Last Update: 1/22/02 

COSC330: WEB DESIGN

I am going to use this as the general study guide for all my Web courses as well as for COSC120, so if you you see references to COSC 120 course, don't worry.  Basic online study techniques are content independent, so the following is good for everyone.  However, advice that is characteristic of a particular course will be placed on the study guide for that course. 

CONTENTS:

1. INTRODUCTION
2. DESIGN PHILOSOPHY OF TONY'S LEARNING MATERIAL
3. BASIC STUDY TECHNIQUES
4. STUDY GUIDE FOR A COURSE AS A WHOLE
5. STUDY GUIDES TO SPECIFIC COURSES
6. GLOSSARY
7. SHORTHAND USED ON FEEDBACK ABOUT CLASS ASSIGNMENTS

   This page, "STUDY GUIDE" contains the basic advice for efficient study of one of Tony's online courses . In section 5, below, are links to study guides for each Course.  (These individual Guides are still evolving drafts, so please be patient.) This page, the basic advice, should be helpful to all students, so on-campus students are encouraged to read this page and give me feedback on how to improve it in the future. )  Important note: Do NOT underestimate the advice given in the study guide -- I have created all of my courses based on the assumption that you are (1) following my guidelines in the CHECKLISTS FOR COURSE ACTIVITIES for your specific course, (2) applying the advice in the STUDY GUIDE to your course, and (2) keeping your Promise to Fulfill Minimum Expectations !

NOTE that you can download and edit any HTML pages thus you can customize ("clone") any of my learning material with your annotations!  This is a powerful new learning tool that may take a little getting used to -- see the discussion of the "HTML cloning technique" , below.  Think about it. It is as if you can write your own textbook, taking the author's version and customizing it with your own comments, annotations, examples, questions, etc. -- an ability never before available to students!  Try it out.  (See section 3.1 of the CHECKLIST FOR COURSE ACTIVITIES for more details and an example of how I clone.)

You should add Atomica (formally GuruNet) to your computer to help you during this course (or any time your are on the Web).  It is a superb "one-click information service"  that will display Information (definitions, synonyms, related technology, relevant links, translations to other languages, searches, and relevant books!!!) of any word on your computer screen if you hold down the alt key and click on the word.  You should install this on your computer to give you instant, additional information of any word in my notes!  (Wow!!) You can download the installer from: http://www.guru.net/ .  To install it, simply double click the installer and follow the simple directions; couldn't be easier!
 

2. DESIGN PHILOSOPHY OF TONY'S LEARNING MATERIAL:

1. From a simple viewpoint, an academic course is the transfer of learning from the teacher and textbook to the student . Learning (see Tony's meaning of the term) involves acquiring knowledge, developing understanding , and building skills (the ability to apply knowledge).  In a typical, lecture-based course this transfer is effected by teachers teaching and students studying, but beyond this simple view, diversity in teaching/learning makes it virtually impossible to generalize.  I build all by courses on a simple model of learning (purposefully simplified to make it a memorable basis for explaining my learning material) which has three cornerstones:
1. Knowledge, the foundation of learning, is transferred via:
1. lectures which too often results notes copied from the blackboard. (The lowest form of this involves "the transfer of the contents of the teachers notebook to the student's notebook, without going through the mind of the student".   I don't recall who said this; if you do, please inform me. )
2. textbooks which must be read
3. digital learning material (in Tony's courses) which can be "cloned "
2. Understanding is developed by thinking and facilitated by questions and discussions.
3. Skill is built by practice and facilitated by coaching and tutoring.


This model of learning is illustrated, in memorable form, by the following diagram, "the cornerstones of learning" that I call the "TOL " (Triangle of Learning).

Understanding and Skill are interlinked; experimentation based on understanding enhances skill, and experience gained from applying skills increases understanding. All of my courses are based on the preceding model of learning.  For a complete description of my model of learning and papers based on it see my

" Simple, Useful Model of Student Learning ".

