alert_red.gif last: 9/23/03 alert_red.gif



COSC 330
WEB DEVELOPMENT
CHECKLISTS FOR COURSE ACTIVITIES
CONCISE RECOMMENDED SEQUENCES FOR VARIOUS STUDY PROCEDURES
( Designates important, unusual items that need to be discussed in class)

CONTENTS:

  1. BEGINNING THE COURSE
  2. STUDYING THE COURSE
  3. STUDYING A LEARNING MODULE
  4. PERFORMING A LAB ASSIGNMENT
  5. PREPARING FOR AND TAKING AN ASSESSMENT
  6. DEVELOPING YOUR COURSE PROJECT
  7. PREPARING FOR THE FINAL EXAM
INTRODUCTION :

   This page offers concise summaries of my recommended sequences of activities for various study procedures.  It is primarily addressed to independent learners, but it should also help regular students to adjust to (1) my (atypical) approach to helping students learn and (2) my requirements for satisfying assignment specifications.  All of these sequences are explained in detail in the Study Guide for the course, but this is a quick reference/reminder that should help you develop these into effective habits for learning this course.

1. BEGINNING THE COURSE:

  1. Take the online PREREQUISITE EVALUATION FOR COSC 330 and evaluate your understanding of the prerequisites of COSC 330.
    1. If you have NOT taken COSC 120 and can NOT answer most of the questions on this PREREQUISITE EVALUATION, you should probably take COSC 120   instead.  (Click on the preceding link and access the syllabus via the link in the Navigation Panel to the left.)
    2. If you have NOT taken COSC 120 but you CAN answer all of the questions on this PREREQUISITE EVALUATION (even if you have to do a little reflection or review to do this) you should talk to me (Tony Tracy) about whether or not you are prepared for COSC 330.  If you have experience creating Web pages and are competent in the use of an FTP client, e.g. WS_FTP, you should be prepared to master COSC 330.
    3. If you have taken COSC 120 and can NOT answer most of the questions on this PREREQUISITE EVALUATION, you should BE ASHAMED OF YOURSELF!   Chuckle, you should review the content of COSC 120 until you make 100% on the PREREQUISITE EVALUATION AND are comfortable with ALL your answers!  Then, you will be prepared to master COSC 330!   GOOD LUCK!
    4. If you have taken COSC 120 and can answer most of the questions on this PREREQUISITE EVALUATION, you should review the content of COSC 120 until you make 100% on the PREREQUISITE EVALUATION AND are comfortable with ALL your answers.  You should, then, be prepared to master COSC 330!  GOOD LUCK!
  2. alert_red.gif  As an introductory orientation exercise, take the online version of the public Proficiency Evaluation of COSC330 .
    1. This is the Final "Exam" on which you should be able to make 100% -- after you finish the course.  Obviously if you can make 100% now you shouldn't waste time taking this course!  However, this "evaluation" will give you preview of what you can expect to learn by the end of the course.
    2. Taking this final evaluation now should help you focus on what is important in the course content. Note that you can take this any time or as often as you want to during your study of the course.  (Of course you shouldn't wear it out, so that it looses it's usefulness.)
    3. Obviously there is no grade, and no one, other than you, will know what your score is, so don't cheat yourself; if you do not know a question, don't guess -- skip it! This is discussed further in the introductory comments of the evaluation so be sure to read them carefully before taking the evaluation.
  3. If you are prepared for COSC 330, Read, in the following sequence, the preliminary descriptions of course components AND clarify your understanding of these by asking me questions.  (Although each of the following is important, those marked with a gold star,  , are critically important so they should be carefully "studied"!)  ( NOTE: links to most of the following can be found in the Navigation Panel (the left frame of your browser window); these can be used from any page in the course material.)
    1. COURSE SYLLABUS ,
    2. ONLINE COMPUTER SCIENCE COURSES .  This is not directly relevant to COSC 330, but it will give you a perspective of how the course fits within other computer science courses (particularly COSC 120) and amplify the independent-learner focus of all my courses.
    3. TENTATIVE SCHEDULE , (This is the default sequence of the course presentation; modifications of this will be published on the Course Announcements page.)
    4. BASIC STUDY GUIDE for Tony's online courses, which contains links to the study guides for the individual courses. 
    5. TONY'S GOALS OF &  AND ADVICE FOR HIS LAB EXERCISES ,
    6. STUDY GUIDE
    7. CHECKLISTS FOR COURSE ACTIVITIES (this document you are reading, i.e. you should read through the whole thing),
    8. Explanation of icons, color coding, etc . used in Tony's online courses, and
    9. Last, but MOST IMPORTANT, A PROMISE TO FULFILL MINIMUM EXPECTATIONS ; this is THE key to learning this course effectively (an consequently earning a good grade!).  Sign it, and keep it as a bookmark in your studies as a constant reminder of you commitment to a disciplined approach to this course .
