This page will serve as the home base for our class this semester, which is section 001 of COMP 5230 that meets Tuesday and Thursdays at 9:30 a.m.

I will update this page for each class meeting. Items that appeared on this page from previous meetings can be found via the "<previous Blackboard items>" link at the bottom of this page.

The menu on the left will give you access to other materials related to the course.

Introductions and Roll. (Some things about me).

On the first day, we'll be looking carefully at the syllabus, of course.

Tour this site

Introducing the Personal Course Home Page Project

A draft or "BETA" version will be due M 2/2, final version due M 2/14.

Roll

Questions? about the syllabus?

Questions about the Personal Course Home Page Project?

A draft or "BETA" version will be due 2/2, final version due 2/14.

Brainstorming for a Theme (Clustering):

1. Take a blank piece of paper and turn it "landscape" (rather than "portrait").

2. On the far left edge of the page, write (small) the word "personal" and circle it like it's in a bubble.

3. On the far right edge of the page, write (small) the word "public" and circle it with a bubble.

4. Now free associate on paper for five minutes: write down words or phrases that represent things about you in either the personal or public realms, each inside its own bubble and connected with a line to the thought that led to it. For instance, you might write the word "Bluto," circle it, and connect it to personal. (Bluto is your cat.) Then you might write down "birdfeeder" in a bubble and connect it to "Bluto." (Watching the birdfeeder is Bluto's favorite entertainment.)

5. Keep free associating, writing down words and connecting them into long chains and clusters of associations. Try to develop both the "personal" and "public" sides. Don't stop writing down words no matter how irrelevant or obscure they seem--you don't know what's relevant yet! It doesn't matter if no one but you understands the items in your cluster.

6. Look for opportunities to draw lines of connection among the various chains to make a cluster or web. Do certain bubbles attract a lot of connecting lines?

7. When I tell you to stop clustering, write down a phrase or sentence that sums up something you're thinking about that connects the public and personal together for you. If you've got some other connections in mind, sum them up in other phrases or sentences.

8. Consider how a phrase or sentence might represent the kernel of a statement you might put on your Personal Course Home Page (something more individualizing and interesting than the typical "Welcome to my Web site! Feel free to...").

9. Consider, further, how this statement might set the tone for the entire page or site, and help you decide about what images to include and how the page is designed.

Moving into Our Disks/Drives

On your Zip disk or jump drive, create a structure of folders that looks like this:

Today, we'll try out Dreamweaver by making a Web page, posting it to the Web, and then visiting that page with our Web browser.

See the in-class handouts, "Liquid Page Design (Dreamweaver)" and "Moving Files to the Web with Dreamweaver MX"

If we get through these exercises today in class, I will ask you to complete these two exercises by class time on Friday. Send the URL to me in an e-mail with the subject line "5230-01 exercise jan 20"

In the "Liquid Page" exercise, I'll ask you to collect some online content from a Web site you like which uses both words and images. I'll use Josh Parson's Web site "Flags of the World Given Letter Grades," which you're welcome to use too if you can't think of something else.

Roll
Questions?
Questions about the Personal Course Home Page Project?

Today, we'll continue our exploration of Dreamweaver by taking the Web page we created for the exercise "Liquid Page Design (Dreamweaver)," posting it to the Web, and visiting that page with our Web browser, and finally sending the URL to our Webx discussion board.

See the in-class handouts, "Moving Files to the Web with Dreamweaver MX" and "Logging into the Webx Discussion Board"

Roll
Questions?
Questions about the Personal Course Home Page Project?

By next Wednesday 2/2 at noon, a BETA version of the Personal Course Home Page is due to be posted to the Web.

How to:

1. Complete your PCHP using the "Liquid Page Design" exercise techniques, including a banner and other images prepared using the techniques you will learn in the "Beginning Banner" and "Intermediate Banner" exercises.

2. Post that page and associated image files to the Web using the directions in the exercise "Moving Files to the Web with Dreamweaver MX." On the server ("remote site") these files should be saved in the folder www/5230/personal.

3. Visit your page with your Web browser, copy the URL from the browser's location box at the top, and paste that URL into a message to the Webx discussion "Projects/Personal Course Home Page." See the exercise, "Logging into the Webx Discussion Board."

