Web For Business. Successful completion of Discover IT! with a C or better. Online with regular class days using

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1 Web For Business Topics Covered This course will show you: How to build your own website. File management skills. Find files anywhere on your computer. HTML essentials. Learn the language of the web. CSS essentials (Cascading Style Sheet). Add color and design to your pages. SEO Search Engine Optimization Publishing pages to the web Use FTP (File Transfer Protocol) Course Details High School South Central College Course Title Web For Business COMP Web For Business Credits 1 high school semester credit 3 SCC credits Description Prerequisite Format Weekly work time Build a website using HTML5, CSS3, and JavaScript The learning activities and project work emphasize time management, problem solving, and professional communications. Successful completion of Discover IT! with a C or better. Online with regular class days using hours (approximate) Required Hardware: A Windows, Macintosh, or Chromebook computer. Most students prefer to bring in their own laptop, using the college computers to view labs and file specs. This allows you to set up and maintain your own programming environment. A Windows or Macintosh laptop is preferred over the use of a Chromebook so the student can work in a professional development environment. Several skills and techniques covered in this course cannot be done on a Chromebook. At least one flash drive to store your work. Earbuds - There are a lot of videos in this course. Keep a set of earbuds with you so you don't miss out. Required Software:

2 Chromebook: The text editor Caret. Windows: NotePad++. Macintosh: Text Wrangler. Google Chrome browser. Available at brand=ecwe&installdataindex=google-ntp. This is an open-source browser with many excellent extensions that will make your programming much easier. Students must have access to the web the entire course. Textbook No textbooks are required for this course. However, if you are interested in purchasing a text this is recommended: HTML and CSS: Design and Build Websites 1st Edition, by Jon Duckett, John Wiley & Sons, ISBN Free Reference Charts: HTML5 Element Summary - A 1-page summary list of the most popular elements. HTML5 Element - Complete List - A 4-page summary of all the HTML5 elements from Smashing Magazine. CSS3 Summary Sheet - A 5-page chart from Smashing Magazine Course Goals 1. Create and publish information to the web. 2. Utilize the web as an essential marketing tool. 3. Increase critical thinking skills and demonstrate effective problem-solving 4. Recognize and improve time management skills. Student Learning Outcomes Utilize good file management skills to organize files and folders. Create new folders using a consistent file naming scheme.* Move and copy files to different folders and/or to different devices.* Demonstrate how the file path shows the computer where files are located in the file structure.* Dissect a complex URL describing protocol, domain, path, and file name. Communicate how a browser works with web pages using text and drawings. Draw a diagram showing how the web works.* Explain what parsing is and how the browser uses parsing to convert HTML text and image files into a web page.* Demonstrate how image files are handled separately from the HTML text files.* Define the difference between elements, tags, and attributes.* Use HTML commands to create a web page. Create a web page using the essential HTML commands common to every web page.* Display the web page using a browser without being connected to the Internet.* Incorporate effective commenting on a web page.* Create a useful skeleton (template) to speed web page development.*

3 Establish a workflow for developing and viewing a web page.* Use at least four semantic elements introduced with HTML 5. Lists and Links Demonstrate how to display a bulleted list on a web page.* Demonstrate how to display a lettered list on a web page.* Utilize at least three special characters on a web page.* Add a horizontal rule to a web page to increase readability and page organization.* List one technique you use to keep from procrastinating. Add hyperlinks to a site out on the internet. Use links to jump to a different page on the same site. Use anchors allowing the user to quickly jump to specific sections on a page. Use attributes to open a link in a new tab or window. Incorporate a thumbnail image that will display a larger image when clicked.* Demonstrate a technique that keeps you focused on a task. Validate the HTML code used on a web page. Describe why standardization of HTML and CSS code is crucial.* Utilize a validation tool to ensure HTML code meets the web standards.* Justify situations when the HTML standards can be ignored.* Incorporate various HTML elements to make a page more interesting. Incorporate comments on each web page to assist in future code maintenance.* Utilize at least three different heading elements on a web page.* Point out the difference between an attribute, a tag, and an element.* Use the <div> and <span> elements correctly to style specific blocks of text.* Incorporate images in a web page. Incorporate a thumbnail image that will display a larger image when clicked.* Format images on a page so text wraps around the image.* Discuss the ethics of using other people's images from the web.* Describe the benefits of various image formats including.jpg,.gif,.png., and.svg. Describe what Creative Commons is and why it is useful for web development.* Utilize both raster and vector images on a web page. Utilize basic graphic editing tools. Create an image using SVG coding. Describe the difference between high-resolution graphics and web graphics. Utilize Cascading Style Sheets (CSS) to style web pages and images. Use CSS to format standard HTML elements.* Utilize CSS Grid Layout to position content on a page in rows and columns. Add background images to pages and buttons keeping UX (User experience) in mind.* Use CSS Flexbox, unordered lists, and hyperlinks to create a menu system.* Utilize CSS Flexbox to control the flow of elements inside a block. Determine when to use the id=" " attribute and the class=" " attribute when naming particular elements on the page.

