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Desktop Publishing Adobe InDesign

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Desktop Publishing Adobe InDesign Powered By Docstoc
					Desktop Publishing
     EDTC 646
   Rebecca Jacobson
                                                    Table of Contents
UNIT 1. DESK-TOP PUBLISHING & ADVANCED WORD PROCESSING .................................................. 3
UNIT 2. DEVELOPMENT AND MANAGEMENT OF DATA RESOURCES ................................................... 4
UNIT 3. INSTRUCTIONAL RESOURCE/MIND TOOL DEVELOPMENT..................................................... 5
UNIT 4. TELECOMMUNICATIONS AND ONLINE RESOURCE MANAGEMENT ................................7-11
UNIT 5. WEB MASTERING .......................................................................................................................... 12-14
UNIT 5. RESOURCES & TECHNIQUES ...................................................................................................... 14-16




                         Table of Figures and Tables
ADOBE IN DESIGN PRODUCT BOX.................................................................................................................... 3
ADOBE IN DESIGN SYSTEM REQUIRMENT TABLE ...................................................................................... 3
EASY GRADE PRO PRODUCT TESTIMONIALS............................................................................................... 4
EASY GRADE PRO PRODUCT BOX..................................................................................................................... 1
CHILD ON COMPUTER GRAPHIC ....................................................................................................................... 5
TEACHER USING SMART BOARD ...................................................................................................................... 6
COMPUTERS ON DESKS........................................................................................................................................ 6
COPYRIGHT SYMBOL ............................................................................................................................................ 7
FAIR USE GUIDELINES TABLE ............................................................................................................................ 8
WEBCT SCREEN SHOT .......................................................................................................................................... 9
MOODLE SCREEN SHOT .....................................................................................................................................10
ELEARNING COMIC ..............................................................................................................................................11
QUOTE BOX ............................................................................................................................................................12
TEACHER AND STUDENT SPEAKING SIGN LANGUAGE ...........................................................................12
ADOBE LOGO .........................................................................................................................................................13
WEBSITE GRAPHIC ..............................................................................................................................................14
PHOTOSHOP BOX & QUOTE .............................................................................................................................15
GIRL ON COMPUTER ...........................................................................................................................................15




                                                                     2
             Unit 1. Desk-Top Publishing
             & Advanced Word Processing


Summary

   Desktop Publishing is the process of creating publications such
   abrochures, movie posters, newsletters, and magazines for the purpose
   of large scale publishing or small scale distribution. Desktop
   publishing requires the use of a publishing software such as Microsoft
   Publisher, Adobe InDesign, or Scribus. This software enables the user
   to format content, pictures, graphics or other visual elements in an
   organized way producing professional results.

Desktop Publishing Review
   Software: Adobe InDesign                              System Requirements
   Version: CS3
   Platform: Windows & Macintosh           Windows                        Macintosh
   Features:
                                                                            PowerPC® G4 or G5 or
    Compatible with Photoshop &               Intel® Pentium® 4, Intel
                                                                              multicore Intel processor
                                               Centrino®, Intel Xeon®,
      Dreamweaver                              or Intel Core™ Duo (or        Mac OS X v10.4.8–10.5
    Easy to create effects & add              compatible) processor          (Leopard)
                                              Microsoft® Windows®           256MB of RAM (512MB
      effects to your page layout                                             recommended)
                                               XP with Service Pack 2
    Multi-file Place & Quick Apply            or Windows Vista™             1.6GB of available hard-disk
    Multiformat Publishing                    Home Premium,                  space
                                                                             1,024x768 monitor
    Print to Web Workflows                    Business, Ultimate, or
                                                                              resolution with 16-bit video
                                               Enterprise
    Professional typography controls         256MB of RAM                   card
    Full-featured tables                     1.8GB of available hard-      DVD-ROM drive
      (import content into tables)             disk space
                                              1,024x768 monitor
    Import styled text                        resolution
                                              DVD-ROM drive

My Reactions
   Overall Adobe InDesign is a great product with a lot of advanced features that will appeal to a
   graphic designer or an advanced user. However, I think that this software might be a little
   advanced to the ordinary computer user. InDesign can create amazing graphics and page
   layouts but the average user will not be able to utilize some of the more advanced features do to
   their complexity.