Beginning and Intermediate Banner Techniques.
In these two sequenced exercises, you'll learn to combine typefaces and images in Photoshop to create a "banner" like the one used at the top of this page.

To begin these two exercises, go to the page Banner Techniques in my Techniques Site.

Roll
Questions?
Questions about the Personal Course Home Page Project?
For Thursday, 2/4 read Jakob Nielsen's Chapter 1, "Why Web Usability?" (8), and Chapter 2 "Page Design" (16)

Today, we'll have a "Studio Day" to work on your Personal Course Home Page Projects for tomorrow's deadline.

Though we are working individually, I will expect you to stay and be productive until the end of class time at 10:45.

By tomorrow, 2/2, at noon, a BETA version of the Personal Course Home Page is due to be posted to the Web.

How to:

1. Complete your PCHP using the "Liquid Page Design" exercise techniques, including a banner and other images prepared using the techniques you will learn in the "Beginning Banner" and "Intermediate Banner" exercises.

2. Post that page and associated image files to the Web using the directions in the exercise "Moving Files to the Web with Dreamweaver MX." On the server ("remote site") these files should be saved in the folder www/5230/personal.

3. Visit your page with your Web browser, copy the URL from the browser's location box at the top, and paste that URL into a message to the Webx discussion "Projects/Personal Course Home Page." See the exercise, "Logging into the Webx Discussion Board."

Setting Up a Personal Course Home Page (PCHP) site.

Making Links. Open your Personal Course Home Page Project in Dreamweaver. I will briefly show you how to link text to other Web pages. See your Dreamweaver book page D-4 for an explanation of external links and internal links.

Roll
Questions?
Questions about the Personal Course Home Page Project?
For next Tuesday, 2/8, read Jakob Nielsen's Chapter 3, "Content Design."

We'll talk about ideas for revising and developing the Personal Course Home Page Project.

Debriefing Session. First, we'll get in groups of three and discuss questions, problems, anxieties and general thoughts on your experience of creating and posting this page.

You can open up your pages in Dreamweaver to show and tell if you wish, and even to get help with solving either technical, design or writing issues.

We'll discuss issues raised as a class afterwards. Brownie points to the groups who can come up with the thorniest problems and most difficult questions.

Then we'll talk about the readings from Jakob Nielsen's Chapters 1 and 2: "Why Web Usability?" (8) and "Page Design" (16).

Be thinking of specific ways you can improve--and re-envision!--your project with what Nielsen has to say (or what we say about it in class).

Roll
Questions?
Questions about the Personal Course Home Page Project?

We'll talk about the readings from Jakob Nielsen's Chapters 3, "Content Design" (98).

Be thinking of specific ways you can improve your project with what Nielsen has to say (or what we say about it in class).

Jello Page Design

For this exercise, 'll ask you to visit a Web site you like to collect some content to use in your experimental design. I'll use Minnesota Public Radio, for example.

By the end of the day Wednesday, send the URL of the finished product in a message to the Webx folder Jello (COMP 5230/Exercises/Jello).

Roll
Questions about the Personal Course Home Page Project?
By Monday 2/14 at noon, the final version of the Personal Course Home Page Project will be due.

Studio Session Today

We'll have a Studio Session today to work on the final version of your Personal Course Home Page Project, which is due by noon on Tuesday, 2/15.

Though we will be working individually today, I'll expect you to stay and be productive until 10:45.

Checklist: The Personal Course Home Page Project

I'm handing out a Checklist in class which you can use to revise your project, as well as give you ideas for commenting on your classmates' pages in workshop starting next week.

I'll also use this same checklist to you feedback on your project

1. Within 24 hours after the workshop, copy and paste all the written comments you've made for everyone actually discussed (not just scheduled for) that day into the form "Workshop Comments for Today" and click "Send." These comments will come to me. Be sure to label each set of comments with the project number and name of the project's author.
2. Individually send each author your comments on his or her project by using the e-mail list on the the form "Workshop Comments for Today.

Roll
On Tuesday, we'll continue workshopping according to the schedule below.

Introducing the Glocalization Project

We'll take a break in the middle of workshop to talk about the Glocalization Project, which will be due by Monday, 3/14 at noon.

