Learners will develop skills in planning and managing information to produce an interactive website.

Transcription

1 Unit IT9: Website Design Level: 1 Unit type: IT Guided learning: 40 hours Unit in brief Learners will develop skills in planning and managing information to produce an interactive website. Unit introduction How often do you use a website? Have you ever wondered how they are made? Website developers design and build websites for large companies or individuals. Websites are developed for many purposes, such as retail, providing a service, or to provide information. In this unit you will explore different types and features of websites including their purposes. You will develop skills such as presenting online information in a way that is engaging and easy to use. You will learn how to plan and produce a website for a specific purpose, displaying interactive information. This unit will help you develop skills in planning and designing a website which will help you to progress to a number of different sectors as well as to other qualifications in computing or website development. The skills you develop in this unit will be useful in completing units in group A. Learning aims In this unit you will: A Produce a website to meet customer requirements B Manage information and review own performance Pearson BTEC Level 1 Introductory Specification in IT Draft 14 1

2 Unit summary Learning Aim Key teaching areas Summary of recommended assessment evidence A Produce a website to meet customer requirements B Manage information and review own performance Design skills for creating websites Features of websites Using software tools to plan and create a website. Manage information and reviewing own performance. A plan using wireframe showing layout, navigation, sitemap and design for a website. A website using visual development tools. Feedback form Review own performance suggesting ways to improve through feedback from others. Key teaching areas include: Sector Skills Knowledge Transferable skills Generating ideas Research skills Managing information Producing a storyboard Design techniques Self-management Research skills Copyright Website design Screen design Using software tools Development tools Review techniques Considerations relating to audience and purpose Identifying key priorities and potential barriers Creating a website Presentation format Review completed website Methods of recording information There are opportunities to develop functional skills in this unit: Functional skills English Mathematics Write clearly and coherently, including an appropriate level of detail Present information in a logical sequence Use language, format and structure suitable for purpose and audience Interpret information from tables, diagrams, charts and graphs. Collect and record discrete data and organize and represent information in different ways. 2 Pearson BTEC Level 1 Introductory Specification in IT Draft 14

3 Unit content Knowledge and sector skills Design skills for creating websites Purpose of a website, e.g. provide information, access to media Planning using a storyboard - layout design for a web page, e.g. image, text, font, colour and navigation structure of a website Diagrams to show the layout of a web page, e.g. wireframe Diagrams to show the navigation of a website, e.g. sitemap Identification of assets required, e.g. text, images, video to be used Consideration of copyright for included assets Features of websites Formatting page text, numbers, columns, images, graphics Interactive components hotspots, buttons, menus, rollover images) Navigation menus, hyperlinks, anchors Page layout size, position of text, text wrapping, background colours Using software tools to plan and create a website Plan and structure a website using wireframe Structure of web page, e.g. header, body Software tools available, e.g. WYSIWYG (what you see is what you get), text editors Linking web pages with hyperlinks Common HTML tags, e.g. <img>, <a>, <p> Embedding images in a web page Embedding video in a web page Transferable skills Managing information skills for producing websites: o Presenting information in different ways o Collecting and using information from different sources Self-management o o Monitor performance and devising strategies for improvement Maintaining a positive and flexible approach Pearson BTEC Level 1 Introductory Specification in IT Draft 14 3

4 Assessment criteria Pass Merit Distinction Learning aim A: Produce a website to meet customer requirements A.P1 Produce an outline plan to create a simple website which meets customer requirements A.M1 Produce a detailed plan to create an effective website, describing how it meets customer requirements A.D1 Produce a detailed plan to create an effective website, explaining how it is effective in meeting customer requirements Learning aim B: Manage information and review own performance B.P2 Present information and review own performance suggesting ways to improve. B.M2 Present detailed information and review own performance realistically and design a self-improvement plan. B.D2 Present detailed and wellorganised information and assess strengths and weaknesses and review own performance devising realistic and achievable actions for improvement. 4 Pearson BTEC Level 1 Introductory Specification in IT Draft 14

