Create/Manage Accessible Websi
Run by School of Computer Science and Electronic Engineering
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr David Edward Perkins
Overall aims and purpose
This module will enable learners to use a suitable mark-up language (e.g. HTML5) and style sheets (e.g. CSS3) to create a standards-compliant, accessible website which complies with a given brief. Learners who have completed the “Designing Accessible Websites” module will use the design that they completed for that module (first correcting any shortfalls of that design). A tutor-written brief can be supplied to learners who have not completed the design module.
The development process is carried out using a simple code editor in order to maximize learners’ understanding of the underlying code and reduce their future dependence on specific software tools. An overview of alternative web development software (WYSIWYG, enhanced text-editors, content management systems) will be given towards the end of the module to inform the learners’ approach to future developments.
The website will be tested for correct function and validated against relevant standards. The learners will upload the website to a server to ensure they understand the full development and deployment process.
Technical documentation will be produced to facilitate future maintenance of and changes to the website.
Indicative content includes:
● HTML basics. File formats, document types, language and character encoding, document structure tags (e.g. <html>, <head>, <body>, <p>, <br>, <a>, <img>, comments), file naming, case-sensitivity, absolute / relative references
● CSS basics. Inline styles v. internal style sheets v. external style sheets. CSS code syntax, comments
● HTML semantics. Meaning of tags e.g. <h1>, <h2>, <p>. Normal document flow.
● CSS positioning. CSS box model. Floats. Static / fixed/ absolute / relative positioning. Z-index.
● Code testing and validation. Iterative development.Typical errors and how to find / eliminate them.
● Using third-party code. Copyright. Adapting to target website. Validation issues.
● Overview of webservers. Local development servers. Windows v. Linux hosting.Domain and site hosting. Uploading site content using FTP.
● Alternative web development software (WYSIWYG, enhanced text-editors, content management systems)
Equivalent to 40%. Uses key areas of theory or knowledge to meet the Learning Outcomes of the module. Is able to formulate an appropriate solution to accurately solve tasks and questions. Can identify individual aspects, but lacks an awareness of links between them and the wider contexts. Outputs can be understood, but lack structure and/or coherence.
Equivalent to the range 60%-69%. Is able to analyse a task or problem to decide which aspects of theory and knowledge to apply. Solutions are of a workable quality, demonstrating understanding of underlying principles. Major themes can be linked appropriately but may not be able to extend this to individual aspects. Outputs are readily understood, with an appropriate structure but may lack sophistication.
Equivalent to the range 70%+. Assemble critically evaluated, relevent areas of knowledge and theory to constuct professional-level solutions to tasks and questions presented. Is able to cross-link themes and aspects to draw considered conclusions. Presents outputs in a cohesive, accurate, and efficient manner.
Develop a website to a given brief using a standards based mark-up language and control its appearance / layout using style sheets.
Plan and implement testing and validation to demonstrate correct function and standards compliance.
Deploy the website to a web server.
Create documentation to facilitate ongoing maintenance and future changes to the website.
Evaluate the website against the design brief
|Technical Manual for the Website||20.00|
|Evaluate Completed Website||20.00|
Teaching and Learning Strategy
The classroom-based element will include student-centred learning methods such as interactive lectures, case studies, group discussions and practical workshops.
The tutor directed student learning will be supported by online learning materials hosted or signposted on the Grŵp VLE.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
Castro, E. and Hyslop, B., 2011. HTML5 + CSS3: Visual Quickstart Guide. 7th ed.
W3schools, 2015. HTML(5) tutorial [online], Available at http://www.w3schools.com/html/default.asp
W3schools, 2015. CSS tutorial [online], Available at http://www.w3schools.com/css/default.asp
Courses including this module
Compulsory in courses:
- H300: BSc Applied Software Engineering (Deg Apprenticeship GLlM) year 1 (BSC/ASE)