Workshop

Roll
See "Coming Up" for important reminders and news.
Remember today that what we're discussing in workshop not only concerns these completed projects but future ones:

• The Glocalization Project and Client Project will raise many of the same issues of page design, visual hierarchy, personal/public, etc.
• You may also choose to revise the Personal Course Home Page for the ReVision Project at the end of the semester.

Questions on the Glocalization Project?

We'll have a "Brainstorming Session" on this project on Thursday. The Glocalization Project will be due by Monday, 3/14 at noon.

Workshop

Roll
See "Coming Up" for important reminders and news.

Brainstorming Session

We'll have a "Brainstorming Session" on this project today. The Glocalization Project will be due by Monday, 3/14 at noon.

Workshop

Roll
See "Coming Up" for important reminders and news.

For this exercise, go to the page Tiling Background Images in the Techniques site.

When you've completed this exercise,

1. post the page with the image tiling in the background to a folder "www/5230/exercises/tiling" on the Web,
2. visit the page with your browser, and then
3. copy the URL to the Webx discussion "Tiling Backgrounds."

See page I-5 in the Sherry Bishop/Piyush Patel book Macromedia Dreamweaver MX 2004 for inserting Flash buttons in your page.

Insert at least one Flash button in the foreground layout table of your Tiling Background exercise page. Make that Flash button link to your Personal Course Home Page. Try to choose a Flash button that coordinates with the color and style of your page.

Resave the page and repost the new version with the Flash button link to the "exercises/tiling" folder on the Web. Note that you'll need to post to that folder the Flash button file as well.

We'll continue our "Brainstorming Session" on this project today. The Glocalization Project will be due by Monday, 3/14 at noon.

Roll
See "Coming Up" for important reminders and news.
I will return your "Personal Course Home Page" projects to you next Tuesday.
For our exercise today, you'll need to import your site information contained in your "www.ste" file. Choose Manage > Manage Sites > Import in Dreamweaver.

Sometimes, you want to provide an image or chunk of text via a link without having your reader actually leave the current page.

You can do this with pop-up or "child" windows, which you make in Dreamweaver with Javascript. See my sample page for an example and the in-class handout for directions.

Once you've completed this exercise, post the entire "child" folder to your "www/5230/exercises" folder on the Web, visit the index page with your browser, and copy the URL to the Webx discussion, "Child Windows."

Brainstorming Session (the Logic of Links)

We'll continue our "Brainstorming Session" on this project today.

See my page "Cubist Web Site Design" from the Ideas site.

The Glocalization Project will be due by Monday, 3/14 at noon.

Roll
See "Coming Up" for important reminders and news.
You can now have your own blog for free through the University of Minnesota's blog space, Uthink.
ITSS has announced the opening of a Student Technology Assistance Center (STAC) Monday through Thursday every week from 4 p.m. to 8 p.m., Kirby Plaza 146.

We'll look together briefly at the functions available through the "Page Properties" menu. In past versions of Dreamweaver, some of these effects could only be achieved by knowing about Cascading Style Sheets (which we'll learn a little about later).

Download the page "Page Properties" into a new folder in your non-www folder. I will not ask you to upload this exercise. This page is just to work with in class today.

The One-Minute Site

Once you get a single page of your site done (including all the links menus and page-property formatting), you can create a whole site of pages in just 60 seconds.

You will use the page "Page Properties" to try this out.

Studio Session (First Half)

Since we'll be spending part of the time Thursday talking about Nielsen, we'll take the last half of class today for a "Studio Session"

Roll
See "Coming Up" for important reminders and news.
You can now have your own blog for free through the University of Minnesota's blog space, Uthink.
Has anybody tried the ITSS Student Technology Assistance Center (STAC)? It's opened Monday through Thursday from 4 p.m. to 8 p.m., Kirby Plaza 146.

Chapter 4 (Site Design)

Today, we'll share some ideas about how Nielsen can help us create a better Glocalization Project.

When I give you the word today, write a short paragraph answering the following question in the Webx discussion "Nielsen Chapter 4":

What is the most valuable, interesting or surprising thing you learned from the chapter which you can use to make your Glocalization Project better?

Be sure to

• type a meaningful title as the first line of your message, and
• include the page number from the Nielsen book.

Studio Session (Last Half)

We'll take the last half of class today for a "Studio Session" to work on your Glocalization Projects.