  4. (Only for students registered for the Web session of this course.)  Begin your JOURNAL OF COSC330 .  This is a simple "diary" of your experiences in COSC 330; I would appreciate your giving me a copy of this at the end of the course.  I study these to get a "your are there" perspective on how the course appears.  I will use this feedback to further develop the course.
  5. Fill in a copy of the BACKGROUND QUESTIONNAIRE and return it to me.
  6. Download a copy of my grades spreadsheet (a PC Excel spreadsheet) by clicking here .  (A pop up dialog box will appear on which you should select Save File... and save your copy on your secondary storage.   Keep a running record of your grades in it. It will keep you informed as to your current grade and will serve as an indicator as to what you need to do to earn the grade you desire.  (Keep in mind, however, that the final grade formula will not be accurate out of 100% until you have your final grade specified.)  However, you can play What-If Analysis by inserting possible grades in the blank cells to project your final grade.  If you understand Excel, of course, you can manipulate the formula for the final grade cell  to represent intermediate grades (without the final).  Students from my COSC 100 class already know how to do this, so help the others out.
  7. alert_red.gif If possible attend at least the first two on-campus sessions of the course.  ( Online students are welcome to any on-campus session!)
    1. It is strongly advised to attend the first class of an on-campus section of the course .  This is not essential, but strongly advised, because the unusual structure of the course and my atypical philosophy of learning are easier to communicate verbally than by reading the preceding documents about the course. If you can not attend an on-campus first class, it is essential that you read all the preceding documents, think about them, and ask me questions until you are comfortable the course structure and philosophy.

  8. Everyone needs to set up an FSU e-mail account and a Web account IMMEDIATELY after they are registered with the University .
    1. To get an FSU e-mail account, you need to fill in a form and give it to the secretary of Academic Computing in Pullen Hall, room 102.  I will give you a copy of the form in class, or you can pick one up from the secretary or you can print out a copy from the following Web site:
      2. http://www.fsu.umd.edu/admin/acacom/access/email.htm
      You will be notified when your account has be established; the default password given you is the first three numbers of your SSN  (social security number) followed by you last name followed by the last four numbers of your SSN.
    2. To set up an FSU Web account access the SGA server and fill in the online application at:
    http://www.frostburg.org/cgi-bin/goliath/account.cfm
  9. alert_red.gif Find an "Internet  Pal" with whom you can practice communication on the Internet using the chat, and teleconferencing facilities of this course.  (This can be anyone, a family member, friend, pen pal, etc., but I'd suggest Dad and Mom, so you can save on their long distance telephone bills!  However, this Internet Pal should either be knowledgeable in e-mail, chat, and teleconferencing  -- or willing to learn.)   If your Pal does not have them, ask him/her to set up an e-mail account and download Microsoft NetMeeting and PalTalk. If you can not find a suitable Internet Pal, post a message on the Class Forum and, perhaps one of your classmates will volunteer.
2. STUDYING THE COURSE
  1. Every day check the course announcements , general announcements , class forum , and tentative schedule .  I will try to update these by the night before the scheduled session, but, to be on the safe side, recheck these at the time of that scheduled session.  (Keep in mind that in a normal course, announcements are made at the beginning of a class session, sometimes based on student questions or feedback.  The same can be true of this online course.  If something comes up from student discussion I'll post it as soon as possible.)
  2. Web course students should make an entry in their JOURNAL OF COSC330 every time they do anything associated with this course.  This does not have to be fancy, just a simple note that will, when you submit it at the end of the course, give me some idea of your experience with this course.
  3. alert_red.gif Class sessions:  Since the online version of this course is completely self-contained, you do not have to attend class sessions, UNLESS THERE IS AN ASSESSMENT  or unless attendance is specified in the schedule or announced on this page. (Required attendance will normally be for assessments and video presentations.)  However, I will always be available online (and usually in the scheduled classroom itself) during every scheduled class. (See item 4, below .)  If you have any questions you should come to the classroom or join in the class teleconference. (You'll learn how to do this during the class.)  (For, at least the near future, online courses will have a regularly scheduled on-campus equivalent.
    1. Web students can attend any class session, but students enrolled in a particular on-campus class should, unless cleared with me, attend only those classes.
    2. Obviously attendance is required for assessments.  See the tentative schedule for the dates.
    3. If there is a class, e.g. an informative video, that requires attendance, I will post it on the announcements page , that appears in the Navigation Panel (the right hand frame of the opening page of this Web site).
    4. alert_red.gif Just because everything is available online this does NOT mean you must do everything online, and just because attendance is not required, this does NOT mean that you shouldn't come to class! If you have a specific problem, that no one can help you with on the forum, COME to class. All we have done with the online LMs is save class time  (where, in other lecture-based classes, you would have to "take notes") for more interactive activities, e.g. trouble shooting you difficulties with assessments, assignments, or labs.