5 Essential Information for Teachers Essential information for assessment decisions For distinction standard, learners: Plan and produce a detailed and clearly annotated wireframe and sitemap for their website. Well organised information (graphics, images, tables) presented with clear explanation of the purpose of their website The types of assets required at least three images and one video A screen design for each page in the website A detailed navigation diagram for their website All design aspects layout, font, colours, and backgrounds. Designed website review Learners must produce their website following their design and be observed undertaking tasks and using development tools independently. After their websites are completed, learners must review: Effectiveness sections well organised and linked Suitability of layout, e.g. users can easily find what they want. Content, e.g. everything included as planned, the content suitable for the purpose. Quality of finished product, e.g. the quality is suitable for the purpose, all information is spelled correctly and proof read Functionality, e.g. everything (buttons, links) worked properly as planned. Aesthetics, e.g. it looks appealing, professional, the colours worked well together, links visible and it navigates well. Learners must review their own performance by assessing their strengths and weaknesses and devise realistic and achievable actions for future improvements. For merit standard, learners: Plan and produce an annotated wireframe sitemap for their website Detailed information presented and an explanation of the purpose of their website The types assets required at least 2 images and one videos A screen design for each page in their website A navigation diagram for their website Some design aspects layout, font, colours, and backgrounds. Learners must produce their website following their design and be observed undertaking tasks and using development tools with little need for prompting. After their websites are completed, learners must review: Content, e.g. everything included that was planned, the content were suitable for the purpose. Functionality, most links and buttons work properly. Aesthetics, e.g. it looks appealing, professional, the colours work well together, links visible, navigates well. Learners must review their own performance by designing a self-improvement plan. For pass standard, learners: Plan and produce a wireframe and sitemap for their website. Some information presented with basic explanation of the purpose of their website Pearson BTEC Level 1 Introductory Specification in IT Draft 14 5

6 The types assets required, e.g. images Learners must then produce their website following their design and be observed undertaking tasks and using development tools with help from the tutor as required. After their websites are completed, learners must review: Content, e.g. you included most items that were planned, the content suitable for the purpose Functionality, e.g. most areas works properly. Some design aspects layout, font, colours, and backgrounds. Learners review their own performance suggesting ways to improve. Essential resources The resources required for this unit are web enabled computers to allow research of websites. Text editors (e.g. Notepad, Textpad), web development software (e.g. Dreamweaver, Kompozer). 6 Pearson BTEC Level 1 Introductory Specification in IT Draft 14

7 Delivery guidance As many practical activities as possible should be included to help learners develop both personal and sector skills. The following are examples of practical activities and workshops that tutors could use when delivering this unit. Identify purposes of websites (review popular websites) Tutor sets the task to explore a selection of websites, e.g. your college/school website and a business website and determine the purpose of those websites. Learners to consider and present their findings: Who the website is aimed at? What users go to the website for? How easy it is for users to find what they want? Suggested time: about 3 hours. Activity: Design a web page layout Tutor explanation and demonstration - the planning process, using wireframe. Learners should reflect on what they discovered in the previous session and decide on a layout for their own webpage, using storyboard. Learners should decide what they will show on their webpage, the positioning of text, images and videos on their webpage, structure of each page and draw a layout diagram using wireframe. Suggested time: about 4 hours. Activity: Navigation for a website Tutor explanation and demonstration - different navigation techniques used within a website. Learners should reflect on what they discovered in earlier sessions and decide on the navigation for their own website. Learners update their storyboard using wireframe: Consider how the content of their website should be divided Decide what web pages they will need in their site Consider how each page should link to each other page Draw a navigation diagram such as a sitemap Suggested time: about 3 hours. Activity: HTML tags Tutor explains simple HMTL tags and demonstrates how to use them. Learners to explore the use of HTML tags in a webpage and prepare a list of common HTML tags. Learners to practice common used HTML tags and see how they work. Identify common HTML tags, such as <HTML>, <BODY>, <P>, <A>, <IMG> Create a simple page containing text and an image using a text editor and HTML code Suggested time: about 4 hours. Activity: Use a development tool (Dreamweaver, kompozer) to create a web page Tutor demonstration - how to use a developmental tool to create a website. Explanation and demonstration of common features to apply when designing. Learners should use a development tool to create a webpage. Learners should: Use the tools available to set up a webpage Use their layout diagrams from earlier sessions to build their pages Insert text, images and videos into their webpage Suggested time: about 8 hours. Activity: Create a website with multiple pages Tutor to observe and assist learners designing their websites. Learners should have three or more web pages. Learners should build on their websites by linking their pages together. Learners should create hyperlinks to link their web pages together and use their navigation diagrams from an earlier session to link pages. Suggested time: about 8 hours. Activity: Create interactive elements on a web page Tutor to observe and assist learners designing pages with interactive features. Learners should: Consider which areas of their webpage they want to make interactive Use the tools available to set up a rollover image Use the tools available to set up hotspots in an image (image map) Suggested time: about 6 hours. Pearson BTEC Level 1 Introductory Specification in IT Draft 14 7

8 Suggested assessment activity Suggested Scenario: The summative assessment activity takes place after learners have completed their formative development. The assignment should be practical, be set in a realistic scenario and draw on learning from the unit, including transferable skills. You will need to give learners a clear period of time and number of hours in which to complete the activity. Suggested scenario: You have been asked to create a website to promote your course in your college. You are required to collect information about the course and the subjects you study. You will present this information in your website, listing subjects using individual pages for prospective learners. You must design at least 3 subjects using your website. If a resit assessment is necessary, an alternative example must be used. The following is an example of a resit assessment activity: On another occasion you are asked to create a website to promote your college's open day. You should include details of the activities available on the day, what courses are available to study and how someone can get to the college. 8 Pearson BTEC Level 1 Introductory Specification in IT Draft 14