References
     Adobe InDesign, http://www.adobe.com/products/indesign/, accessed January 28th, 2008




                                                         3
              Unit 2. Development and
           Management of Data Resources


Article Summary
McFarland, S. (2003). Five OS X-Ready Programs for Teachers Get Assorted Marks. Macworld,
20(11), 30-39. Retrieved February 20, 2008.

Instructors have a hard enough time keeping up with their students and classes that it can only be seen
as a hassle to have to keep track of all of their grades as well. MacWorld released an article in 2003,
reviewing different brands of grade book software that are Mac OS-X compatible (software also runs
on OS 9 and Windows). The following software applications were used in this review: Chariot
Software Group's MicroGrade 6.02, Daniel Ethier's Gradekeeper X 5.4, Matt Fahrenbacher's Perfect
Score 1.1.6, Maxium Developments' Master Grade X 1.5, and Orbis Software's Easy Grade Pro 3.6.
The writer focused on how each piece of software handled 5 different criteria. The criteria used for the
comparison were:

      First Day of Class: importing student             
 "Easy Grade Pro 3.6 can save a classroom
       information, adding classes, and adding           teacher time while making it easier than ever to
       assignments.                                      keep parents and students informed of progress
     Grading Through the Year: sorting and              on a regular basis. It is exactly what technology
       searching students and calculating final grades   in the classroom should be; simple and
     Present and Accounted For: absences,               performance-enhancing." -Top Honors
       excused absences, tardies, and seating charts     Awarded by Applelinks, February 2002
     Progress Reports: customizable progress
       reports and grade exporting methods
      Cost: best bang for your buck

According to this review Easy Grade Pro is the best option for Mac friendly grade book software. This
program was easy to use (a big plus for teachers), came with printed instructions, met all of the criteria,
and was reasonably priced.

My Reaction
I truly believe that the days of red spiral grade books are gone. Technology has
enabled teachers in the classroom and it has also produced many new types of
software and media that make teaching‘ easier. The grade book software
compared in this article only skims the surface; there are many new and innovative
solutions that help teachers with the daily activities. The grade book software
makes it easy and convenient for teachers to update their grades but it also removes
any room for error.

I think that the challenge grade book software producers are going to encounter is having to sell their
software to districts. Since this type of technology is becoming so common, there are more options for
consumers and more opportunities for companies to sell this product in bulk. Orbis‘s software met all
of the criteria presented in this review and therefore is a big competitor in the educational software
market. The big question is: will Orbis be able to compete with other grade book software a year from
now.



                                                4
              Unit 3. Instructional Resource
                Mind Tool Development

Summary

  As different forms of media and technology applications
  have become available in our classrooms and as more
  funding is thrown at public schools, an increasing
  amount of pressure is being put on teachers to
  incorporate technology into their everyday lessons. The
  unfortunate thing about this is that teachers have enough
  responsibility as it is and learning how to use and then
  incorporate these different type of technology into their
  classrooms is more of a hassle than a benefit in their
  eyes.
  If teachers were educated on how to incorporate
  different types of technology into their lessons and
  everyday classroom activities while they were in school,
  ideally they would be more ready and willing to use
  these applications in the classroom.


Technology and the Development of Instructional Resources

  This article discusses the use of technology                implementation of different forms of
  applications in the classroom and why                       media in the classroom. This article
  preservice teachers are not prepared when they              presents the results of a research study
  begin their careers. Education today is not at all          that examined the effects of
  what it used to be; gone are the days of                    technology training, implementation
  chalkboards and heavy dictionaries and                      examples, and technology application
  encyclopedias. The new classroom is full of                 practice on new teachers that are about
  computers, Smart Boards, projectors, Elmos,                 to begin their career in the classroom.
  television sets, and DVD players. The only                  By learning how to use the
  problem is that the innovative technology of the            technology, teachers became were
  future is present, but it‘s collecting dust. Many           more confident in their ability to
  school districts across the nation are receiving            successfully integrate technology into
  federal funding through grants and partnerships             their teaching practices (Pope et al,
  (Pope et al, 2002), however, the money is no                2002). College education majors are
  good if the teachers don‘t know how to use                  prepared to use word processors and
  technology and incorporate it into their lessons.           access the internet in the classroom,
                                                              however they do not know how to
  A great deal of research has gone into teacher              create Power Point Presentations and
  technology training and how it effects the                  use multimedia software to develop


