITAL LEARNING 5 privacy of the learners. Students should be safeguarded from risky information from external sources, which can be done by an early coaching of the pupils. Although students are able to access online materials at their own convenience, restrictions should be provided by the schools. Some of these materials may accidentally expose students to early sexual life or even games that lead to violence. Security Concerns Similarly, Henriksen et al. (2013) define information security as a system with integrity, confidentiality, and availability of the data. With the use of technology-based education system, questions arise from these areas. While confidentiality pertains to the disclosure of the information, integrity brings a sense of whether the materials being accessed are credible and relevant. Sometimes this information could be hacked, for example, to enable students to access to examination materials or change their grade. Most importantly, the information should be available for use from the entities that are authorized, remain integral, and ensure it is for the right purpose. The IT department should be apt with the current security threats and ring-fence the systems from attacks. Social Problems Digitalized education comes along with a variety of social constraint such as creating a “digital divide”. This refers to the apparent inequalities in part of the society who are unable to access the digital information due to their socioeconomic status, resource allocation, gender, and even races (Guze, 2015). A number of people from low economic backgrounds or due to the technology itself being expensive could have difficulties in acquiring technological devices used in learning setting; hence, cutting them off from the potential benefits. The minority racial groups could be left behind in the context of the digital revolution due to poor access to digital DIGITAL LEARNING 6 resources. Importantly, equitable resource allocation sets the basis for digital education; hence, reducing the so-called “digital divide” gap in the society. In many cases, this does not happen, and such a system would lead to a bigger division in education levels of communities. Further Required Research In addition to the impact of technology on education, further research is needed to clarify some unanswered questions. The rationale behind improving efficiency in learning needs to be well structured. Secondly, there is a reason for identification of the specific groups such as teachers, learners or the peers to support the content acquisition. Researchers need to come up with clear ways on how the digital system should support the various needs of the user of the digital system roles and create standards across learning institutions. Thirdly, technology should supplement learning and not replace it totally; it should set out clearly what needs to be terminated from the traditional system or enhanced. Notably, researchers need to focus on the specific events that are a direct consequence of digitization of education and what are the roles to be played by specific offices or individuals. Conclusion In conclusion, development of digital technology has risen immensely. The incorporation of the same into the learning institutions has been encouraged. An array of merits including effective, individualistic and learning that is pocket-friendly to most of the learners. It has also brought about collaboration in the education sector where the stakeholders are able to link and share the information quickly and conveniently. The new education policies that are to be made have to put into consideration the growing technology, and its impact on learning institutions. These policies should look into the legal, ethical, security and social problems that can come with this technology-based education. DIGITAL LEARNING 7 References Cain, J., & Fink, J. L. (2010). Legal and ethical issues regarding social media and pharmacy education. American Journal of Pharmaceutical Education, 74(10), 184. Dankbaar, M. E. W., & de Jong, P. G. M. (2014). Technology for learning: how it has changed education. Perspectives on Medical Education, 3(4), 257–259. Guze, P. A. (2015). Using technology to meet the challenges of medical education. Transactions of the American Clinical and Climatological Association, 126, 260–270. Henriksen E., Burkow T. M., Johnsen E and Vognild L. K. (2013). Privacy and information security risks in technology platform for home-based chronic disease rehabilitation and education. Medical Informatics & Decision Making, (13) 85. Rondon S., Sassi F. C., & Andrade R. F. (2013). Computer game- based and traditional learning method: A comparison regarding students’ knowledge retention. BMC Medical Education, 13:30.

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