Using the Web to
Teach & Learn
the Web
Dr. David C. Gibbs
Department of Mathematics and Computing
University of Wisconsin-Stevens Point
Stevens Point, WI 54481
dgibbs@uwsp.edu
Introduction
UW-Stevens Point, Department of
Mathematics and Computing
A new major: Web and Digital Media
Development (WDMD)
“… to combine the aesthetic side of web design
with an understanding of hardware/software
and business awareness.”
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Content of the Major
Core Courses include:
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Appreciation of the creative role in art and
music
Survey of Issues involving the Internet
Introduction to Web Programming
Use of Tools for Developing Web Applications
Business Writing
Principles of Marketing and Management
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Two Concentrations
of the Major
Design Focus
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Computer graphics
Digital audio/video development
Professional caliber development tools
Technical Focus
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Client-server
Web applications programming
Data communications
Network management
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Key Foundation
Intro programming course important
for both concentrations
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Prepares technically focused students
for further coursework
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Provides the only “under the hood”
examination for design focused
students
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Content of the Course
HTML/XHTML
 JavaScript
 Cascading Style Sheets
 (eventually) XML
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The Course and its
Activities
Students will complete
eLessons
 eQuizzes
 eDiscussions
 eReview of Peer Coding
 eFolio Creation and Organization
 Course Project
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1. eLessons
Voice over PowerPoint, converted to
HTML; served over the web
Development Strategy
 Identify course objectives
 Formulate programming tasks
 Divide into subtasks
 Content, example, subtask, repeatedly
 Integration of subtasks in whole task
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2. eQuizzes
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Online quizzes administered by
the courseware system
Taken as many times as desired
System records highest score
GOAL: increase time on task;
motivation to study provided by
midterm and final examinations
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3. eDiscussions
Topics of relevance examined bi-weekly
Examples:
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Course project proposal
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Features of freeware editor HTML-Kit
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Establish rubrics for eFolio, Course
Project evaluation
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Finding and sharing reference materials
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4. eReview of Peer Coding
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“Peer editing” (English class)
Online groups of three or four
Each student posts code solution
(HTML, JS) with notes
Groupmates critique, evaluate,
discuss
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5. eFolio Creation
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“Electronic Portfolio”
Requires organizational structure
(directories, hierarchy)
Evaluated by peer eReview
Evaluation rubric created by class
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6. Course Project
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Ideally a “real” site
Immediately implement the
coding skills
Presented “virtually” at the
conclusion of the course
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Text Reading
Old fashioned book-learning!!
(integrated with executing code samples
provided by the author)
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Courseware for Utilities
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Desire to Learn (D2L)
Facilitates:
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Announcements
Quizzes
Discussion forums – peer group and
collective
Gradebook
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Web-based Innovations
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New Wrinkles
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Peer Review
Unique Aspects of this Course
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eLessons as interactive construction
of programming skills
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New wrinkles – Peer Review
Emphasis is upon learning (as
opposed to correctness)
 Turning anti-plagiarism on its head
 Essentially sharing code and
commentary
 Students as teachers
 D2L site
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Unique Aspects
eLessons are a work in progress…
1. Content piece -> eTask
2. Content piece -> eTask
3. …
4. Content piece -> eTask
5. Integrating exercise(s)
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Conclusion
An online course in “programming the web” uses 6
activities:
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Web slides with audio presentation
Online quizzing
Discussion
Review of programming code
Creation and organization of an electronic
portfolio
Integration of knowledge in an authentic project
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Questions? / Comments?
This presentation and paper
http://www.uwsp.edu/cis/dgibbs/WBE2004/
e-Mail
dgibbs@uwsp.edu
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