                                                       5
interactive and innovative lessons.
By training teachers before they reach                more confident around technology and
the classroom and demonstrating how                   are more wiling to think outside of the
the different forms of technology will                box and try and implement these new,
assist them in the classroom.                         innovative solutions into the classroom
Preservice teachers are becoming                      of        the        21st       century.



Reactions
I breathe a sigh of relief every time I read a research article that examines the effects of
technology in the classroom. In the past decade we have seen many new forms of media and
technology introduced to our society, more importantly, these forms of media have made their
way into the classroom. The biggest issue is that districts‘ and school boards‘ are expecting
teachers to teach themselves how to use this media or they are providing it with the hopes that
somebody knows how to use it. This is not the ideal way to introduce new ideas to teachers!
                                By investing the time and money into students before they reach
                                the classroom, administrators are saving themselves from having
                                to develop programs and scheduling training days to ensure that
                                the teachers know how to use the thousands of dollars of
                                technology that they have access to.

                              As it is with most things that cost money, their needs to be
                              substantial proof that technology benefits the students and the
                              educational system as a whole. This proof includes but is not
                              limited to lots of research that shows, without a doubt, that
                              technology is worth investing in. After all, what good are all of
                              those computers and programs if nobody knows how to use
                              them?



References

Pope, M., Hare, D., & Howard, E.. (2002). Technology Integration: Closing the Gap Between
What Preservice Teachers are Taught To Do and What They Can Do, Journal of Technology
and Teacher Education, 10(2), 191-203.




                                         6
  Unit 4. Telecommunications and Online
           Resource Management


Fair Use Issues and Course Management Systems
   As computerized learning or e-learning start to gain popularity among instructors who are
   interested in converting their courses online, Course Management System (CMS) offers great
   help in managing content and organize materials in order to facilitate learning. Due to the
   features of online materials, such as easy accessibility, posting academic articles or
   instructional materials on any Course Management System (CMS) now has raised challenging
   questions about Copyrights. Copyright laws currently provide legal protection to nearly all
   readings and course materials which are posted by instructors on electronic delivery systems
   and it allows use of the materials without permission only if it is a ―Fair Use‖. There are no
   simple, concise rules about the concept of Fair Use and how it applies to the materials on CMS,
   such as Blackboard and Moodle. This can be tricky because different universities sometimes
   have different policies for Fair Use under the limitation of the Copyright Act. The text of which
   follows:

   Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work,
   including such use by reproduction in copies or phonorecords or by any other means specified
   in that section, for purposes such as criticism, comment, news reporting, teaching (including
   multiple copies for classroom use), scholarship, or research, is not an infringement of
   copyright. In determining whether the use made of a work in any particular case is a fair use
   the factors to be considered shall include

             1. The PURPOSE and character of the use, including whether such use is of a
                commercial nature or is for nonprofit educational purposes;
                   a. Nonprofit educational uses over commercial uses
                   b. Uses that are ―transformative, ―Such as quotations incorporated into a
                       paper.
                   c. Multiple copies for educational purposes are specially allowed
             2. The NATURE of the copyrighted work;
                   a. Fair use of a commercial work meant for the educational market is
                       generally disfavored.
                   b. Nonfiction, rather than fiction is generally more favored.
                   c. Commercial audiovisual works generally receive less fair use than do
                       printed works
             3. The AMOUNT and substantiality of the portion used in relation to the
                copyrighted work as a whole; and
                   a. Both quantitatively and qualitatively
                   b. Quantity must be evaluated relatively to the length of the entire original.
                   c. A thumbnail or a low-resolution version of the image might be an
                       acceptable ―amount‖ to serve an education or research purpose.