    5. The whole point of not having "lectures" is that we can do something more productive (than copying notes) with our class periods.    Just because the learning material is available online, that does NOT mean that you should not come to class.  I will always be available, in the classroom and on NetMeeting, during regularly scheduled class times; I just will not have a planned lecture.
      1. If you are having trouble with anything, YOU SHOULD COME TO CLASS to discuss it with me and other class members.
      2. Study the current LM or work on the current lab before the class period.  Identify your difficulties, then come to class to get help correcting them.
  4. I will always be available online, via Microsoft Netmeeting (a teleconferencing application that comes with Windows), during every scheduled class (as well as my office hours). This will allow students to attend a class/tutorial/office conference  via the Internet!  Since the course is now entirely online and class attendance is not required anyone who has questions or problems can meet with me, during class time (or office hours) in cyberspace, using NetMeeting. However, even with full teleconferencing facilities (which NetMeeting lacks) we can not effectively simulate a real 20-student class environment, so don't get frustrated with problems we encounter.  (You can always attend in person.)  We'll see what happens as we continue to experiment with teleconference.  Anyway, here is how we will conduct netmeetings (You'll learn how to do this during the class.):
    1. I will host a NetMeeting, during the scheduled class times (as well as office hours), from home, my office, a lab, etc. where we can discuss your problems.  I will announce the NetMeeting on the class Forum and give the IP address of my host computer there.  To join the NetMeeting, all you have to do is (I will demonstrate this in class.):
      1. Open NetMeeting (It is typically listed with other MicroSoft Applications or under Start|Accessories|Communications .) alert_red.gif To access NetMeeting in Windows XP click Run in the Start menu and type "conf" (?)
      2. Select the Call menu and type the IP address (given in my Forum announcement) in the To field .  Since I normally won't create a password, this is all you need to do to join the NetMeeting.
      3. I will automatically share my desktop, so it will appear in a window on your computer.  Then you can see everything I do.
      4. To interact with me, open the chat window by clicking its icon (similar to ), typing your quesion in the text field at the bottom of the chat window, and clicking the send button (looks like ).   (Unfortunately, currently, we can not have multiperson audio, so we will have to "chat" via this built-in text chat facility of NetMeeting; this is the most limiting feature of NetMeeting, but maybe this will change or we can overcome it. I really want to find a way to combine multiuser voice chat with NetMeeting !  During the Fall of 2000, we used HearMe, a VoIP (Voice over IP) utility recommended by Jeremy Bauer, one of my students.  It was public domain, easily installed, half-duplex voice chat that worked nicely, even modem-to-modem.  However, it is no longer available. I've tried MPlayer, and Roger-Wilcow, but found them unsatisfactory.     If any of you have a suggestion of how to get multiple voice chat going with NetMeeting let me know.)
      5. During discussions, the "master of ceremonies " will be whoever has control of the "desktop" (typically the computer in the scheduled classroom).  Normally that will be Tony, unless a student is presenting a project, sharing something on his/her computer, or taking control of the "virtual class computer" to ask a question, make a point, etc.
    2. , alert_red.gif I will be available online, via NetMeeting (and ICQ), during my office hours, which are published in the online syllabus .  You can join the netMeeting to ask questions; since we can both see and share each other's computers, we can address specific questions/problems you have with assignments.  However, if too many students  utilize this at the same time, it will become unmanageable for me.  (Office hours are open to any student (not just this course; not just my courses) so the best time to join a netting will be during scheduled class times .)  Please be patient with me while I am learning to use this effectively and when more than one person is in the netting.
      1. As in class Net Meetings, I will address chat comments to individuals by beginning each message with that person's name.
      2. My IP address (needed to join a NetMeeting on my office computer) is currently: 131.118.92.74 .  However, since I have dynamic IP addressing, every time I restart my computer, the IP address may change , so you may need to check announcements and forums to find the current IP address.  (If I remember, I will update the IP address above.)
      3. My office ICQ number is 11778290, so you can contact me via ICQ, especially if you can't access a NetMeeting or the Forum is down. (Note: you can ALWAYS access me via ICQ, as long as the computer is on and I am in my office.  However, ICQ is not as useful as the NetMeeting because we can not see/share our computers.)
    3. If you "attend" a class/tutorial online, use NetMeeting (NOT the class Forum) for all your in-class questions.  (Note that the Forum should be reserved for out-of-class questions since it is always available, whereas a NetMeeting is only accessable during the time it is hosted.)
    4. If you "attend" a class/tutorial online, use NetMeeting (NOT the class Forum) for all your in-class questions.  (Note that the Forum should be reserved for out-of-class questions since it is always available, whereas a NetMeeting is only accessable during the time it is hosted.)
