Week+7

**Background/Rationale:** Getting web content created is the first hurdle for many new web publishers, but next is to get that same content up on the web. Knowing how to choose a solid domain name, web host and FTP program help make this next step achievable. Once the content is posted, now the web author must make sure others can find it. Content needs to be very search-engine friendly so that the appropriate target audience can find the site. Additionally, the web author must examine if the content he/she has just published is accessible to “all”. By understanding how people with disabilities use the web, sites become user-friendly as well as search-engine friendly.
 * Learning Topic 7: Publishing Web Content and Making it Searchable and Accessible **
 * Learner Outcomes:**

At the end of this Learning Topic, you will be able to: > > ** Readings and Research ** : Crowder, P., & Crowder, D. A. (2008). Creating Web Sites Bible (3rd ed.). Wiley. Read Chapter 5 – Putting It on the Web. Available for Regis students via Books 24X7, []  Ledford, J. L. (2009). SEO: Search Engine Optimization Bible (2nd ed.). Wiley. Read Chapter 4 - Building Your Site for SO. Available for Regis students via Books 24X7. [] Sahlin, D., & Snell, C. (2007). //Building Web Sites All-in-One Desk Reference For Dummies//. Read **//Book III - Site Construction : Chapter 9 - Web Site Usability and Accessibility//**. **Available for Regis students via Books 24X7,** []**. **  Search Engine Optimization with Richard Jenkins. (2006, July 28). What is Search Engine Optimization? [Video file]. Retrieved from []
 * Distinguish and assess the value of domain name choices as they pertain to human and search engine use. (Discussion 1)
 * Examine three web hosting options available to educators as well as their appropriateness for educational websites. (Discussion 1)
 * Create a free or low-cost web hosting account and use self-selected FTP software to transfer/upload a web page/site. (Project 1)
 * Examine their own work for search-engine friendliness and work to apply known SEO techniques to achieve greater “findability”. (Discussion 2 and Project 2)
 * Examine their own work for accessibility issues and make changes that promote web content access for all. (Project 3)

Web Accessibility Principles with Zoe Gillenwater. (2007, October 16). Experiencing a website via a screenreader [Video file]. Retrieved from [].

Web Accessibility Principles with Zoe Gillenwater. (2007, October 16). How does accessibility help you and your clients? [Video file]. Retrieved from []. Web Accessibility Principles with Zoe Gillenwater. (2007, October 16). Overview of Section 508 standards. [Video file]. Retrieved from []. Web Accessibility Principles with Zoe Gillenwater. (2007, October 16). What does accessibility mean? [Video file]. Retrieved from []

Web Hosting Review (n.d.). Top Ten Reviews. Retrieved December 15, 2009, from []. Web Hosting Tutorial: Web Hosting Domain Names (n.d.). W3C Schools.com. Retrieved December 15, 2009, from []

** Field Experience: ** In your field experience log, repond to the following. Talk with two other educators who have created websites. Find out what steps each has taken to optimize their sites for search engines, as well as what steps each has taken to make her website as accessible as possible for those with disabilities? What suggestions or tips can they suggest on these topics.

** Learning Activities: **

** Discussion 1 – Getting web content hosted and published on the web ** Creating web content is only meaningful if the publisher has a method of sharing it with the targeted audience. While some web publishing platforms allow file transfer directly within a webware interface, many content management systems (CMS) and static websites are often uploaded and maintained on a host server using file transfer protocol (FTP) software. Learning how to choose a domain name, a web host and how to use a solid file transfer program to display content is especially empowering to those educators wanting to use this medium to its full potential.

After having completed the assigned readings related to getting content hosted, have students discuss the following:  § What type of forethought should be put into selecting a domain name? What right or wrong choices are there as far as name selections go?  § How would you explain in plain English how to go about purchasing and registering a domain name? How long does this typically take? What should a potential user be wary of?  § What type of web hosting would be the most beneficial for the typical educator wanting to create a classroom website for students and their parents? What types of hosting should educators recognize as “overkill”?  § What are some ways an educator could research a particular web hosting service (beyond what the service says about themselves at their own site which is always glowing and often boasts of 99.9% server uptime)?  § Is the offer of “Unlimited traffic or Web space” really a viable offer by hosting providers? Why or why not? Students will share findings via an in-class group discussion, or, if applicable, via an online forum.

