Caption 18
Indicators: TA TEKS: 8.1s, 8.2s, 8.4s, 8.6s, 8.13s, 8.19s, 8.20s, 8.22s, 8.23s, 8.24s, 8.25s, 8.33s, 8.34s, 8.35s, 8.44s, 8.46s, 11.1s, 11.2s, 11.3s, 11.10s, 11.11s, 11.12s, 11.19s, 11.20s, 11.21s, 11.23s, 11.24s, 11.25s, 11.29s, 11.30s, 11.35s, 11.36s,11.39s
Artifact #18
Descriptors: Web Page Development, Animation, Design Elements, Analysis
Title: Travel Web Site
Course: TATC 101-1: Web Design Week 4 - Travel Web Site
Date Created: 10/01/2002
Source: Created using GoLive, Adobe Photoshop 7 and Adobe LiveMotion 2.0
Media: Web based using jpg images, mov files, HTML, and Shockwave
Description: A travel company has commissioned you to develop a simple site of 3 pages or more about at least ONE of their most traveled destinations. You may decide the destination to feature.
You must use all three of the following navigation schemes and apply the information architecture of "bread crumbs" as explained in the Interactive Guide 4-1:
- Global Navigation
- Parallel Navigation
- Local Navigation
The web site was a marketing tool for a corporate based "travel industry" site. I used the elements and principles of design and color charts. I created a corporate logo an added photos I had from past fishing travels to Red Bear, Alaska.
Rationale: The Red Bear, Alaska Web Site was very detailed and required a long period of research and refinement. The navigation requirements were standard practice for good web design. The three Navigation forms where easy to apply.
The layout is simple and uses design elements such as the rule of thirds, contrast, and color for emphasis. I used tables to better center and manage different screen types. I incorporated the new tools for testing web sites on a variety of levels.
The reason I am taking this course is to increase my awareness of the necessary skills for teachers in the future to integrate technology into the classroom. This project showed me new insight into how the teachers can apply web pages into their instruction. This could have been history, English, or any language course project. This did help me see the purpose for the TA TEKS and the rationale of K-12 applications. I feel I am surpassing my goal of exploration for the new instruction and curriculum designs model we need to develop to improve instruction.
Implications for the Future:
This course is living online proof that, with the basic Internet knowledge, students and teachers can design an efficient Internet site in just a short period of time.
My new personal goal for this class was to master the art of teaching these skills to teachers. I have re-done several train-the-training programs in Mansfield ISD to incorporate these needed skills. The Nine Modules we have used for the last four years is being redesigned with the TA TEKS, again as a focus, but with project based learning as the standards measure for mastery for the teachers and staff. This will again transfer for the teachers to use in the classrooms for student instructions and curriculum integration.
Reviewers Comments: It turned out very well. I'm convinced and would like to visit. Nice selection of colors.
Content
Accuracy: I get the impression you know what you're talking about. Perhaps you've been there.
Authority: The theme is corporate/sales. It's a matter of opinion how much authority goes along with this since profit is involved. It's not the same as a site designed purely for education.
Purpose: Good statement of purpose
Currency: Very up-to-date
Functionality
Images and links work and pages load quickly. Easy to navigate. Global and local navigation from home page. Parallel navigation on fishing page. Bread crumbs are used throughout site.
So you do know where you are, where you've been, and how to get back.
Review Name: Carla Bakutis
Title: TATC Participant
Date Reviewed: October 1, 2002
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Caption 19
Indicators: TA TEKS: 8.1s, 8.2s, 8.4s, 8.6s, 8.13s, 8.19s, 8.20s, 8.22s, 8.23s, 8.24s, 8.25s, 8.33s, 8.34s, 8.35s, 8.44s, 8.46s, 10.17s, 10.18s, 10.19s, 10.20s, 10.21s 10.22s, 10.23s, 10.25s, 10.26s, 10.27s, 10.28s, 10.29s, 10.30s, 10.31s, 10.33s, 10.34s, 10.35s, 10.36s,10.37s, 10.38s, 10.39s, 10.41s, 10.42s, 10.43s, 10.44s, 11.1s, 11.2s, 11.3s, 11.10s, 11.11s, 11.12s, 11.19s, 11.20s, 11.21s, 11.23s, 11.24s, 11.25s, 11.29s, 11.30s, 11.35s, 11.36s,11.39s
Artifact #19
Descriptors: The web page was designed to show samples of bad shots. The web page required each be presented and explained as to why the shot that would appear in the video was bad.
Title: Great Bad Shots
Course: TATC Module Video 205 Week Three Project
Date Created: May 9, 2003
Source: Sony Digital Video Clips converted to still shots with MovieMaker II
Media: GoLive 6.0
Description: Web page incorporating digital graphics
Rationale: The idea for the project was to be able to demonstrate to students or teachers samples of bad picture taking techniques. The samples could be used for still photos or for video. I selected this one because it show the improvement in my skills using the GoLive. If you compare the first web site above to this you will see more integration of tools, video, elements and principles of design, and digital graphics with good quality.
Implications for future: Web pages need to look professional even for our students and teachers. Samples like this will provide the foundations needed for teachers or students to see good web pages with great examples of graphics. The process of learning "all the facts" about Web design or the Internet is not necessary, but I did make one important discovery on this journey through the TATC program: It is the future and will be required for everyone to learn.
Reviewer's Comments: "Each of the shots on your web page and in your video has an important point in using equipment successfully. Your Essentials for Bad Shots were as always, very good!
Reviewer's Name: Gail Marlin
Title: TATC Participant
Date Reviewed: May 10, 2003
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