Most of this is fairly familiar (even though I implement them in, perhaps, unusual ways) except that cloning of digital learning material , the primary way I attempt to transfer knowledge to the student, may be unique.  { EXPAND}

2. DESIGN DECISIONS RELATED TO THE ONLINE VERSION OF THIS COURSE : I have made several conscious decisions, based on my previously mentioned Simple, Useful Model of Student Learning , about the format of the online version of this course. I think it is very important that the learner is "tuned in on" their helper, so you should click on the above link and read how and why I present my learning material the way I do.  (It is just as important to read the preface of every textbook -- before you read chapter one.  Many student's ignore this!)   I think understanding what I am trying to do and how I am trying to do it will help the learner use the learning material more efficiently.  In any case, I am EXTREMELY interested in feedback from students about these decisions. It is impossible for me to see this course and its presentation as new student who is unfamiliar with the content and new to the style of presentation.  Therefore, if I am to improve this course,  I must depend on the thoughtful feedback from students (or anyone else who takes the time to use this material).  If you have time, read the design decisions (by clicking on the heading above) and keep them in the back of your mind as you use my online material. Thanks!

3. BASIC STUDY TECHNIQUES:

3.1 Basic Study Sequence ( See section 3 of the CHECKLISTS FOR COURSE ACTIVITIES for details ) :

1. "Clone" my learning material, i.e. copy the current learning module (LM), and modify so the material becomes yours, not mine.  (You might want to get a printed copy of it as well, but I think you should distance yourself from printed material except to make you feel comfortable.)   It is important to recognize that  you should NOT relying on printed copies of my material for study.  In my experience, it has been difficult for students to realize that they can make a personalized clone of any HTML document.
1. Copies of my Web pages provide complete interactivity within the downloaded versions of my learning material (as long as the relative file locations is maintained), and, if you are online (but not necessarily accessing my course Web site), all the links in my material are active.
2. Most importantly, you can personalize you clone of my learning material , i.e. you can change my formatting and color coding as well as insert or delete text, hyperlinks, or even multimedia!  In other words my online HTML documents are really only templates for your development of personalized clone of my learning material.
3. On campus students should print a copy of their personalized material and bring it to class where they can annotate it during class discussion.
2. Get a preview of the content of the material you will be learning, i.e. take a grand look at the forest (overall subject) before looking at the trees (focusing on the details),
1. If there is one, read the study guide for the Learning Module.
2. If there is one, read the Learning Module Summary to get a preview of its content.   Skim* the learning module with the same goal in mind.
3. If there is an an associated textbook, article, Net reference, read* the summary and then skim* the material associated with the learning module (this association will be specified in the STUDY GUIDES TO INDIVIDUAL LEARNING MODULES .
Note that this study tactic of previewing before studying is part of the "SQ3R" method of reading, explained in your CHECKLIST FOR COURSE ACTIVITIES; for COSC 120 you can find this here , but it is in every course checklist.
3. Read* the Learning Module BEFORE the class during which it is discussed. While reading, identify things that you do not understand so you can look for clarification from the class discussion.
1. Use the course schedule to plan the time spent on an individual learning module.  For example, if the schedule specifies four sessions, divide the Learning Module into four roughly equivalent parts and systematically study them in sequence.
2. Use the Preassessment associated with the learning module as a companion during your study.  Read all the preassessment questions associated with the learning module you plan to study before starting your study of that module; this will help you recognize answers as you read.
3. While reading, I suggest that you read straight through the text, i.e. do NOT click on the links that take you to other locations within the Learning Module or to other documents.  Of course this is only a "guideline" not a "rule" , but it is based on what I feel is the most understandable sequence of ideas, i.e. the liner sequence of the sections within each learning module is what I feel to be the most logical way to first read new material.  On the other hand, it is very easy to get "lost in cyberspace"; this is a DANGEROUS HAZARD in using Web-based learning material.
4. Try to fill in the blanks in the text and answer the SAQs and TPQs, but DO NOT get frustrated trying to come up with "Tony's answers".  Simply use the FIB/SAQ/TPQ tools to help you identify your problems so "we" can help you solve them during class.