Roll
See "Coming Up" for important reminders and news.
Has anybody tried the ITSS Student Technology Assistance Center (STAC)? It's opened Monday through Thursday from 4 p.m. to 8 p.m., Kirby Plaza 146.
First thing today, I'll collect the printouts and commentaries for the Glocalization Projects.

Introducing the Remaining Projects

We have three projects to complete by the end of the semester:

1. The Essay will be due on by Monday, April 11 at noon.

2. The Client Project will be completed in two stages:

• The "BETA" version of the Client Project (with commentary) will be due for workshopping by Wednesday, April 27 at noon.
• The final version of the Client Project (with an e-mail explanation of the changes you've made to the BETA version) wll be due by the final exam time of noon on May 11.

3. The ReVision Project (including printout and commentary) will also be due by the final exam time of noon on May 11.

Warming up (to) Theory

Read the page Einstein's Compass (the uses of theory) from the Ideas site.

Then, in a Word document or an e-mail to yourself that you can save to use later, write about an experience, idea, or example that you remember that had an impact on your thinking or perspective. Write about something that "placed the evidence of your eyes in a new orientation, helped you to see ordinary things in an extraordinary perspective, or situated you in relation to a more encompassing" sense of things.

First Reading for the Essay Project

John Perry Barlow's "A Declaration of the Independence of Cyberspace."

Some notes on this reading:

• John Perry Barlow, according to his organization's Web site, "is a a retired Wyoming cattle rancher, a former lyricist for the Grateful Dead, and co-founder of the Electronic Frontier Foundation." More...
• While the Telecommunications Act of 1996 was passed to privatize the airwaves and phone systems, it also included a rider called the "Communications Decency Act," which religious conservatives had included to crimialize pornography on the Internet.
• Davos, Switzerland is a ski resort and home to the annual World Economic Forum, an organization that works to promote globalized commerce.

Roll
See "Coming Up" for important reminders and news.
Questions? about the upcoming assignments?
Have a great spring break! Come back refreshed and in one piece.

Ulmer's Manifesto Method as a Way of Reading and Analyzing

On Tuesday, we saw how Ulmer's Theory of the Manifesto can serve not only as a method of writing a manifesto (the presentation of a new way of doing/seeing/thinking about something), but also as a method of reading and understanding a piece of writing like John Perry Barlow's "A Declaration of the Independence of Cyberspace."

Consider for a moment how many things can be read as manifestos that use the "moves" or tropes that Ulmer describes: a new music album, a political campaign, an interview with a new film director, etc.

Two Other Approaches to Reading Critical Sources for the Essay Project

Critical sources can be useful in developing your own ideas if you can get past the impulse either to

• reject the argument out of hand as wrong-headed, dangerous or "too much" or
• find the argument so convincing that you are unable to think outside or beyond it.

Instead, it's more helpful to be able to open up the argument, see what it's fundamentally made of.

In discussing the following readings, let's the following, possible tropes or "moves" in each of these texts:

1. Setting up Oppositions. What oppositions, dichotomies or dualisms does the writer set up in the piece (this versus that, that as opposed to this)?

• Does the writer privilege one side of the opposition over the other?
• If the writer presents these oppositions as choices, are they really irreconcilable?
• Or, if the writer presumes to reconcile them, is this solution ultimately stable?

2. Implying Narratives. Most arguments or discussions are presented against an implied story or narrative, an assumed sense of recent history that informs the writer's thinking.

• What stories does the writer imply or assume? (Do these stories involve the oppositions and privilegings you noticed above?)
• Once you look at these stories, are they necessarily the only, inevitable account possible? Scholars critique the unexamined presentation of such stories as "totalizing narratives" that reduce all the subtle ebbings and flowings of historical developments to one-way straight lines.

The Texts We Read for Today

Jakob Nielsen's "The End of Web Design"

Barbara Kay's "History of Print Standards" (response to Nielsen's piece above)

An excerpt from David Siegel's Book Creating Killer Web Sites: "We Felt like Pirates."

David Walker's article on the Siegel/Nielsen debate, "Needing Science, receiving Art."

(See also Peter Elbow's Believing and Doubting Games from my Ideas site.)

Warming up (to) Theory

Read the page Einstein's Compass (the uses of theory) from the Ideas site.