                                                       7
           4. The EFFECT of the use upon the potential market for or value of the
              copyrighted work.
                 a. A use for which a purchase of an original theoretically should have
                     occurred—regardless of personal willingness or ability to pay for such
                     purchase—then this factor may weigh against fair use.
                 b. Reproductions of software and videotapes direct inroads on the potential
                     markets for those works.


The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is
made upon consideration of all the above factors.


Texas A&M University Fair Use Policy
The concepts related to Fair Use are relatively new and therefore not all developers and
teachers are educated on Fair Use guidelines in online courses. Texas A&M University IMS
(Internet Media Services) provides guidelines for Fair Use of materials on academic online
resources, including Course Management Systems. Below are the outlines:


                        FILM / VIDEO                                    PHOTOS / ILLUSTRATIONS
                      (MOTION MEDIA)                                          Proportion: Complete photo
                          Proportion: 10%                                   Limits: Up to five from one artist
                 Limits: Up to 3 minutes from a work




                               TEXT                                          COLLECTED WORK
                           Proportion: 10%                                          Proportion: 10%
                       Limits: Up to 1000 Words
                                                                                Additional Guidelines:
                                                                          Max 15 from a single collected work.


                             POETRY                                           DATABASE
             Proportion: Entire Poem if 250 words or less                (NUMERICAL DATA SETS)
                       Limits: Up to 250 words                                      Proportion: 10%
                                                                         Limits: Up to 2500 fields or cell entries
         Additional Guidelines: If from anthology, limit 3 from
                      one poet or 5 poems total                    Additional Guidelines: Cell entry is row by column
                                                                   intersect (spreadsheet). Field item is single item of
                                                                                      information.



                                         MUSIC, LYRICS OR MUSIC VIDEO
                                                         Proportion: 10%
                                                   Limits: 30 seconds maximum

                          Additional Guidelines: No change in melody or fundamental character of work.



No matter course designers develop a CMS independently or utilizing an established one, it
takes considerable amount of time to put together the course materials and therefore all the
collecting efforts on the system from both instructors and learners deserve to be protected. On
the other hand, as long as we are careful with using others‘ intellectual property, proper



                                                         8
   application of fair use can prove to be extremely beneficial to the instructor, the students, and


Moodle vs. Blackboard’s WebCT

   Working with both Moodle and WebCT is relatively straight-forward; nevertheless there are
   advantages and disadvantages of each course management system. The more you work with
   each, the more obvious the differences become. Either way, both systems are incredibly
   powerful and would be beneficial to any instructional designer or eLearning course developer
   looking for a way to create a classroom environment online.

   One of the advantages of WebCT is that after logging into the system, any items that have been
   updated will appear as icons below the class name. If you are taking multiple classes, this
   helps clarify which classes need your immediate attention and which classes have not changed
   since your last login. Moodle does notify the user of any updates since their last login, but only
   after they have selected a particular class. WebCT‘s quick and easy way of notifying students
   makes it easy to keep your classes organized and helps you recognize which classes need your
   immediate attention.

   Another difference between WebCT and Moodle is the way that forum and blog posts are
   identified. One of the major disadvantages of eLearning and distance education is that many
   people find it difficult to form relationships with people in their classes due to the lack of
   synchronous interaction. Moodle helps solve this dilemma by posting a small, thumbnail
   graphic of the student next to the forum or blog entry. By seeing the graphic, the student is
   able to put a face with a name, helping them form a relationship with the other students in the
   online course. Though both courses allow the professor to setup a page that displays a
   student‘s name and picture, Moodle is the only one that allows the student to actually create
   their own profile. This also helps build relationships between the students. One of the only
   ways to do something like this in WebCT is through an asynchronous discussion where
   students would actually create a post about themselves and attach a picture. Another great
   feature found in Moodle and WebCT that allows users to build relationships is the Online
                                                                      Users tool. This tool displays
                                                                       what users have recently
                                                                       logged into the website by
                                                                       posting their name and a
                                                                       thumbnail picture (Moodle
                                                                       only) within the course area.
                                                                       This feature is beneficial to
                                                                       students because of the face to
                                                                       face recognition but also
                                                                       because students know
                                                                       who else is logged in and
                                                                       possibly working on a project
                                                                       at the same time!