4 Design responsive web pages queries. Describe how HTML, CSS, and JavaScript are used to differentiate between logic, content, and presentation. Include CSS using an external style sheet, embedded code, and inline code. Describe the hierarchy (which technique overrides the others) and when each type is appropriate for external, embedded, and inline CSS. Validate the CSS code ensuring it meets the W3C Standards. Incorporate block comments on each web page to assist in future code maintenance. Design responsive web pages that will automatically adapt to different screen sizes including mobile devices. Demonstrate use of external, embedded, and inline CSS styles. Use web developer tools to help debug CSS problems. Publish web pages out on the web using File Transfer Protocol (FTP). Organize web pages on a local computer or cloud IDE as the dev source for a published web site.* Publish a web page by making a copy of local files out on a web server.* Demonstrate workflow including editing local files, displaying them in a browser, FTPing them out to a server to be published, and then viewing the page.* Demonstrate time management skills. Display tabular data on a web page using HTML tables. Analyze when a table should be used vs using CSS.* Use the HTML table elements to create a table with rows and columns.* Use the <th> element to add headings as part of a table.* Utilize CSS to style the table for a positive UX (User experience) and readability.* Document a problem-solving technique that you use. Forms and Multimedia Add a form to a web page with a text box, listbox, radio buttons, checkboxes, and a submit button. Include at least three HTML5 form elements in a form. Use CSS to style the form for improved UX. Create and publish a video on a video server such as YouTube. Embed online videos on a web page.* Add sound files to a web page.* Add a Google map link to a web page to show a specific location.* Build a site using a CMS such as WordPress Create a website using a CMS. Utilize your skills with CSS to change the look and feel of your CMS Draw a sketch showing how a CMS works, using a database to store content. Create a home page for your CMS other than having blog entries. Create a menu system for your CMS. SEO (Search Engine Optimization) Show three features of Google Analytics that will help you track the effectiveness of a web site.* Decide on three techniques that can be incorporated into a web page to increase the SEO of the page.* Determine two different ways a site can be marketed.*

5 UX - User experience Explain the issues involved in copyrighting, trademarking, and licensing. Identify the issues related to working in a global environment. Research how a social media site can be used to market a product, service, or an idea. Create pages that are accessible to people with different types of disabilities. Design for accessibility, taking into consideration Section 508 of the Rehabilitation Act. Describe the software design principles. Describe the mechanics behind dynamic websites and how they differ from static sites. Consider getting your own domain. * Items included in the South Central College syllabus for concurrent credit. Course Design This content in this course consists of multiple modules. Each module consists of two parts: (1) Learning Activities - Do these first to learn the material. These include tutorials, practice code sessions, selfquizzes, and videos. (2) Assessment Activities are designed so you can demonstrate how well you have learned the material. These consist of projects, grade quizzes, and other assessments. Working on the projects before doing the learning activities is like describing a book before you've read it, or playing a sport before you learn the rules. Learn the material first and then do the project work. Is it smart to look over the project before you start the Learning Activities? Absolutely. It will give your brain a roadmap and a reason why as you do the Learning Activities. Grading Scale % 90-93% 87-89% 83-86% 80-82% 77-79% 73-76% 70-72% 67-69% 63-66% 60-66% 59% and below A A- B+ B B- C+ C C- D+ D D- F The grading for this course is performance-based. You will not be graded a curve. This means that your grade is based on the work you do and not on what grade others in the class receive. As your instructor, I am the record-keeper of your points. I do not give you a grade. I only keep track of the points each student has earned based on how well you accomplished specific tasks. Student Expectations Be responsible for your own actions. Actions (as well as inactions) will always give you specific results. For example, if you don't turn in projects or you skip several quizzes, the specific results will be a lower grade. Don't expect different results from your own inactions. You are responsible for your own actions. Not the instructor, or administration, or your other classmates or your friends. It all comes down to what you decide to do or not do and what results you want. 1. You must have access. It is expected that you have a working computer at home and are connected to the Internet. Do not try to take this course without these two important tools. All of the material is located online on the LMS (Learning Management System) and not having access to the web is like driving a car without wheels.