Then, in a Word document or an e-mail to yourself that you can save to use later, write about an experience, idea, or example that you remember that had an impact on your thinking or perspective. Write about something that "placed the evidence of your eyes in a new orientation, helped you to see ordinary things in an extraordinary perspective, or situated you in relation to a more encompassing" sense of things.

Roll
See "Coming Up" for important reminders and news.
Questions? about the upcoming assignments?

Michael Heim and Pierre Levy

Today, we'll talk about these two essays in the Trend book (starting on pages 70 and 253) and how you could use them in your essay project "A Manifesto for Reading a Web Site"

So far, remember, we have discussed three ways of approaching critical sources like the ones we're exploring today:

• as a manifesto following Ulmer's Theory of the Manifesto
• as defined by sets of oppositions that define the terms of thinking
• as informed by assumed narratives, stories or trends.

Let's try these out on Heim and Levy.

(See also Peter Elbow's Believing and Doubting Games and Einstein's Compass (the uses of theory)from my Ideas site.)

Roll
See "Coming Up" for important reminders and news.
Questions? about the upcoming assignments, especially "The Analytical Essay: A Manifesto for Reading a Web Site"?

Sample Topics

See the sample topics on the assignment page. I will also give you a handout of these in class.

Pierre Levy's "Collective Intelligence" (Trend 253)

Today, we'll talk about Levy using the Webx discussion Pierre Levy "Collective Intelligence." His essay appears on page 253 of the Trend book

Laurel and Jackson (Trend 109, 347)

We'll also look at several important ideas from Laurel and Jackson, also using Webx:

• imagination/reality/representation (Brenda Laurel)
• aesthetics (Jackson)
• analogue vs digital time (picnolepsia) (Jackson)

More Critical Tools

Brenda Laurel's title suggests another critical tool that we can use both in reading and writing: the word "as."

Simple as the word seems, it represents a profound intellectual move: to see or interpret something (in Laurel's case, computers) as something else (theater). This is a form of "synthesis" or "synthetic thinking" which enables us creatively to connect or compare apparently unlike things.

"As" is a form of what Ulmer terms "analogy" in his Theory of the Manifesto. (In fact, one useful way of reading Laurel's essay is as a manifesto, using all the steps of Ulmer's CATTt).

To recap, other critical tools we've discussed are :

• the manifesto as a set of moves in writing or reading, following Ulmer's Theory of the Manifesto
• sets of oppositions that define the analytical terms of thinking
• assumed narratives, stories or trends that inform and help determine our thinking.

(See also Peter Elbow's Believing and Doubting Games and Einstein's Compass (the uses of theory)from my Ideas site.)

Roll
See "Coming Up" for important reminders and news.
Questions? about the upcoming assignments, especially "The Analytical Essay: A Manifesto for Reading a Web Site"?

Bring in an idea for your essay, your Trend book, and any other books or materials you need.

The Essay will be due by Monday 4/11 at noon in my mailbox, 420 Humanities.

Sherry Turkle

Today, we'll talk about Turkle's essay "Who Am We? and "Margaret Morse's "Virtually Female: Body and Code."

(See also Peter Elbow's Believing and Doubting Games and Einstein's Compass (the uses of theory)from my Ideas site.)

Timothy Allen Jackson

We'll also finish talking about Timothy Allen Jackson's piece, "Towards a New Media Aesthetic" (347).

Let's start with Jackson's title:

• "Towards..." means that he's beginning a critical effort to understand something new. This is a "try" at defining or describing something that is emergent.
• "...a New Media..." refers to media that combine the various old media (writing, photography, audio, video) into one medium (Web sites, various other computer-based interfaces).
• "...Aesthetic" is a word Jackson defines on page 348...

Go to the Webx discussion new media aesthetics

Roll
See "Coming Up" for important reminders and news.
Questions? about the upcoming assignments, especially "The Analytical Essay: A Manifesto for Reading a Web Site"?

Timothy Allen Jackson

We'll talk about Timothy Allen Jackson's piece, "Towards a New Media Aesthetic" (347).

Let's start with Jackson's title:

• "Towards..." means that he's beginning a critical effort to understand something new. This is a "try" at defining or describing something that is emergent.
• "...a New Media..." means something specific to Jackson. See page 349.
• "...Aesthetic" is a word Jackson defines on page 348...