                                                         9
Another advantage of Moodle is the               and Moodle allows users to browse their
amount of information that can be                computers and select the assignment to upload.
displayed on the main page of the                One advantage to WebCT is that users are
course.    Moodle allows for many                allowed to create a text submission to correspond
different panes of content (left, center,        with their attached file and also submit a
right) which makes it easy to organize           comment. Moodle does not include an area to
course materials and categories. On              comment on your submission; however, the
the home page, students can access               instructor can allow multiple submissions for
class resources, upcoming events,                certain assignments.
recent users, a calendar, as well as a
weekly outline of the course (just to            With any solution, money and support are always
mention a few).                                                                 issues.     Moodle
In addition, once                                                               can be installed
you click on an                                                                  on any server free
assignment       or                                                              of         charge;
page, a ―Jump                                                                    however, because
To‖ drop down                                                                    the software is
menu appears in                                                                  free    you are
the top right part                                                                       sacrificing
of the header that                                                               support         and
allows you to                                                                         maintenance.
view and choose                                                                  WebCT can be a
other pages on the                                                               costly solution if
Moodle site to                                                                   you are only
navigate to. This                                                                planning on using
feature makes it                                                                 this system for
easy to jump                                                                     one     or     two
around on the website and go back and            classes, however, WebCT is well supported and
forth between units, lessons, grades,            maintained if any issues arise during a course or
and your calendar. After logging in,             semester. If you are looking for licensing for
WebCT only allows students to view               wide spread use of the course management
the home page of content and a menu              system, WebCT would be a more cost effective
for the rest of the course resources.            solution. If you are looking for a course
Though this menu is accessible on all            management system for a couple of classes and
pages, it is categorized into main               consider yourself relatively tech savvy, Moodle
groups and not all pages and resources           would be the way to go.
are directly accessible. Less is more
isn‘t quite the case when it comes to         Each course management system has its strengths
course management systems and                 and weaknesses, overall, they are both excellent
eLearning.                                    ways to organize and develop an online course.
                                              Needless to say, it is important for the instructor
When it comes to producing and                who is in charge of the course to have a working
submitting assignments, both WebCT            understanding       of     the      system;      its
strengths and its limitations. Without proper working knowledge of the systems, the instructor
might not utilize many tools that would prove to be beneficial to the students in an online
learning environment.




                                            10
Resources

 Texas A&M University Internetmediaservices
 http://imedia.tamu.edu/documentation/copyright-information/fair_use

 Copyright Management Center of IUPUI
 http://www.copyright.iupui.edu/distedcms.htm#int

 Copyright Graphic
 http://www.falseallegations2001.com/Copyright_Symbol.jpg, Accessed April 4th, 2008

 Web CT Graphic
 www.elearning.tamu.edu, Accessed April 4th, 2008

 Moodle Graphic
 www.edtcserver.coe.tamu.edu/moodle , Accessed April 4th, 2008




                                                    11
                      Unit 5. Web Mastering



Summary
As the Internet and technology become more prevalent in classrooms and as new ways of
delivering information are developed and change how students learn, the need for accessible
digital learning materials arises. The article, ―Reaching Accessibility: Guidelines for Creating
and Refining Digital Learning Materials‖ discusses how important this topic is to education and
describes a couple of ways to check for accessibility in your learning materials.

According to the U.S. Department of
Education, 86% of public schools that currently    Adaptability is the
had access to the internet had websites (U.S       key to success for
Department of Education, 2003). In addition,     accessibility efforts
during the 2000-2001 school year, 89% of                 (Hoffman et al., 2005).
public, 4-year colleges offered at least one
distance education course (Waits & Lewis,
2003). These numbers sound encouraging until you realize that the same report also recognized
that:

Of the institutions that had used web sites for distance education courses, 18 percent
indicated that they followed established accessibility guidelines or recommendations for
users with disabilities to a major extent, 28 percent followed the guidelines to a
moderate extent, 18 percent followed the guidelines to a minor extent, 3 percent did not
follow the guidelines at all, and 33 percent did not know if the web sites followed
accessibility guidelines. (p. 15)

It should also be noted that the U.S. Census Bureau (2002) reported that 19.3% of the U.S.
                                         population has some form of disability. With the
                                         statistics on paper, it only makes since for educators,
                                         course designers, and developers to create digital
                                         learning materials that are accessible to all people
                                         regardless of whether or not they have a disability.

