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Session: 2022/23
Last modified: 22/07/2022 11:10:09
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Title of Module: Introduction to Web Development |
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Code: COMP07009 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Frances
McCormick |
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| Summary of Module |
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This introductory web module is aimed at students on BSc(Hons) Computing, Computer Networking, Web and Mobile Development and Business Technology programmes.
The aim of the module is to enable the student to understand how the world wide web evolved and has developed over the years as well as look at current technologies used in web development.
The module will use a mark-up language such as HTML5 for presenting content for a web page and CSS such as CSS3 to control the style and layout of web pages.
There will be discussion on design, navigation, accessibility and security as well as the use of validators for mark-up and styling.
There will also be some discussion on client-server architecture, web servers and hosting sites and an introduction to other features such as search engine optimisation and Javascript.
Undertaking this module will develop a range of graduate attributes such as being creative and digitally literate.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate awareness of the principles of web development;
L2.
Demonstrate a knowledge and understanding of contemporary techniques for web page creation;
L3.
Develop and upload a web site using a defined range of technologies and fulfilling specific criteria. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
A broad knowledge of the client-server architecture of web site development.
An awareness of the evolving nature of the world wide web and how web pages have developed and the patterns that have emerged – static, dynamic, database driven, and mobile devices.
An understanding of the accessibility issues and the impact on individuals, and organisations.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
The ability to use an IDE to build and develop code for web pages.
The skill to use an FTP client to upload a web site to a remote server.
The capacity to use a validator for checking web pages against specific standards.
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| Generic Cognitive skills |
SCQF Level 7.
Use a range of techniques to represent web development. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicating effectively and appropriately in the development of an interactive web page to a given brief.
Use a networked computer system and software applications to develop and upload a web site.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Enforced deadlines will create an ethos of personal responsibility through time management.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 18 |
| Laboratory/Practical Demonstration/Workshop | 30 |
| Independent Study | 152 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Course notes on University VLE
Access to UWS web server for uploading assessments
Appropriate software – IDE such as Notepad++ and FTP client such as FireFTP
http://www.w3schools.com – W3 Schools
http://validator.w3.org – W3C Markup Validation
http://www.w3.org/TR/WCAG20/ - Web Content Accessibility Guidelines
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Business & Applied Computing |
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| Moderator | Gerry Creechan |
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| External Examiner | R Khusainov |
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| Accreditation Details | This module is accredited by BCS as part of a number of specified programmes. |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| There will be one category of assessment that consists of two coursework assignments. The two assignments consist of the creation of a web site incorporating criteria to a specified brief. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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There are no specific requirements for this module beyond the facilities already in available in the University to assist students with enabling support.
Further guidance available from Student Services, School Disability Co-ordinators or the University’s Equality and Diversity Co-ordinator.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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