    5. Note that everyone will give their course project presentations online!
    Currently, class teleconferences will be conducted using Microsoft Netmeeting.  (If you already know how to use Netmeeting, you are encouraged to do this as early as possible.  If you don't have it you should, download it .  It will be demonstrated during the course, and, at the end of the course, everyone will present their class project, using Netmeeting , from their personal residence.)
  5. alert_red.gif If possible, attend a class session of a section of the first on-campus course.  It is also advisable to attend other sessions, especially if you are having problems with the lab assignments.  (Don't get behind!)  See item 1.4, above.  Remember, online students are welcome to any on-campus session!
  6. Before the session in which a learning module is discussed, study the LM, following the guidelines in section 3 , below.
  7.  alert_red.gif "Drop in, daily, on" our  "public virtual classroom ", the class forum (accessed via the Navigation Panel).
    1. Read the current questions and responses to them.
    2. Post your own questions.  It is essential that you get used to this.  This is the preferred method of handling questions and answers because, like regular class sessions, every class member can benefit from responses to these questions.  (Oral questions or e-mail questions do not have this advantage.)
    3. Respond to any postings that you can.  Let's all help each other out.
    alert_red.gif Note that I would MUCH rather you ask me questions on the forum than after class, during office hours, via e-mail, etc.  If you do, I can guarantee that the whole class will benefit from your answer and the responses; in fact, it might possibly turn out that other students can give you a better answer to your problems than I can.
  8. Submit or publish on your Web site each assignment by midnight on the day specified in right hand column of the course schedule . Paper submissions (i.e. those not published on your Web site or e-mailed to me) should be turned in to me on the day specified.  If you do not attend class, you  may  place it in the "IN COSC 330" folder in the office of the Secretary of the C.S. Dept., GC 230.  If you miss the class I return graded paper assignments or assessment scantrons, you must IMMEDIATELY pick them up from the "OUT COSC 330" folder at the same location.
  9. To reach me via cyberspace , ALWAYS try to use
    1. the Forum (instead of ICQ, or e-mail) outside class times and
    2. NetMeeting (instead of the Forum, ICQ, or e-mail) during class times.
    Use ICQ or e-mail ONLY as a last resort.
3. STUDYING A LEARNING MODULE:

NOTE: If you are more comfortable with printed material than hypermedia on a computer screen (like I am), you may want to print copies of the online documents.  If so, study the online document and printed copy together; don't just study the paper version.  (You loose the great advantage of interactivity!)  However, I think it is advisable to use your "clone" of these documents (particularly the LMs) rather than a printed copy.  If you learn to customize your clone of a LM you can turn it into personalized version of the material you are studying.  You can change anything on your clone; this is much more versatile than using highlighters to emphasize stuff you read!!

  1.  alert_red.gif   Create your " HTML clone" of the LM by downloading the LM and editing it. (Simply access the LM on the Web, select edit from the browser's menu, modify the editable document that appears, and save it on your system.)   Once you have your own copy, you can use an HTML authoring tool (e.g. Netscape composer) like a word processor , i.e. you can edit your copy by changing the style/format, rearranging the order of presentation, cut 'n pasting material from online references like the Webopedia , or simply adding your own annotations or comments.  In other words, you will convert Tony's basic LM into "your" customized version of its content.  If you place each LM on a separate diskette, they will be portable.
    1. When cloning with Netscape Navigator be careful to first, select Edit Page... then, immediately,  select Save As... and then begin creating you clone.    Edit Page... automatically puts you into Netscape Composer, the HTML editor associated with Navigator.  When you save from it, the multimedia files associated with your Web page will be automatically saved along with your HTML document.
    2. The key features of cloning is that it personalizes someone elses material, i.e. you can customize the HTML presentation of another arthor.
      1. You can modify another's presentation of material any way you want, in order to make it suit your personal learning style, e.g.  I convert all paragraph based presentations to hierarchical (outline) format.  Obviously, if you prefer paragraphs, you can quickly convert the hierarchical format of my notes (or even this "Checklist") into paragraph form.
      2. You can EASILY personalize an HTML presentation by converting the format/style of a presentation to one that suits you.  You can modify, delete, copy and paste, or add your own content.  (Obviously this raises issues of intellectual property and plagiarism, but this is really simple, common sense ethics; you should not pass of your HTML clone of as your creation.  Just "give credit where credit is due" and be honest -- there is no problem if you do this.)
      3. Note that you don't have start with an HTML document in order to create a clone.   Any computer text document can be transformed into an HTML equivalent which can then be cloned.
      4. The great advantage that HTML cloning has over pencil and paper notes is that editing is very easy, i.e. you never have to start over if excessive rewriting occurs.  When using paper, erasures, inserts, etc. can eventually become so messy that you have to start with a new blank page.  This never occurs with HTML cloning; the hundredth rewrite is as pristine as the original.  (Of course, one can easily retain "versions" by saving them as backups.)
    3. Some educators believe copying and rewriting class notes is an effective  tool for learning new material. Cloning formalizes and extends this technique (without the tedium of pencil and paper copying) by encouraging the learner to analyze and rewrite.  Note that the essential feature of cloning is thinking, something you do not do if you are simply copying notes.   I believe that cloning is a more effective technique than copying notes from a blackboard, but if you think copying notes helps you, simply copy the LM, using an HTML editor, -- then clone it! alert_red.gif At the risk of oversimplifing a complex issue, I assert that cloning digitized course material should replace copying and rewriting blackboard notes or textbooks, i.e. blackboard-based lectures should be replaced by Web based presentations.  (Note that this does NOT imply that the human teacher disappears!  That is a separate (thought provoking) question.)
    4. alert_red.gif Suggested uses of clones , i.e. document modifications you can use in your clones.
      1. Highlight/color/link important words on which to focus your learning.  You can even prioritize the importance of these words by using different color fonts.  If you find an important use of the word on another page (in my LMs, a reference like Webopedia, or any other site) you can create a link to that page.
      2. Clone these Checklists.  Then you can use color coding for things you don't understand, or need to ask abou, or might think need improvement.  You could even delete items that are second nature to you thus reducing the size of the check lists.
      3. Clone the LM summaries , adding your interpretations, links, and information from outside resources.  Use them to generate review material with your own emphasis.  Perhaps you could link them to relevant material in the online LMs.
      4. Create your own summaries by copying a learning module and severly editing it down to essential concepts.  (Note, that I might be doing you a disservice in providing summaries to all the LMs because you don't have to summarize yourself, a powerful learning technique!  However, I encourage you to create your own summaries and then compare them to mine.)
        1. You might even systematically edit your summary, by deleting things you know, understand, or can do; or you can accomplish the same by using strikethroug text (e.g. this) thus retaining the original for later quick reviews.  This idea of a "diminishing summary", that only contains contents which you are unclear about, could be an efficient guide to your learning strategy.
      5. Clone the HTML versions of the PreAssessments (not the online versions), and link each of the answers to the most appropriate section in the LM that the word appears.
      6. Copy n' Paste the answers on the HTML versions (not the online versions) of the PreAssessments into an "assessment vocabulary glossary" so that you can quickly review all the anwsers while studying for an assessment.  However, don't depend on seeing "definitions" in assessment questions.  There will be a few, but I have an annoying habit of asking questions in the "grey area" between two or more answers.  You really have to know the difference between all the answers provided for a particular question, so you may be able to incorporate this into your PreAssessment clone.
      7. Clone the LM summaries and use them to generate review material with your own emphasis.  Perhaps you could link them to relevant material in the online LMs.
      The are simply some "spur of the moment" suggestions on how to use cloning, place them on the forum.
    5. An example of the evolution of an HTML clone that I developed in order to internalize an Introduction to the Human Genome can be found here.  I actually cloned this online material because I wanted to learn about the Human Genome Project, but I have rewritten it in order to illustrate how I clone learning material.  I may have overdone the "cloning", but remember, this example serves to illustrate the technique ; it is NOT an example of a "good HTML clone" of the original article.  Besides,  a clone is personal to the individual who creates it; your ideal clone would probably not look the same as other's clones.  (You might try to clone the original article to compare your clone to mine.)
  2. Read the Study Guide for the LM.
  3. Read the Summary of the LM
  4. Preview the questions on the Preassessment that are associated with the LM.
  5. Online students should try to study the LM at the same time that the associated on-campus class is scheduled.  Then they can post questions via chat or teleconferencing or post questions on the class forum.   For ICQ chat you will need the ICQ address of the classroom computer (25313523) ( in OM 205?) and for teleconferencing the IP address of the classroom computer (131.118.81.2) ( in OM 205?).
  6. Study the LM using the SQ3R procedure of studying.   ( SQ3R stands for "Survey, Question, Read, Reread, and Review".   If you are unfamiliar with this traditional way of studying written material you are unfortunate; for those, I have summarized the steps below.)
    1. S urvey the whole LM by reading the sections and subsections, illustration and table titles, and important items (usually marked with  , alert_red.gif ,  , etc.
    2. Q uestion, i.e. turn the words of sections and subsections into questions to help you focus on what questions you should satisfy.  For example, if the section were "E-mail", you might say "What is E-mail and how can I use it?".
    3. R ead the text.  In printed textbooks this would be a more or less linear sequence; however, with hyperlinked LMs, the linear nature of the LM presentation is actually a background format from which each student will branch off according to his/her own needs and curiosity.  For outside, online references I suggest the following:
      1. Use, for general terms, I suggest Britannica Online , Encyclopedia Electronica , and How Stuff Works , in that priority.  These links are all under GENERAL REFERENCES in the Navigation Panel in the left hand frame.