                                         The need for accessible digital learning materials is not
                                         limited to students with vision and motor impairments
                                         (Hoffman, Hartley, & Boone, 2005). Students from all
                                         backgrounds and with all type of disabilities (including
                                         learning disabilities) shouldn‘t be left behind in the
                                         digital age because of something they cannot control.
                                         The issue with non-accessible materials does not begin
                                         with the instructor; this problem begins with the
                                         software developers who do not create disability


                                           12
friendly software programs for teachers to utilize (Hoffman et al., 2005). Software programs
should be built to recognize whether or not a project or document would be considered
accessible or not and offer solutions.


Software Accessibility Analysis
The authors of this article compared the                  will ensure that your document
accessibility features of two types of software           accessible to any students who rely
commonly used to develop digital learning                 on screen readers to read
materials. One of these is Adobe Acrobat and              information to them.
the use of PDF documents to exchange
information; another is Microsoft PowerPoint.             PowerPoint
                                                          Power Point is another form of
PDF Documents                                             software commonly used in
PDF documents are incredibly beneficial to                distance         or        eLearning
both students and instructors in an eLearning             environments.        One of the
environ-ment. One reason for this is the                  beneficial things about this software
ability for PDF documents to be viewed in the             is that Microsoft released a
same format they were created without the                 ―PowerPoint Viewer‖ that allows
need for a certain software version or                    students without the PowerPoint
application (Hoffman et al., 2005). It is                 software to view presentations
important when creating files that will                   made in PowerPoint. The main
eventually be converted to PDF documents, to              accessibility feature of PowerPoint
create a logical structure for your document              is the ability to convert a
(Hoffman et al., 2005). This includes defining            presentation into an HTML
headings and also using built in tools to create          document (Hoffman et al., 2005).
columns and format your document (Hoffman                 By doing this, the presentation can
et al., 2005). In addition, tags should be                be viewed in an internet browser
added to any graphics used in your document               and site readers can access the
(Hoffman et al., 2005). This can be done                  information (Hoffman et al., 2005).
using features built into Adobe Acrobat and               The big downside to this is that
will ensure that people who cannot see the                when converting the presentation to
graphics, understand                                               a HTML document, all of
what you are trying to                                             the graphics lose their
convey. Acrobat also                                               descriptions. The only way
includes a feature that                                            to fix this problem is to
will allow you to test                                             update the HTML code,
your document for                                                  which can be very difficult
accessibility and will                                             if    you    are    not     a
notify you if any parts                                            technologically        savvy
(graphics or text) have                                            person (Hoffman et al.,
problems (Hoffman et                                               2005).          Presentation
al., 2005). Once you                                               developers can also follow
have          completed                                            certain guidelines when
developing the PDF                                                 creating presentations that
document,       it    is                                           will help with accessibility.
important to test the accessibility using a               According to Hoffman et al., some
screen reader (Hoffman et al., 2005). This                of these are:


                                                   13
   1. Creating user controlled                      3. Add text transcripts for any
      animation and not timed                          multimedia objects used in your
      animation                                        presentation (videos, audio, etc).
   2. Using text and background                     4. Convey information using text and not
      colors that contrast each                        color when at all possible.
      other


Reaction

I do think that it is important for developers,
designers, and instructors to recognize that many
of the materials that they use in online courses
might not reach all of the students in the class.
Nevertheless, I don‘t foresee people going out of
their way and spending a great deal of extra money
ensuring that their materials are accessible to all
students. This type of action towards digital
learning materials will not happen until there are
laws that regulate the production of accessible
digital learning materials. This type of education is still relatively new and many instructors
have a hard enough time developing materials that get their point across, let alone developing
materials that are accessible to all students. This is a very important topic and as distance
education and eLearning become more popular and more students try to enroll in these types of
classes, accessibility will become regulated.