Go to the Webx discussion new media aesthetics to put together one of our collective commentaries on this reading.

Framing Examples and Theory in Your Critical Paragraphs

This activity will give you some scaffolding for writing/revising a key paragraph for your essay today in class. See the in-class handout.

Roll
See "Coming Up" for important reminders and news.

Questions about the Client Project?

From the assignment, b e sure your understand the idea of

• Community
• Ethos/Pathos
  

Forms

See the inclass handout. Post the completed form to the Web, visit it with your browser, test it, and then copy the URL to the Webx discussion "Forms URLs" by Wednesday at 9:30 a.m.

Roll

See "Coming Up" for important reminders and news.

Want to learn more about publishing as a line of work in the Twin Ports? There will be an informal conversation with local publishers on Thursday 4/14 from 3:00 to 4:30 in Kirby 333.

Representatives from 11 local publishers will be there, and refreshments will be served.

Any questions about the Forms Exercise from Tuesday? Be sure you copy the URL to the Webx discussion "Forms URLs" by Friday morning at 9:30

.

Questions about the Client Project?

On the assignment page, review the ideas of

• Community building on the Web
• Using Ethos/Pathos
• Channels

Brainstorming

Five words that describe the ethos/pathos of your client (good or bad)

2. Selecting with Masks

See the page "Selecting with Masks" for details. I will also give you an in-class handout. You will put the final product on the Web and send the URL to the Webx discussion "Selecting with Masks discussion" by Thursday evening.

Roll

See "Coming Up" for important reminders and news.

Questions about the Client Project?

On the assignment page, review the ideas of

• Community building on the Web
• Using Ethos/Pathos
• Channels

Softening the Border

See the page "Softening the Border" and the in-class handout. The resulting images should be inserted onto a Web page, posted to a folder "softening" in your exercises folder on the Web, and the URL sent to the Webx discussion "softening."

Roll
See "Coming Up" for important reminders and news.
Trouble-shooting up the "Forms" exercise?

Questions about the Client or ReVision Projects?

Checklist: The Client Project

I'm handing out a Checklist today that you can use to revise your own project as well as to give you ideas for commenting on your classmates' pages in workshop starting next week.

I'll also use this same checklist in giving you feedback on your project.

Sliced Rollover Menu

See the "techniques" page "Sliced Rollover Menu" and the in-class handout. The resulting images should be inserted onto a Web page, posted to a folder called "slices" in your "exercises" folder on the Web, and the URL sent to the Webx discussion "Slices."

Client Projects (BETA) due by Next Wednesday at Noon

1. Within 24 hours of the workshop, copy and paste all the written comments you've made for everyone discussed that day into the form "Workshop Comments for Today" and click "Send." These comments will come to me. Be sure to label each set of comments with the project number and name of the project's author.
2. Send each author your comments on his or her project by using the e-mail list on the the form "Workshop Comments for Today."

Roll
See "Coming Up" for important reminders and news.
The location for the "final exam" will be in KPL 143, rather than in our usual SCC 42.

If you are turning in print materials to me at noon on Wednesday, May 11, please meet me between noon and 12:30 in KPL 143, or drop the materials in my mailbox in Humanities 420 by 12:30.

Questions about the Client or ReVision Projects?

Checklist: The Client Project

I'm handing out a Checklist today that you can use to revise your own project as well as to give you ideas for commenting on your classmates' pages in workshop starting next week.

I'll also use this same checklist in giving you feedback on your project.

Studio Session Today

Plan on working productively until 10:45

Client Projects (BETA) due by Wednesday at Noon

1. Within 24 hours of the workshop, copy and paste all the written comments you've made for everyone discussed that day into the form "Workshop Comments for Today" and click "Send." These comments will come to me. Be sure to label each set of comments with the project number and name of the project's author.
2. Send each author your comments on his or her project by using the e-mail list on the the form "Workshop Comments for Today."

Roll
See "Coming Up" for important reminders and news.
The location for the "final exam" will be in KPL 143, rather than in our usual SCC 42.

If you are turning in print materials to me at noon on Wednesday, May 11, please bring them to my office, or drop them in my mailbox, between noon and 12:30 in Humanities 420.

