Basic Web Design: HTML & CSS
Course Description:
How to design a beautiful and functional website. Students will learn how to take their design and translate it into a live website using Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS) programing languages. HTML5 and CSS3 will be the standard versions used in the class. Students will understand design components of websites, including the use of color, layout and when to use different techniques, typography rules, and the importance of imagery. At the conclusion of the course, students will present a website to the class. Upon completion of this course, each student will have hands-on experience creating a fully functioning website.
Course Details:
| Course Title (District): | Basic Web Design: HTML & CSS | ||||||||||
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| Course Title (NCES SCED) : | Web Page Design | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Accelerate Education | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | National Business Education Association | ||||||||||
| Alignment Document : | https://docs.google.com/spreadsheets/d/1egoQS4S1U9Jd0YxPHCZusg5g60IERR-elPPCMoOBFlg/edit?usp=sharing | ||||||||||
| Academic Terms : | Semester, Trimester, Accelerated, Open Entry / Fixed End | ||||||||||
| NCES SCED Code : 10201 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $0.0
Additional Cost Description: None
Upon completion of this course, students will be able to...
Recognize and understand HTML web page elements.
Know how to write basic HTML code.
Understand and apply effective web design principles.
Enhance web pages using text formatting, color, graphics, images, and multimedia.
Understand and apply CSS to format web page elements.
Apply accessibility standards. Plan, design, and publish a multi-page website.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | Included in Resources > Online Learning Tools - What do I need? |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met | Included in Resources > Getting Started AND Online Learning Tools - What do I need? |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Partially Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met | Provided in the Michigan Virtual Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | Provided in the Michigan Virtual Blackboard learning management system. |
| Privacy policies are clearly stated. | Fully Met | Provided in the Michigan Virtual Blackboard learning management system. |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Partially Met | |
| Assessment and assignment answers and explanations are included. | Fully Met | Rubrics are provided. |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | Students have the ability to rate the lesson as completed as well as a student evaluation at end of course. Michigan Virtual also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met | Per the Maintenance Statement provided by Accelerate Education. |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met | Per the Maintenance Statement provided by Accelerate Education. |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met | All Michigan Virtual instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | Michigan Virtual instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | Michigan Virtual instructors have access to the Michigan Virtual Knowledge Base with tutorials to assist them as well as the Course Issue Tracker to request additional support for technical issues in a course. Students also have a Customer Care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met | Students are offered Michigan Virtual-specific orientation lessons and activites within all courses in addition to the Online Learning Orientation Tool (OLOT) located on the learning management system homepage for students with no prior experience in taking an online course. |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Partially Met | Suggestions for differentiation are given in the teacher's guide |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Fully Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Partially Met | Lessons provide basically one path through the material. Many of the assignments are open-ended, supporting multiple skill levels. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | Michigan Virtual instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Fully Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | Interactive activities, practice, formative and summative assessments. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met | Interactive activities, practice, formative and summative assessments. |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| The grading policy and practices are easy to understand. | Fully Met |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Partially Met | Instructors cannot alter content provided by the course vendor, but Michigan Virtual instructors are permitted to add supplemental materials as needed via the Blackboard Learning Management System. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met | The calendar within the learning management system permits adjustments to the pacing guides, though MV has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Partially Met | Some videos have transcripts but not closed-captioning. |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | Communicated in the intro material, the Michigan Virtual website, and the Blackboard learning management system. |
| Prerequisite skills in the use of technology are identified. | Fully Met | Provided in "Online Learning Tools - what do I need?" |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met | Communicated within the Michigan Virtual Acceptable Use Policy (AUP) through the website and the learning management system. |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met | Course is password protected; the privacy policy is communicated in the Blackboard learning management system. |
Review Conducted By: Michigan Virtual
Date of Review:
03/20/2018
Module 1: Intro to Web Design
Module 2: Layouts and Function
Module 3: Unit 3: Beautification
Module 4: Dynamic Layouts
Module 5: Bells and Whistles - Implementing CSS, Audio and Video
Module 6: Web Hosting
Module 2: Layouts and Function
Module 3: Unit 3: Beautification
Module 4: Dynamic Layouts
Module 5: Bells and Whistles - Implementing CSS, Audio and Video
Module 6: Web Hosting
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 23-24 | 108 | 101 | 93.52% | |
| 22-23 | 88 | 83 | 94.32% | |
| 21-22 | 197 | 181 | 91.88% | |
| 19-20 | 128 | 98 | 76.56% | |
| 18-19 | 135 | 88 | 65.19% |
Students will need a computer or laptop for this course; tablets are not sufficient.
HTML Text Editor (choose one):
(a) TextEdit – For use on Mac – comes with Mac Operating System
(b) Notepad – For use on Windows – comes with Windows Operating System
(c) Text – For use on Chromebook – free app download from the Google Store
Image Editing Software (choose one):
(a) Pixlr – https://pixlr.com/editor/ (in-browser)
(b) GIMP – http://www.gimp.org (downloadable program)
Web-hosting and basic in-browser FTP:
Neocities – https://www.neocities.org
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/