Note that reading, like previewing, is part of the "SQ3R" method of reading , explained in your CHECKLIST FOR COURSE ACTIVITIES; for COSC 120 you can find this here , but it is in every course checklist.
4. Study the learning module referring to the text to for clarifications.  During your "study" make a sincere attempt to fill in the blanks in the text and answer the SAQs and TPQs, but REMEMBER these are NOT "test questions"; they are learning aids to help you THINK about the material you are studying.  You will probably not be able to answer all (or even most) questions at first reading, so do not be discouraged if you have to dig out the answer by rereading the learning module or text or asking questions in class. When this Web course is finished the FIB/SAQ/TPQ will be linked to hints which are linked to "my answers".  However, remember you are not trying to reproduce "Tony's answer"; I am not interested in making you "Tony Parrots"!
1. When viewing Web graphics that are linked to the learning module, it might be helpful to open another browser window to view the graphic while the learning module remains open in the original window.  Otherwise you will be "bouncing back and forth" between the graphic and the learning module that refers to it.  This is easiest to do, using Windows 95, by right-clicking on the link and choosing Open Frame in New Window from the pop-up menu .
2. NOTE: The Learning Modules are NOT designed to be read (or studied) first.  They complement the course text, articles, Net references, etc. that are more comprehensive and descriptive.  Unless otherwise directed, in the Study Guide, read in the order recommended.
Note that "studying", like previewing and reading (above), is part of the "SQ3R" method of reading, explained in your CHECKLIST FOR COURSE ACTIVITIES; for COSC 120 you can find this here , but it is in every course checklist.
3.2 GOOD STUDENT HABITS:
1. Our class motto will be "ADAPT AND OVERCOME!" from the U.S. Marine Corps. Perhaps the biggest problem with on-line learning is the frustrating fact that online references will change or even disappear without notice.  Thus it is very likely that a link won't work or my instructions will will not perfectly match an online reference.  When this happens, determine what I am trying to help you do and ADAPT AND OVERCOME!
2. On all submissions, write your name, your regular class time, and the length of time it took you to complete the assignment.
3. Find at least one "study buddy" and work and learn together; don't cheat or plagerize; cooperate!
4. If an assignment is due on Friday, finish it _________________________!
3.3 BROWSER STUDY TECHNIQUES:
1. I do not have (and probably will never have) an index for my online course.  However, within a Learning Module, you can find any word by utilizing the Find utility of your browser. (One of the big advantages of a browser-based course!)  In Netscape Communicator you use the Find in Page or Find in Frame items in the E dit menu.
2. The Webopedia should be your primary "Web Glossary" for this course; there is a link on the Navigation Panel.  The others (FOLDOC, CDC, WhatIs, etc.) are outstanding but (in my opinion) not as well suited to this course as the Webopedia.  Therefore, I recommend that, if you are unclear on a term, access the Webopedia; if you still want clarification try CDC (Computer Desktop Encyclopedia), and then WhatIs.
3. If you rework a Web page  assignment that was due on a specific date, leave the original submission with its date on your Web site.  Publish the update with a different name, e.g. the first update of lab6.htm could be lab6ud1.htm.
3.4 ASSESSMENTS AND PREASSESSMENTS, the most powerful learning tools built into this course.   ( See section 3 of the CHECKLISTS FOR COURSE ACTIVITIES )
1. As item 4 of the Minimum Expectations specifies, learning from your mistakes is THE essential learning mechanism of this course.
2. All assessment is focused on learning instead of grading.  In order to emphasize this they are called "Assessments" (and "PreAssessments") not "exams" or "tests".  It is important to read and think about the preamble to each PreAssessment.
1. The subtitle of each assessment significantly describes the subsequent questions as an "OPPORTUNITY to detect and correct things you don't understand!"
2. Every assessment is actually a three stage process
1. Answer PreAssessment questions as topics are presented and use it to study for the associated, subsequent Assessment.
2. Take the Assessment
3. Rework the Assessment to correct you mistakes and earn a " grade normalization " that will be added to your original Assessment score to give your your grade for that assessment.
3. An enlightening exercise is to identify the "nonsense answers" (answers that have no relevance in context of this course) on each Assessment.  (Note that PreAssessments have no nonsense answers, but assessments and evaluations sometimes do.)

If you are attempting to learn this course on your own, without attending the regular classes, you should do the following.  (Note that the following general guidelines are more specifically expressed in section 2 of the CHECKLIST FOR COURSE ACTIVITIES for each course, for example see section2 of the checklist for COSC 120 .

