'Star Trek Voyager' web page
Objectives
To evaluate a variety of websites considering features of style, design and navigational conventions. To create a website for a specific audience. To plan the overall structure and navigation routes through the website. To create a project plan and document the development process.
Activity description
The teacher asked the class to evaluate a variety of different websites. The teacher encouraged the pupils to examine websites designed for specific audiences. This included specialist websites and websites designed for different age groups. The teacher asked the pupils to consider the content, style and navigational conventions used, including the use of menus and hyperlinks. The pupils applied their research to design a website for a particular audience. They created a project plan and documented the development process. The pupils worked over a period of six weeks using lessons and homework time. They discussed their plans and shared examples of work with the teacher as the project progressed. The teacher offered individual support and guidance. The teacher encouraged some pupils to use their initiative to find out about and exploit more advanced features of the software. He showed some how to examine and use HTML source code, where appropriate. As projects neared completion, the teacher provided an opportunity for the pupils to share their work with peers and staff using a data projector. The pupils explained their choice of subject matter and the reasoning behind some of their design considerations. The pupils further developed their websites in the light of feedback.
(c) 2001 QCA
1/8
designed by keymedia
Commentary
In this example, Sarah has planned, designed and implemented a website for a specific audience. She has made the choice to design a website for fans of a science fiction television series, 'Star Trek Voyager'. She has produced a project plan, breaking down the project into a series of smaller tasks. She has devised a timeline to ensure the project was completed on time. She has undertaken a considerable amount of the work independently. She has investigated similar 'Voyager' websites and noted a house style. She has collected resources for the website from a range of sources including the web, magazines and scanned material. She has compiled the text from her knowledge of the television series and information gathered from other sites. Sarah has used a high level of ICT proficiency to create a number of novel features associated with electronic texts, including the use of a picture to create a mouse−over menu. In one example (Item 3), as the mouse pointer passes over a picture of the voyager crew the text to the side of the images changes to provide a brief description of each character. Where appropriate, Sarah has used the automatic features of the software to efficiently create straightforward navigational menus (Item 1). She has used a graphics package to edit and convert file−types to ensure that images are compressed to reduce loading time. This demonstrates an awareness of efficiency, fitness for purpose and the needs of the audience. Sarah has taken her design through a number of development stages. She has examined and developed elements of source HTML code to create different effects. She has presented her work to peers and staff, who have provided feedback. This was used to further develop the website. Later, she added an electronic response form to encourage further feedback and an opportunity for dialogue with other fans. This example illustrates aspects of work at level 6. Sarah uses different forms of information from a range of sources to create a website showing a clear sense of audience. Source material is edited and file−types converted to a format that is efficient for the web. Efficiency is also evident through the appropriate use of automatic features within the authoring software. In creating the mouse−over menu, Sarah refines sequences of instructions to control events.
(c) 2001 QCA
2/8
designed by keymedia
To make further progress, Sarah could be provided with opportunities to develop a website as part of an integrated ICT system. For example, the feedback form might be used as a data collection form for a database. The website might be developed to include a greater degree of interactivity with the user.
(c) 2001 QCA
3/8
designed by keymedia
Items of work
Sarah's email response form to encourage user feedback
(c) 2001 QCA
4/8
designed by keymedia
Sarah's website structure created with web−authoring software
(c) 2001 QCA
5/8
designed by keymedia
Sarah's picture based mouse−over menu created with web−authoring software
(c) 2001 QCA
6/8
designed by keymedia
Sarah's web pages showing navigational features and design conventions
(c) 2001 QCA
7/8
designed by keymedia
About this entry
Subject: Year: Key stage: NC programme of study: Evidence for: ICT 9 3 p1a, p3a, p3b, p3c, p4a level 6
This work shows evidence of: Exchanging and sharing information. Scheme of work: 09:Publishing on the web
(c) 2001 QCA
8/8
designed by keymedia