Collect Printouts and Commentaries

Workshop Today

For workshop today, please open up the SychronEyes software on your desktop and sign in with your first and last names.

1. Within 24 hours of the workshop, copy and paste all the written comments you've made for everyone discussed that day into the form "Workshop Comments for Today" and click "Send." These comments will come to me. Be sure to label each set of comments with the project number and name of the project's author.
2. Send each author your comments on his or her project by using the e-mail list on the the form "Workshop Comments for Today."

Preparing for Workshop Next Time

Before class next time, please do the following:

1. Review the workshopping page for ideas about what you might discuss in your comments.
2. Visit the Client Projects scheduled the class meeting in the schedule below. Before class on workshop day, I'll link the names in this schedule to the projects, but, in the meantime, go directly to the Webx discussion "Client Project URLs" to follow the URLs there.
3. Type and printout written comments and suggestions for each project scheduled for that day. Bring both the printout of your comments and the digital file to class.

Roll
Evaluations. For the first few minutes of today, we'll complete course evaluations.
Digital Legacy (Permissions). I will also ask you to fill out permissions forms to allow, or disallow, me to make your work available as samples of student work (either with or without your name)

Remember how helpful the examples were when you were approaching these assignments? Saying yes will make your best work this semester part of UMD's digital legacy!
For Thursday 5/5, visit and prepare comments on the remainder of the Client Projects for the workshop.
Wednesday, May 11, at noon. The location for the "final exam" will be my office. If you are dropping by print materials, come by Humanities 424, or leave them in my mailbox in Humanities 420, between noon and 12:30 in Humanities 420.

Workshop Today

1. Within 24 hours of the workshop, copy and paste all the written comments you've made for everyone discussed that day into the form "Workshop Comments for Today" and click "Send." These comments will come to me. Be sure to label each set of comments with the project number and name of the project's author.
2. Send each author your comments on his or her project by using the e-mail list on the the form "Workshop Comments for Today."

Preparing for Workshop Next Time

Before class next time, please do the following:

1. Review the workshopping page for ideas about what you might discuss in your comments.
2. Visit the Client Projects scheduled the class meeting in the schedule below. Before class on workshop day, I'll link the names in this schedule to the projects, but, in the meantime, go directly to the Webx discussion "Client Project URLs" to follow the URLs there.
3. Type and printout written comments and suggestions for each project scheduled for that day. Bring both the printout of your comments and the digital file to class.

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The final version of the Client Project, and the ReVision Project will be due by Wednesday, May 11, at noon. If you have questions about either of these projects, please let me know.
The location for the "final exam" will be my office. If you are dropping by print materials, come by Humanities 424, or leave them in my mailbox in Humanities 420, between noon and 12:30 p.m.
I will be returning feedback on the BETA Version of the Client Project. At the end of class today, I will handout some checklists and raw scores for the BETA version of your Client Project. This score will not be used to determine your final grade, but is simply an evaluation of your project at the moment, showing your relative strengths and weaknesses in the various criteria compared to the performance of your classmates.

When you complete and post the final version of the Client Project, send me an e-mail with a detailed explanation of the changes you've made to the site since this BETA version. Both the e-mail and the final version are due by noon on Wednesday, May 11.

"Visiting Day" Workshop

Given our time constraints, we'll alter our workshop method today to discuss the remaining projects. Instead, we'll have a "Visiting Day Workshop."

In the table below are "hosts" and "visitors."

The hosts are people whose projects have not been discussed in class. They will sit at their computers with their Client Projects opened in a browser and Dreamweaver. Hosts, try to sit so there's an empty space next to you for visitors.

The Visitors will, when the workshop starts, stand and choose one of the hosts to sit with for about eight minutes. Visitors, start by saying what you liked best about the project. Talk about your reactions and suggestions. Ask questions of the author to get a conversation going, rather than rattling off a list of things to fix or do.

After eight minutes, I'll ask the visitors to stand again and choose another host to visit. Follow the same process.

After another eight minutes, we'll change again.

1. Within 24 hours of the workshop, copy and paste all the written comments you've made for everyone discussed that day into the form "Workshop Comments for Today" and click "Send." These comments will come to me. Be sure to label each set of comments with the project number and name of the project's author.
2. Send each author your comments on his or her project by using the e-mail list on the the form "Workshop Comments for Today."