|2005 Salt Lake City Annual Meeting (October 16–19, 2005)|
|Paper No. 183-9|
|Presentation Time: 3:45 PM-4:00 PM|
EFFECTIVE DESIGN AND IMPLEMENTATION OF COURSE WEBSITES FOR ALL LEVELS OF EDUCATION
PRICE, Caeryn M., Geology Department, Humboldt State University, 1 Harpst Street, Arcata, CA 95521, firstname.lastname@example.org|
Well planned class websites can be an invaluable resource to students and a helpful communication tool for instructors. Conversely, poorly thought out endeavors often prove to be a waste of both the teacher and student's time. Some basic web design practices can be used to help implement effective pages that supplement the classroom experience and minimize the time required to maintain and update the site later. Primarily, before beginning work on a website it is necessary to determine the purpose of the site – the who, what, and why of the information to be presented and how it pertains to the intended audience. In addition, a navigation schema should be designed before scripting the site – both internal and external links should be obvious, clear, and logically laid out. Finally, some basic rules of thumb regarding layout and graphics should be observed to ensure that all students can correctly access the site, regardless of computer brand, browser type, or connection speed. The informational nature of a science class website is better realized when these elements are considered and incorporated from the outset, allowing for an effective communication link between the instructor and student and helping to prevent the frustration associated with ineffective use of technology.
2005 Salt Lake City Annual Meeting (October 16–19, 2005)
General Information for this Meeting
|Session No. 183|
Efficient and Effective Practices in Using Web Sites and Technologies to Support and Manage Information, Student Learning and Recruitment, and Public Education
Salt Palace Convention Center: 251 E
1:30 PM-5:30 PM, Tuesday, 18 October 2005
Geological Society of America Abstracts with Programs, Vol. 37, No. 7, p. 408
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