6 2. Do the work. It is expected that you have done all of the Learning Activities for the week including the selfquizzes. Do these before you attempt to complete the project work! It is expected that some work will be done outside of class. Treat the learning activities as you would any other homework. 3. Meet deadlines. For Projects - Build on the bonus points by turning in projects early. There is also a 48-hour window (with a 20% penalty) after the due date. After that, no projects are accepted. For Quizzes - You have one week to take each graded quiz. Miss that huge window of opportunity and you have lost out on those points. Due to the time-relationship between the self-quizzes (as learning activities) and the graded-quizzes (as assessment activities) there will be no graded quizzes allowed after the established deadline. Bonus Points for Early Submission - No late projects, papers, or quizzes will be accepted unless you have made prior arrangements in writing with the instructor and have a valid and documented reason. The instructor may offer an early submission bonus on some projects. Take advantage of these whenever you can. There will be no makeup or 'extra credit' opportunities at the end of the semester. 4. Understand that learning is moving out of your comfort zone. Learning is about change and change means being willing to move out of your comfort level into new areas you haven't explored before. 5. Communicate as a professional. Always write using proper grammar and spelling. In the professional world, you are judged by all your written communications. Address people using either their title and last name (Professor Smith, Ms. Boyd, Mr. Martinez) or by their first name. Please save the "Hey" salutations for your buddies and friends. It is not considered appropriate for business communications. 6. Stay connected. Have all your school s forwarded to your personal address and check your at least once each day. Have notifications turned on for Slack so you know when the instructor has posted a message to the class or to you personally. Your College Transcript If you are taking this as a concurrent college course you are building your college transcript. Your transcript will" follow you for many years and is often a critical factor used in hiring decisions. Concurrent credit also has the added responsibility of meeting the college's standards. As a concurrent course," this is the same as taking a class on campus. The college student handbook is included as part of the course" materials on the LMS (Learning Management System).

7 Course Schedule (subject to change) Academic Dishonesty Policy It is important that students are held to standards that uphold concepts of academic honor, integrity, and honesty. That is the best way to ensure that learning can effectively take place in this, or any, course. South Central College has crafted the following policy: Academic Dishonesty includes misconduct associated with the classroom, laboratory or clinical learning process. Some examples of academic misconduct are cheating and plagiarism. Cheating includes, but is not limited to: a. Use of any unauthorized assistance in taking quizzes, tests or examinations b. Dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems or carrying out other assignments or, c. The acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff. Plagiarism is intellectual theft and includes, but is not limited to, the undocumented use of information paraphrase or direct quotation from the published or unpublished work of another person or source; plagiarism also includes using papers/writings from an agency engaged in the selling of term papers or other academic materials. Academic Dishonesty will not be tolerated in this course. For more information about the penalties involved in a violation of this policy, please consult the Student Handbook.

8 South Central College Accessibility Statement South Central College strives to make all learning experiences as accessible as possible. If you have a disability" and need accommodations for access to this class, contact the Academic Support Center to request and discuss" accommodations. North Mankato: Room B-132, Faribault: Room A-116, Additional information and forms can be found at: This material can be made available in alternative formats by contacting the Academic Support Center at Your Instructor Peter K. Johnson - pjohnson@mnscsc.org Website: Mobile: Office Hours: 8 a.m. - 5 p.m. Monday-Friday via Slack. Other meetings by request. Revised: