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Beginner HTML and Web Design T100


 with Chris Watling

short description:
Want the mystery taken out of web design and HTML? No formal computer or web design experience needed. If you know how to work the keyboard, you're in!
long description:
Hypertext Markup Language (HTML) is the language of the Web. No matter what page you may view on the Web, you are only able to view it because your browser has read and interpreted the author's HTML display instructions. Even with software designed to create web pages, such as Microsoft's FrontPage or Adobe's PageMaker, underlying the web pages that they produce is HTML. If you have used such software yourself, likely you have been frustrated at times; without knowing what the HTML code means, you can't fix what inevitably goes wrong.

If you want the mystery taken out of HTML and web design, therefore, this course is for you. It assumes no previous computing or web design experience ? if you know how to work the keyboard, you're in! Nor do you need to purchase any books or other learning materials. The course comes complete. By the time you've finished the course, you will have a solid grounding of the structure and syntax of HTML, together with the ability to create your own flawlessly coded web pages. In fact, by course end, you'll have skills superior to those possessed by many people designing on the Web today.

T100 is a course in the Web Development Programme. In may be taken on its own or as part of that Programme.

What Students Say:
Almudena V: The lessons are very simple to understand.
Aparna N: I have never seen a teacher like you. You are so dedicated and devoted to your work, its amazing. You were so prompt in responding to emails regarding any doubt. I don't know how you do it.
Scott L: Your course is Very underpriced. You are worth your weight in gold!

More testimonials available upon request.
level of difficulty:
minimum class size:
Daily, approximately 12 hrs per day, from 9am to 9pm Pacific Time (Canada).
fee comments:
 session structure





Lesson 1: What the Heck is HTML?

review materials

Introduction to the course and to HTML.

1h 0m

Lesson 2: HTML Elements

review materials

Discusses the fundamental structure of HTML documents.

1h 0m

Lesson 3: The Basic Tags

review materials

Introduces the most used and most important structural tags in HTML.

1h 0m

Lesson 4: HTML Text Formatting

review materials

Introduces tags for formatting text and discusses techniques.

1h 0m

Lesson 5: Character Entiities

review materials

Some letters and characters are special in HTML. They constitute part of the HTML syntax or language. Therefore, we need to use special code in order to have them display onscreen.

1h 0m

Lesson 6: Links, Links, Links

review materials

Introduces the coding for external, internal, and email links.

1h 0m

Lesson 7: Lists, Lists, Lists

review materials

Discusses how we code ordered, unordered, and definition lists. Also discusses how to embed lists within other lists.

1h 0m

Lesson 8: HTML Tables, Part I

review materials

Introduces the basic structure of tables and the concepts of row and column spanning.

1h 0m

Lesson 9: HTML Tables, Part II

review materials

Expands on table coding and introduces color for backgrounds, borders, combined colspan and rowspan, and more.

1h 0m

Lesson 10: Images and Backgrounds

review materials

How to add images and backgrounds to your web pages.

1h 0m

total duration: 10h 0m over 10 session(s)
comments: The course is self-paced and contains 10 lessons. Depending on each learner and the content of each lesson, lessons may take from 1 to several hours to complete. This estimation includes time spent on creating assignments.

discussion forums: 11

downloadable materials in library: 10

    languages: English
    duration: 10h 0m over 10 session(s)
    fee: 45US$  (450lp)
    payment: at booking
    delivery method: self-paced

    Quick Help


    Chris Watling

    description of :
    My educational background includes postgraduate study at the doctoral level in Cognitive Science and Philosophy. Most Cognitive Scientsits work with computers to help model the brain and its functions, but I became fascinated with computers long before I ever received any formal training. Now the top-ranked instructor on another major educational site, I apply my doctoral specialization, Learning Theory, to making complex subjects accessible to all learners. I guide and monitor the progress of each of my students, customizing instruction according to individual learning styles and needs. All graduates of my courses acquire exceptional skill and confidence in the latest web development technology. Perhaps more important is that they learn more about their own learning styles.

    Teacher's qualifications:

    - PhD Candidate, Philosophy and Cognitive Science (Indiana University, Bloomington) Specialization: Learning Theory
    - M.A., Philosophy (University of Waterloo, Canada)
    - B.A., Philosophy Honours (University of Waterloo, Canada)


    Indiana University, Bloomington USA:
    - Instructor, Philosophy of Technology.
    - Associate Instructor, Philosophical Foundations of Cognitive Science (also Philosophy of Mind).

    University of Alberta, Canada:
    - Associate Instructor, Philosophy of Mind.
    - Associate Instructor. Introduction to Philosophy: Values and Society.

    University of Waterloo, Canada:
    - Associate Instructor, Introduction to Philosophy: Knowledge and Reality.
    - Associate Instructor. Introduction to Philosophy: Knowledge and Reality.


    - Web designer, webweaver. Dept of Philosophy, Indiana University, Bloomington.
    - Web designer, webweaver. Canada Connection, Indiana University, Bloomington.
    - Web designer for public service organizations, instructors, private business, individuals.
    - DHTML
    - HTML
    - XML
    - CSS
    - JavaScript
    - ASP
    - PHP
    - Java
    - MS Office 2000 Premium (includes FrontPage, Publisher, PowerPoint, Excel)
    - and still learning...


    Numerous awards and scholarships, including:
    - From Indiana University: Nelson Fellowship (Philosophy), Cognitive Science Research Fellowship, Merit Fee Award, University College of Arts & Sciences Research Award (1998 and 1999), Cognitive Science Program Research Award (1998 and 1999).
    - Social Sciences & Humanities Research Council of Canada Doctoral Fellowship.
    - Society for Literature & Science Graduate Student Award.
    - Far Western Philosophy of Education Society Graduate Student Award.
    - University of Alberta: PhD Scholarship, Merit Fee Award, J. Gordin Kaplan Graduate Student. Award
    - University of Waterloo: Special Merit Scholarship (Philosophy), Arts Faculty Upper Year Scholarship.


    The publications and conference presentations are too numerous to list. Here is a representative sampling:
    - Body of Knowledge and the Learning Body: Implications for Education from Cognitive Aesthetics. (Winter, 1999). Working Papers of The Network on Non-Scholastic Learning. Denmark: Aarhus University Press.
    - Scholastic vs. Non-Scholastic Learning: How Different are They? (Summer, 1999). Working Papers of The Network on Non-Scholastic Learning. Denmark: Aarhus University Press
    - The Arts, Emotion, and Current Research in Cognitive Science, Mosaic, a journal for the interdisciplinary study of literature, v31. March 1998: 107-124.

    's preferred teaching style:
    My teaching style is best highlighted in the welcome message I send to all students. Here it is:

    Tips on getting the most out of this course:

    1. As you move through the lessons, you are bound to have questions. Don't hesitate to ask them, either by posting them to the class using the 'Lesson Forums' utility (this is the preferred method, since other students will be wondering about the same things you are), or by directly contacting me via email. Use whichever method is most comfortable for you. But do ask those questions!

    2. I recommend that students set a regular pace for studying the lessons - complete at least 1 lesson per week - and stick with it.

    3. DON'T WORRY ABOUT MAKING ERRORS. In a course like this, errors are more useful than getting everything right the first time. The activity of redoing your code to get it right helps cement knowledge that otherwise might have taken hold only tentatively. Together, you and I will work on each assignment until we are sure you know what you are doing. Expect that, and don't be disheartened if you have to redo an assignment more than once.

    4. If you are new to the online learning experience, you might feel a bit nervous. Try to relax. As your instructor, I am here to help you, and I want you to enjoy your experience. Know that I love teaching and student contact, and YOUR QUESTIONS ARE ALWAYS WELCOME. Also know that this is the first exposure to online learning for many students taking this course, so you have lots of company.

    That's it! I hope you enjoy the course, and I look forward to seeing your first assignment.

    CAUTION: Students who do not regularly do course work not only increase the learning curve for themselves, they make my task a lot harder. Therefore, students who have not visited the class site for 30 consecutive days will be removed from the class roster. This is an automatic process and no reminder notice will be sent.

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