      2. Use Webopediaas your primary reference for computer terms; if you want more input, try TechEncyclopedia , Whatis, and About.com/Internet, in that priority.  These links are all under WEB RESOURCES in the Navigation Panel in the left hand frame.
    4. R eread the text focusing on the most important material.  (This is where you should create your clone by modifying your copy of the LM.)  Here where you should answer the associated FIBs, SAQs, and TPQs, check them against the hints and answers provided, and record questions about things you do not understand.  (You may find it most useful to do this on a printed copy of the LM.)  You are not required to turn these in; the only things that you must submit or publish (that are "graded") are listed in the right hand column of the course schedule .
    5. R eview the LM; the Summary is my best effort to help you do this, but you shouldn't simply rely on my words; write your own summary or edit you clone ot he summary .
  7.   Note that 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 learning material!)  In Netscape Communicator you use the Find in Page... or Find in Frame... items in the Edit menu.
    1. You can use this to locate every use of a particular word in the online material.  Obviously you will have to access the individual pages before you can use the search tool.  Be careful, when using a page with frames, to click on the frame you want to search.  I often forget, after I click on the Navigation Panel, to click on the right hand frame.  If I do this the  searchs the Navigation Panel and replys that the word(s) are not found!
    2. Use this to answer the questions on the Preassessment that are associated with the material you studied.
    3. This is a very powerful tool that can also be a big help on Assessment reworks.
  8. Read the current postings in the class forum and post your own questions.
4. PERFORMING A LAB ASSIGNMENT:
  1. Online students should try to start the lab assignment at the same time as the on-campus lab session is scheduled.  Then they can post questions and get prompt responses because I will be looking for the questions.
  2. Recall the TONY'S GOALS OF & ADVICE FOR HIS LAB EXERCISES; if you can't, review it.
  3. Reaffirm your primary lab guideline, " Adapt and Overcome! "
  4. Read the entire Lab page to get an overall perspective of the assignment.
    1.   If you are already competent on a technique introduced in a Lab, you do not have to perform that particular lab.  However, you should do some independent exercise that is of equivalent challenge and takes approximately the same amount of time as the original lab.  If you want to do this...
      1. propose a lab subject to Tony.  If acceptable, complete the lab by the due date of the original lab.
      2. ask Tony for an alternate lab exercise.
    2. If gradable, your grade on the alternate lab will be entered in the grades spreadsheet.
  5. Carefully check the things that are to be submitted or published (on the Web page produced during the lab); these are usually specifically listed in the last item of the lab instructions.
  6. Check the class forum for questions and responses about the lab assignment.
  7. Work sequentially throughout the lab instructions.
  8. Post any questions on the class forum.
  9. Double check that you have submitted/published the things specified at the end of the lab.
  10. Submit or publish the assignment on the day specified in the course schedule (usually Friday).
    1. If you do not attend the class when an assignment is due and your submission is on paper, you may  place it in the "IN COSC 330" folder in the office of the Secretary of the C.S. Dept., GC 230.
    2. I will always try to grade assignments within one week of their submission.  Normally I will allow a couple of days for students to submit late assignments with minimum penalty (20% grade deduction), so if an assignment is due on a Friday, I will try to return graded assignments by mid-week (e.g. on Wed. for MWF classes or Thursday for TTh classes); however, sometimes, like other people, I get overwhelmed (especially during weeks when I have to write, administer, and grade assessments), so please be patient if I don't return your graded assignment as soon as I plan.
    3. If you miss the class I return graded paper assignments, you must IMMEDIATELY pick up your assignment from the "OUT COSC 330" folder at the same location.  It is important to do this as soon as possible because your grade may be incomplete, requiring you to resubmit it.
  11. After the Lab is graded, check the online Lab Debriefing accessible via the Lab Debriefing link under FEEDBACK on the Navigation Panel.  This addresses typical mistakes made by students on the particular lab. Post any questions on the class forum.  Make sure you understand your mistakes and have corrected the origin of those mistakes.
  12. If a grade of INCOMPLETE is specified, modify your original submission, fixing the items indicated.  Submit the corrected version as soon as possible in order fulfill A PROMISE TO FULFILL MINIMUM EXPECTATIONS and, consequently, qualify of the grade normalization (curve) at the end of the course.
  13. I f you rework a Web page assignment that was due on a specific date, leave the original submission with its date on your Web site.  You should change the name (e.g. using WS_FTP) of that first version, e.g. the original of lab3.htm should be lab3original.htm.  This will allow me to check the date you first published the Web page while allowing you to update that page whenever you want.