1. Follow the sequence of learning Modules and Lab exercises specified in the Class Schedule, e.g. the schedule for COSC 120; if you are taking the course exclusively via the Web, unless otherwise specified, you must submit your assignment or publish it on your Web site by the date specified in this schedule.  (Of course, if you are not taking the course for credit, you do not have to meet these deadlines, only follow the sequence specified.)
1. Use the Study Guides to the individual Learning Modules to guide your study.
2. Do each of the Lab exercises is the order specified.  Submit each Lab, on time, to be checked and rework and resubmit (along with your original Lab) any part of the Lab that is identified as being incomplete.
3. Answer the questions of the Preassessment associated with a block of Learning Modules and Labs (e.g., in COSC 120, Preassessment 1 covers Learning Modules I and II as well as Labs 1-3 and is a prerequisite to Assessment 1); do this as you cover the associated material in your study -- DO NOT wait until after you have completed the Learning Modules and want to "cram for the exam"!  When completed, submit the Preassessment to be marked; I will identify your mistake after which you should correct your mistakes and use the Preassessment to study for the associated Assessment.
4. Take the Assessment associated with the current block of Learning Modules and Labs.
1. When you have finished a particular block of Learning Modules, Lab Assignments, and Preassessment, take the associated Assessment.  Submit that Assessment for marking, then, when your mistakes are identified, correct those mistakes and submit your corrections to earn the "normalization" (perhaps better understood as a "curve" of your grade) on that assessment; your original assessment score plus the normalization will be your grade on that Assessment.  (See the specification of these terms in section 6.1.4 , below.)
2. After a particular Assessment process is completed, move on to the subsequent block of Learning Modules and Labs (that will be covered in the next Preassessment-Assessment sequence).
3. Follow the preceding process until you have completed the course, then take the Final Assessment.
2. If you are taking the Web course for credit, there are a couple of things on which you and I (Tony) will have to cooperate:
1. If you can not submit or publish your assignments of the dates of the schedule (mentioned in item 4.1, above), you will have to arrange with me a sequence of Lab and Assessment deadlines in order to complete the course so that the University can record your grade in a timely manner.
2. I will have to record you grades as if you were an on-campus student enrolled in the course, so we will have to arrange a way for you to take the assessments in a secure environment, satisfactory to the University.
3. Maintain a spreadsheet of all your grades so that you will know exactly what your current grade is and can quickly determine what you will have to do to earn the grade you want to achieve.  (Note that even if you are not taking the course for credit, you should take the assessments in order to learn from them.  You should also obtain your "grade" simply to see how you are performing compared to the course standard, even if you are not going to have you grade recorded by the University.)  You will have to obtain a copy of the spreadsheet from Tony or download it from the Web site.  The spreadsheet formulas of your copy are identical to those of the spreadsheet in which I maintain student grades and, if you are taking the course for credit, from which I determine your final grade.
4. For practical summary of this,  see section 2 of the CHECKLISTS FOR COURSE ACTIVITIES .

5. STUDY GUIDES TO SPECIFIC COURSES:

{These will be developed during the course, as the Learning Modules are covered in the on-campus course.}

• Study Guide for COSC 100, INTRODUCTION TO COMPUTER SCIENCE
• Study Guide for COSC 120, INTRODUCTION TO CYBERSPACE
• Study Guide for COSC 330, WEB DESIGN
• Study Guide for COSC 390, OOSD IN A DISTRIBUTED ENVIRONMENT USING JAVA
• Study Guide for COSC 450, PROGRAMMING LANGUAGE STRUCTURES

• 6.1 DEFINITION OF "TONY'S TERMS" ("Tony Speak"):