Website Development Resources
When developing a website there are many different programs that you can use to assist you
throughout the design and development process. While some are more advanced than others,
all programs are extremely helpful and make the process a little more enjoyable.

One very popular web development program is Adobe Dreamweaver CS3 (formerly
Macromedia Dreamweaver). Dreamweaver helps you design, develop and maintain websites
and web applications. This software can assist anybody throughout this process whether it is
their first website or their hundredth. Dreamweaver supports CSS (Cascading Style sheets),
HTML, XHTML, CML, JavaScript, Ajax, PHP, ColdFusion, ASP, ASP.NET, and JSP. To
some these words might seem like a foreign language, that is why Dreamweaver also allows
you to create a website in design mode so that you do not have to know any programming
languages at all!

Another beneficial resource when designing a
website is a good photo editing program.
There are many of them out there but two of
the more popular ones are Adobe Photoshop
CS3 and Adobe Photoshop Elements. These
two programs allow you to crop, resize, layer,



                                         14
  adjust, and enhance any photos or graphics. By being able to edit these, you can rest assured
  that your website will only consist of high quality, professional looking graphics.


Techniques

  Each person approaches web development in different ways, some use tables, others use
  frames, some prefer text links other prefer graphic links. Either way, one of the more important
  techniques when working with advanced web development is to take everything one step at a
  time. Many times, people rush into things and end up with ten windows opens, twenty graphic
  files, and no clue what to do next. Start off simple and visualize or storyboard your site and
  what you want it to do. How many pages do you need? What information are you trying to
  convey? What programming language will you use? All of these questions need to be
  answered before you even sit down at your computer.

  Once you develop a good idea regarding what you are trying to do, start working on your
  layout. Whether this means developing tables, div, or frames; it is important to layout your
  website first. Next, add any additional pages that you might need and organize all of the files
  and make sure that your menu and links work. If you are working with JavaScript or PHP,
  make sure that these functions work
  before you begin adding content
  and ―jazzing‖ up your website.
  Upload your test files and see if
  your form is submitting and your
  JavaScript functions are returning
  the correct values. Functionality
  should be your main concern when
  you develop the website, if it
  doesn‘t work; it‘s not going to
  benefit anybody. Make sure
  everything is functioning and then
  go back and add any content,
  pictures, objects or features that will make the site appealing to the eye or ‗sexy‘.




                                                      15
References

Hoffman, B., Hartley, K., & Boone, R. (2005). Reaching Accessibility: Guidelines for Creating
and Refining Digital learning Materials. Intervention in School and Clinic, 40(3), 171-176.

U.S. Census Bureau (2000). Retrieved on September 15, 2004, from
http://factfinder.census.gov/servlet/QTTable?ds_name=D&geo_id=D&qr_name=DEC_2000_S
F3_U_QTP21&_lang=en

U.S. Department of Education. (2003, October 29). Internet access in U.S. public schools and
classrooms: 1994–2002. Retrieved April 09, 2004, from
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004011

Waits, T., & Lewis, L. (2003). Distance education at degree-granting postsecondary
institutions: 2000–2001 (NCES 2003-017). Washington, DC: U.S. Department of Education,
National Center for Education Statistics.

Picture of Girl and Teacher: http://www.diversity.mnscu.edu/images/copyphoto4.jpg
Adobe Logo: http://www.techshout.com/software/2007/26/adobe-systems-to-open-source-
flash-tool-flex/

Dreamweaver: http://www.adobe.com/products/dreamweaver/?ogn=EN_US-
gntray_prod_dreamweaver_home

Adobe Photoshop: http://www.adobe.com/products/photoshop/family/

Web Photo: http://www.4ibw.com/images/web_photo.jpg

Girl Thinking:
http://harfordmedlegal.typepad.com/photos/uncategorized/girl_on_computer1_3.jpg




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