  14. Be sure to enter your grade into the grades spreadsheet given to you.  Monitor your current grade in the course.
5. PREPARING FOR AND TAKING AN ASSESSMENT :
  1. Preview the Assessment by reading the associated Preassessment.
  2. Prepare every day that you study;  DO NOT WAIT TILL THE DAY BEFORE THE ASSESSMENT !
  3. Answer questions on the Preassessment as you study; check your answers by reading my hints and answers and asking questions about things you do not understand.
  4. When the online Preassessment becomes available, do the following:
    1. Select the "most appropriate" answer to each question by highlighting a letter in the selection box below the question.  ( If you have followed the proper study sequence, you should have answered these questions on a paper copy of the Preassessment.  If so, all you need to do is transfer your answers to the online version.)
    2. When you have finished the Preassessment, click the Grade button at the bottom.  You will be give immediate feedback about the questions you missed.  Questions that you did not attempt to answer will be marked "Undefined".
    3. With the feedback about your mistakes, reconsider the questions you missed.  Don't cheat yourself by guessing at another answer!!   If you are unsure, go back into the relevant LM or Lab and try to correct the misunderstanding that was the origin of your mistake.  Remember; it is the misunderstanding (not the question itself) that will handicap you on the assessment and later , if not corrected, on the final, in a subsequent course, or in the real world!
    4. When you are satisfied that you have corrected your mistakes, take the whole Preassessment again.
    5. Repeat this procedure until you have 100%, but be sure you understand the answers to each question!
  5. Work through the online Proficiency Evaluation , following the procedure, above, for the online Preassessments.    Note: 100% understanding of the material underlying the questions on the Proficiency Evaluations is the foundation of my grading philosophy.  If I can assume that EVERY student understands the answer to EVERY question on the Proficiency Evaluation, I can feel confident in raising assessment grades by adding normalization factors because EVERY student has already correctly answered the most important questions I can write on the material being assessed. (See item 8, below.)  In essence, EVERY student has "qualified" to be "graded" (on the coming Assessment) by answering, on the Proficiency Evaluation, the best questions on the most important concepts on the material being studied.
    1. The 50 questions on the Proficiency Evaluation are the "best" questions I can ask on the subject being covered by the assessment.  To believe that EVERYONE has 100% understanding of these questions would be very satisfying.  After all, fundamental learning is the goal of my teaching so these "best question" are public, hopefully guaranteeing (?) that EVERY student, EVERY year understands ALL of them.  Please make this come TRUE!
  6.     Clone the HTML versions of the PreAssessmentand use it to play "Cyber Jeopardy ", i.e. create questions whose answers are not the answer to the PreAssessment questions.  To do this I suggest the following procedure.
    1. Edit the HTML version of the PreAssessment.  (Using Netscape this simply means selecting Edit page or Edit Frame from the File menu and saving it, as a "clone" of the PreAssessment on your computer.)
    2. Copy the answers to each question.
    3. Create as many "blank questions" as their are available answers, e.g. if question has four possible answers, create three blank questions and past the four answers in that space.
    4. Type a question in each of the blank questions whose answer is one of the four you pasted.
  7. Take the assessment (50 multiple choice questions derived directly from the associated Preassessment or Proficiency Evaluation) on the scheduled day at the location specified.  I will take 10 questions directly from the preassessment and/or proficiency evaluation questions and place them as questions 41 - 50 on associated assessment.   Then I will rewrite questions 1 - 40; I may change some answers, but the correct answer to the question will remain, e.g. the correct answer to question 1 on Assessment 1 will be one of the four or five you see on the preassessment or "none of these" or "all of these".  So, you have the answers; you just don't know the questions.  (However, DO NOT assume that this will be "easy"; it will be a challenging learning exercise!)
    1. Questions 41-50 on assessments should be "gifts", so DON'T MISS THEM!  I purposefully put questions on assessments that you have already studied (from preassessments and proficiency evaluations) to give you credit for working on these learning tools. However, to my utter HORROR, students often miss many of these. -VERY FRUSTRATING-  I am considering using some incentive, like not offering grade normalization if you miss some % of questions 41-50; please don't make me do this!  Questions 41-50 give you a 20% head start on assessments, and they are important questions so get them correct!!!  (Note that I record, in my gradebook,  your % on questions 41-50 (as a measure of your "effort") along with your total score; I plan to use this % when considering "borderline" grade decisions at the end of the course!)
    2. Be sure to bring a #2 pencil to use to fill in the mark-sensitive answer forms.
  8. When the assessment is returned, rework the assessment and submit a completely answered scantron to me on the day specified.  Your grade on the assessment will be your original grade plus a normalization factor (some would call it a "curve") calculated from the percentage of original mistakes that you correct. The normalization converts the assessment into a "fair test" whose grade is consistent with those of other years; I will place this final grade on the scantron form of your rework.  (This is my way of giving you credit for learning from your mistakes .  After detection/correction of your mistakes on the assessment, you should be MUCH better than when you took the assessment!)