1. "Learning" (the noun) is, in "Tony Speak", the most general term referring to what a student seeks (from a teacher, a book, an experience, etc.). ( Note: "learning" and all its associated terms are use here, from Tony's simplified viewpoint, i.e. this is not a treatise on education!   Therefore, relax, please don't be argumentative about terminology, and try to "tune Tony in" so that you can better understand what and how he is trying to help you do with his learning material.)   Learning, in "Tony Speak", is the interactive combination of "KUS" (Knowledge, Understanding, and Skill (the ability to apply)).
1. Knowledge (K) which consists definitions (terminology), facts, laws, axioms, etc.  These are things that really are not open to interpretation, i.e. the learner has to "memorize" (used loosely) knowledge.
2. Understanding (U) is personalized, internalized knowledge that the learner acquires by thinking about knowledge.  Thinking can be motivated by questions, from the learner, his/her peers, or the "helper" (the teacher).  The helper/teacher functions as tutor, promoting discussion (e.g. Q&A sessions) among the learners.
3. Skill (S) is the ability to apply Knowledge that the learner acquires by practicing with knowledge.  It can be promoted by following procedures where the helper/teacher functions as a coach, i.e. coaches the student practice sessions.
See Tony's simplified Model of Learning .
2. "Learning Modules": These are the subdivisions of the content portion of the course.  They are the hypertext equivalent of chapters in a typical textbook.
3. Learning tools integrated into the learning modules.
1. "SAQs" (Self Assessment Questions) and "TPQs" (Thought Provoking Questions) are learning aids that will be used throughout my notes. Both types of questions are designed to help you focus on the essential characteristics of fundamental concepts. SAQs act as "traffic lights"; if you can't answer one, it is a symptom of a misunderstanding and you should review the notes to correct it. TPQs may have more than one correct answer; they may not even have any correct answer; they are simply there to make you think! You are strongly urged to think up your own SAQs and TPQs, using these as guides. Searching your mind for such questions helps you to identify important concepts and think about them; thought is essential to understanding!
2. "FIB": The blanks in the text, like the SAQs and TPQs are learning aids. As such, the answers for them should NOT be written in the blanks; that simply turns the learning aids back into normal text (you are a spectator). Instead, if you feel you must write the answer down, place it in the margin or at the end of  the chapter; then when reviewing the FIBs (Fill in the Blanks), SAQs and TPQs will make you think. (You become a PARTICIPANT instead of simply a spectator.)
4. Assessments and PreAssessments .....
5. Terms associated with assessment:
1. "Score" is the original percentage of the assessment you answered correctly.
2. "Normalization" is the amount that your score is raised in order achieve a grade on that assessment.  You earn the normalization by correcting the mistakes on the original assessment , thus fulfilling the 4th Expectation of this Course.  Normalization makes your grade correspond to that of students who have taken the on-campus course.
3. "Grade" is your score plus the Normalization.  It is the number that will be recorded my grade spreadsheet and which will contribute to your final grade for the course.
6. Specific terms:
1. read: The word "read" means to read straight through the designated text, i.e. don't "study" it; this is intended to give you an overall picture of the material to be studied later.  Of course, the time honored approach to reading is to skim the text (reading section headings, highlighted words, picture annotations, and other emphasized materials as well as looking over visual aids) before reading all the text in sequence.
2. skim: read essential parts of text with the intent of gaining an overall preview of the material , i.e. read section headings, highlighted words, picture annotations, and other emphasized materials as well as look over visual aids

>>>haven't linked every possible term to a definition.  ...have linked ones that I suspect are unfamiliar and ones that have a different (or additional) meaning than standard definitions.  Webopedia definitions are assumed to be standard for this course; other references are supporting information.

• I use three comments so frequently that I prefer to use abbreviations.  They are explained below:

1. DC! stands for dangerous confusion.  This is the most important feedback comment that indicates that your misunderstanding is something that can handicap you learning, something that you must correct.  If you can't do this on your own or by consulting others, be sure to see me.
2. BOD stands for benefit of the doubt.  This indicates that, although your answer is not correct, it appears to me that you are "on the right track", i.e. I understand what your are "trying" to say.  This means you get partial credit or perhaps full credit.  However, this comment does indicate that you should correct your confusion.
3. OK means that your answer is acceptable, but not what was anticipated.  I did not deduct points, but, because the whole point of assessment is to help you understand, you should figure out what was expected.
An "X" on your answer means your answer is wrong, i.e. "INcorrect", and a "/" (A single diagonal line through your answer) indicates your answer is NOT correct. (SAQ: what is the difference?)  I deduct full points for wrong answers, but treat answers that are not correct as BOD.