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Dynamic Interactive Web Development: Learn, Create, Innovate

Join this module to learn fundamental programming concepts, develop software, and master dynamic web development using Visual BASIC. Attendance is compulsory for success. Availability for lectures and tutorials provided. Communicate, engage, and innovate with technology in a supportive environment.

deirdre-breslin
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Dynamic Interactive Web Development: Learn, Create, Innovate

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  1. Tech04301 – Module Introduction

  2. Web site • All material (slides, handouts, etc.)available before session:mdixon.soc.plymouth.ac.uk

  3. About Me • Contact DetailsMark Dixonmark.dixon@plymouth.ac.uk01752 586225Portland SquareRoom B316 • AvailabilityMon, Tue, Wed, Thu – School of Computing Communications and Electronics (main campus)Fri – other work (usually off-campus)

  4. Module Admin • Lectures and tutorials: • start at 5 minutes past the hour, and • aim to end at 5 minutes to the hour • if no lecturer - wait until 15 minutes past the hour then you may leave • Turn mobile phones off. • Ask questions or comment at any time • Feel free to talk quietly amongst yourselves • No need to ask to leave (for toilet, doctor's, etc.) • Please use my first name • Lectures: • Don’t come in after 15 minutes past the hour.

  5. Module Aims • This module aims to teach you, how to: • learn • surface learning (memorisation of isolated facts): hacking • deep learning (interrelated concepts) • includes interacting with others (lecturers, students, …) • develop software: • fundamental programming concepts (e.g. events, procedures) • how to combine these to solve problems • use Visual BASIC

  6. Driving, IT, and Computing Driver Mechanic Designer use car fix car invent car User IT Support Developer usetechnology install + fixtechnology create + build invent technology University Computing Degrees School ICT GCSE/A level

  7. Dynamic-Interactive Web-sites

  8. Module Format The module is delivered as follows: • Lecture: 1 hr per week, all groups • Tutorials / Practical Session: 2 hr per week lots of these (please check timetable) • Privatestudy (as much as it takes – typically 3 hours/week) • 1 to 1 sessions (my office or labs) as needed at your request • Teaching Evaluation (timely and specific) • Student Perception Questionnaire • Continuous Informal Feedback (talk to me)

  9. Surface vs. Deep Learning • For example, remember Learning to add up Deep Approachunderstand theory 10 9 8 7 6 5 4 3 2 1 0 Surface Approachmemorise all combinations 1 + 1 = 2 1 + 2 = 3 1 + 3 = 4 … 2 + 3 = 5 … 734 + 243 = 977 2 + 3 = 5

  10. Questions • My job is: • not to give you the correct answer • but to help you understand,so you can work it out yourself • Asking the right Questions • it doesn't work! • I am working on … • I did … • I was expecting …

  11. Attendance • Attendance is compulsoryand essential to pass • This is not a distance learning course • portal is supplement (not replacement) for attending lectures and tutorials

  12. Student Background • Typically wide range of prior experience • 10 years programming (professional?) • 5 years programming (professional?) • 2 years programming (learning?) • 1 year programming (learning) • no programming • Can be difficult to cater for all number ofstudents A B C D E

  13. Last Year • 36 students • offered 1 to 1 sessionsafter assignment 1 • all who did this passed • 14 failed initially (38%) • large number of non-submissions • everyone who attended - passed • everyone who submitted - passed

  14. Strategy for Success • Most failures: • tried to do it on their own • missed many lectures and tutorials • didn’t ask questions • didn't come and see me with problems • To pass module • attend lectures and tutorials(if you miss a session – see me – I will help) • ask questions

  15. Expectancy-ValueTheory of Motivation • People avoid tasks they see as: • impossible • pointless • This module is: • challenging, but not impossible • critical to your degreetechnical skills foster creativity

  16. Student Feedback • feedback form • filled in by students • handed in with assignment • this student: • failed (low attendance, low contact with me) • did referred work (over summer) • passed

  17. Student feedback (zoom)

  18. Admin – free software • Technicians (Babbage 205) can provide you with free copies of (bring your own blank CDs): • MS Windows XP Professional (1 CD), includes • MS Internet Information Services (term 2) • MS Visual Studio 2005 (4 CDs), includes • Visual Web Developer 2005 • Visual BASIC 2005 • Visual C++ 2005

  19. Admin – jobs • Computer weekly (jobs in 7 days) 6 Oct 2008 1 Oct 200629 Sep 2005 • java 1849 3237(2234) • VB 1185 1671(1614) • ASP 1693 1709(1355) • php 630 551(215) • flash 463 407(168) • dreamweaver 98 171(69) www.cwjobs.co.uk

  20. Admin – jobs

  21. Timetable

  22. Schedule (subject to change)

  23. Reading List 1 The following book is recommended reading: • Robbins J (2006) HTML & XHTML Pocket Reference (3rd edition). O'Reilly. ISBN: 978-0-596-52727-3 • Childs M, Lomax P, & Petrusha R (2001) VBScript Pocket Reference. O'Reilly. ISBN: 978-0-596-00126-1 • Gennick J (2006) SQL Pocket Guide (2nd edition). O'Reilly. ISBN: 978-0-596-52688-7 • Kingsley-Hughes, Kingsley-Hughes, and Read (2004) VBScript (2nd Edition). Wiley Publishing Inc.ISBN: 0-7645-5993-1

  24. Reading List 2 Additional reading (the following are referred to occasionally, borrow from library): • Pressman, R (2000) Software Engineering: a practitioner's approach. 5th edition. McGraw-Hill. ISBN: 0-07-709677-0. • Sommerville, I (2001) Software Engineering. 6th edition. Addison-Wesley. ISBN: 0-201-39815-X. • Overview of Software Engineering: Chapter 1, especially page 4. • Preece, J; Rogers, Y; Sharp, H; Benyon, D; Holland, S; and Carey, T (1994) Human-Computer Interaction. Addison Wesley. ISBN: 0-201-62769-8 • Direct Manipulation: Section 13.6, pages 270-272. • Interface Design: Chapter 24, pages 487-499. • Shneiderman, Ben (1998) Designing the user interface: strategies for effective human-computer interaction. 3rd edition. Addison-Wesley. ISBN 0-201-69497-2004.019 SHN

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