    1. Do not resubmit your original assessment scantron nor the assessment itself.  Just turn in a scantron form of the rework with all spaces marked and the info about you completely filled out.
    2. Obviously, asking other students for the "right answer" would completely miss the point of correcting the misunderstanding that the assessment detected.  It is good to discuss questions with other students, but remember, I am trying to help you clear up your personal difficulties with the material covered by the assessment, so be sure to submit YOUR answers to all questions ; if you are still having trouble, we both still have a chance to fix it!
    3. NOTE: Using the Find feature of browsers will be a big help here; see section 3.7 , above.
  9. When the rework is returned correct you mistakes on it and read the assessment debrief on the Assessment Debriefings page.    Be sure to study the Debrief carefully and ask questions in class, over NetMeeting, or on the Forum if you do not understand anything.  It is important to realize that, after you have taken an assessment, completed the rework, and studied the debrief,  I assume that you understand virtually all of the concepts covered by the assessment. Please make my assumption true!
  10. Be sure to enter your grade into the grades spreadsheet you downloaded.  Monitor your current grade in the course.
6. DEVELOPING YOUR COURSE PROJECT:
  1. Read and reread the Project Specifications.
  2. You will select a project subject and clear it with me as part of Lab 5.
  3. Update your project as you do Lab 6 and subsequent labs, integrating things you learn during the labs into your Project pages.  Recheck the Project Specifications to see that you satisfy them.
    1. To help me check the Web development techniques you employed, be sure to list, on your main330.htm, and give links to the different techniques.  (See item 2.4 of the Project Feedback form.)  You needn't link to all uses of a particular technique, just your "best" use.
  4. Present your project prototype,at the end of the course, in a short oral presentation on one of the dates specified in the course schedule.  Volunteers to present on the first day will have an automatic "+" added to their grade.  Other presentations should be given when assigned; be prepared to give yours on any of the days scheduled.
    1. Note that if your project prototype fulfills the minimum Project Specifications, I will not grade the "presentations" themselves.  (However, if your project does NOT fulfill the project specifications, I will assign an INCOMPLETE grade which will lower your maximum grade when I subsequently grade the final version of your project.  See item 6.5.2, below.
    2. If possible, arrange to give your presentation online.
    3. Your verbal presentation should follow the hyperlinked "Tours" of your course Web site and of your Project Web that are built into your Web site.
  5. Modify your online project pages according to the specifications indicated on a copy of the FEEDBACK, given to you after your oral presentation.
    1. Update and improve your online project incorporating new material and presentation ideas learned from classmates.
    2. I will grade you modified and updated project beginning the day after the final version is due, as specified in the Tentative Schedule.  I will notify you of your grade by e-mail.
7. PREPARING FOR THE FINAL EXAM:
  1. Note that the Final Exam is cumulative, covering everything in the course.  My primary sources of questions will be:
    1. The online PreAssessments ,
    2. the couse assessments, which were graded, reworked, and returned to you, and
    3. the online public Proficiency Evaluations , especially the Final Proficiency Evaluation.
  2. Well before the final date (NOT the day before!), take the online version of the public Final Proficiency Evaluation.  Note that this "Evaluation" is similar to the PreAssessments in that it is a good way to prepare for the gradable Final Exam, but unlike the PreAssessments, the Evaluation is not primarily a diagnostice tool for identifying your misunderstandings.  It really is an "Evaluation", i.e. it measures your "proficiency" in the most important concepts COSC 330.  However, it also gives you the feedback necessary to allow you to bring yourself to complete proficiency (at least as far as an examination can determine) because you can take it over and over until you obtain a 100%. I hope it is obvious to you that answering these 50 questions does not really make you proficient; actually it only indicates that you "understand" the answers to the 50 most important questions (that I can come up with) that cover the whole course. At the very least, I can guarantee teachers of course to which COSC 330 is the prerequisite that EVERYONE has made 100% on the BEST Final Exam I can write -- at present.  (It will get better as I refine it throughout the future!)    I also hope it is obvious that using this is a good way to prepare for the gradable final "Exam".
  3. On the date specified in the tentative schedule take the Final Proficiency Evaluation as a closed book exam.  (alert_red.gif Your grade on this evaluation will be multiplied times the final course normalization factor, which is added to the grade of those students who qualify.  YES, all of the questions will have been in front of you all semester; PLEASE "ace" them!)
  4. Well before the final date (NOT the day before!), review the online PreAssessments and online Proficiency Evaluations.
  5. Well before the final date (NOT the day before!), review the the couse assessments and the assessment debriefs.
  6. Get a good night's sleep for two nights before the Final Exam.  DON'T CRAM!
  7. Have a good breakfast, and come the final exam site FULL OF CONFIDENCE.  (I won't say "Good Luck" because you shouldn't need "luck"!)