Use the Regis general discussion rubric: Student actively and thoughtfully participated in the discussion. Student was respectful of classmates’ points of view.
 * Assessment – Discussion 1**

** Project 1 – Using free/low cost web hosting and free FTP programs ** In this activity students will find and register for free or low-cost web hosting. Then, using a FTP program of their choice, they will upload any web page(s) they have made in this course. Learning that this process is not as “technical” as they fear, students will feel empowered by this important act of publishing. Have students complete the following activity: Step 1: Using search terms such as “free web hosting reviews”, have students find and register with a free or low cost web hosting service. Encourage students to register with hosts that allow FTP, as well as a service that could meet the needs of the average educator. Reliability and range of services should also be considered. Step 2: and so on… Students, after exploring their new account, should next choose and install a FTP program to use with this account. Have students search for the top free FTP clients such as those found at []. C) After installation of the FTP software, students should next find an online written or video tutorial on this respective FTP client and quickly learn how to use it to transfer files to their new free/low cost web hosting service.    D) Using their chosen FTP software, have students transfer any web page they have made (prior to this course or during this course) to the free web host. E) To complete this activity, have students create the following 1 to 2 page document:    · A statement of which free/low cost web hosting service was chosen and why     · A brief description of which FTP program was selected and why     · A hyperlink to the uploaded material at this web host site     · A reflection or personal growth statement regarding new concepts and skills acquired from activity    Students may print the 1 to 2 page document for the instructor or class, or students may turn in a digital copy if class is online.    ** Assessment – Project 1: **
 * **Free Hosting and FTP Activity** || **1 absent •••••••••••••••••• 5 advanced** ||
 * Response/paper includes a well-written justification as to which free/low cost web host was chosen and why ||  ||
 * Response/paper includes a well-written justification as to which free FTP program was installed and used and why ||  ||
 * Response/paper includes a working hyperlink to the uploaded material ||  ||
 * Response/paper includes thoughtfully constructed reflection or personal growth statement regarding this activity ||  ||

** Discussion 2 – Search Engine Optimization **  Understanding how to create a website is important, as is learning how to post/upload it to the Internet. But web content must also be “searchable” so that our target audience can easily and quickly access our information. Understanding how search engines work allows designers to create websites that capitalize on searchability.

After having completed the assigned readings related to search engine optimization (SEO), have students discuss the following:  o When the acronym “SEO” is referred to, what is the most simplistic way of describing what this is to a person who has never heard of it before?  o Would the SEO goals and techniques of a small business website owner be different or similar to an educator with a website or a student-generated website?  o At what point in the web design is it best to learn about SEO? Why? <span style="margin-left: .75in; mso-list: l34 level2 lfo53; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .75in; text-indent: -.25in;"> o What are the best SEO techniques? What are the worst or most unethical methods (black hat) sometimes used to achieve search engine optimiation? Are there consequences for trying to “trick the system”? Students will share findings via an in-class group discussion, or, if applicable, via an online forum.

**Use the Regis general discussion rubric: Student actively and thoughtfully participated in the discussion. Student was respectful of classmates’ points of view.
 * Assessment – Discussion 2:

** Project 2 – Application of SEO techniques ** In this activity students will work to make their web content more “see-able” by web crawlers and indexing spiders by applying a series of self-chosen SEO techniques. Referring to the second website created in this class, have students perform 3 to 5 search engine optimization techniques to make their site more searchable. Free online SEO tools may be used to help analyze or perform each technique. [] Step 1: and so on…Have students take a “before” screenshot of their web page or site (print screen key) before using the first technique. B) After the first technique is implemented, have the student take an “after” screenshot showing SEO improvements made.    C) Add a brief statement of what was done and why this will affect SEO rankings. D) Use the same process above for the remaining SEO techniques chosen.

Students may print the screenshots and responses for the instructor or class, or students may turn in a digital copy if class is online. **Assessment – Project 2:**
 * **SEO techniques** || **1 absent •••••••••••••••••• 5 advanced** ||
 * Technique 1 – Before and after screenshots clearly indicate application of the __________SEO technique. What was done and why is clearly communicated below the screenshots. ||  ||
 * Technique 2 – Before and after screenshots clearly indicate application of the __________SEO technique. What was done and why is clearly communicated below the screenshots. ||  ||
 * Technique 3 – Before and after screenshots clearly indicate application of the __________SEO technique. What was done and why is clearly communicated below the screenshots. ||  ||

** Project 3 – Web Accessibility and Web Design ** Today, our lives are becoming more and more digital. How we shop, learn, play and recreate are all more “online”. Because of this, everyone – those with or without disabilities – should have equal access to web content. Acknowledging and rectifying unintentional design barriers encourages everyone to participate and contribute more fully to society. After students have read the assigned readings on web accessibility, have students implement at least **two** techniques/methods to their sites to make them “more accessible” (second website made in this course). Online accessibility tools may be used, as well. Students will give a brief presentation on which methods were incorporated and explain who will benefit from the changes and why. In-person presentations and/or internet video presentations of techniques used are both appropriate. ** Assessment – Project 3: **
 * **Accessibility Methods Used** || **1 absent •••••••••••••••••• 5 advanced** ||
 * Method 1, _______________, was effectively executed throughout the web page/site. Presenter clearly demonstrated why this was done and who it would benefit. ||  ||
 * Method 2, _______________, was effectively executed throughout web page/site. Presenter clearly demonstrated why this was done and who it would benefit. ||  ||