Creating Web Pages Research Articles

WEXTOR: a Web-based tool for generating and visualizing experimental designs and procedures.

WEXTOR is a Javascript-based experiment generator and teaching tool on the World-Wide Web that can be used to design laboratory and Web experiments in guided step-by-step process. It dynamically creates the customized Web pages and Javascripts needed for the experimental procedure and provides experimenters with a print-ready visual display of their experimental design. WEXTOR flexibly supports complete and incomplete factorial designs with between-subjects, within-subjects, and quasi-experimental factors, as well as mixed designs. The software implements client-side response time measurement and contains a content wizard for creating interactive materials, as well as dependent measures (graphical scales, multiple-choice items, etc.), on the experiment pages. However, it does not aim to replace a full-fledged HTML editor. Several methodological features specifically needed in Web experimental design have been implemented in the Web-based tool and are described in this paper. WEXTOR is platform independent. The created Web pages can be uploaded to any type of Web server in which data may be recorded in logfiles or via a database. The current version of WEXTOR is freely available for educational and noncommercial purposes. Its Web address is http://www.genpsylab.unizh.ch/wextor/index.html.

Authoring Personal Web Sites: A Description of Selected Tutorials and Beginner's Guides

ABSTRACT People from all over the world are flocking to the Internet in record numbers. To meet the needs of this emerging population of World Wide Web users, this column identifies a select number of helpful Web sites dedicated to the creation of personal Web pages. Each site addresses the concepts of Hyper Text Markup Language (HTML) and Web page design. The needs of the novice Web page author are emphasized. The selected sites are relevant, accessible, and current.

Educational use of World Wide Web pages on CD-ROM.

The World Wide Web is increasingly important for medical education. Internet served pages may also be used on a local hard disk or CD-ROM without a network or server. This allows authors to reuse existing content and provide access to users without a network connection. CD-ROM offers several advantages over network delivery of Web pages for several applications. However, creating Web pages for CD-ROM requires careful planning. Issues include file names, relative links, directory names, default pages, server created content, image maps, other file types and embedded programming. With care, it is possible to create server based pages that can be copied directly to CD-ROM. In addition, Web pages on CD-ROM may reference Internet served pages to provide the best features of both methods.

Understanding Content Management

Les systemes de gestion de contenu (SGC) ne permettent pas seulement de creer des pages HTML (HyperText Markup Language) pour les sites de grande taille, ils traitent tout le processus de collecte, de gestion et d'edition de contenu et sont cruciaux pour le commerce electronique. Du plus simple au plus elabore, l'A. decrit les fonctionnalites des differents types de systemes existants : Le SGC Web nominal, le site Web dynamique, le SGC Web integral, le SGC d'entreprise.

The Digital Scriptorium and Master : Two Major Initiatives in Online Manuscript Cataloging: A report from the 2001 International Congress on Medieval Studies

Information Technology and Hispanic Studies THE DIGITAL SCRIPTORIUM AND MASTER: TWO MAJOR INITIATIVES IN ONLINE MANUSCRIPT CATALOGING A report from the 2001 International Congress on Medieval Studies Mark Johnston Newberry Library The Digital Scriptorium and MASTER are two ofthe latest projects in online manuscript cataloging that promise to extend tremendously the scholarly resources available to medievalists via the Internet. At the 2001 International Congress on Medieval Studies in Kalamazoo, representatives ofeach project reported on their efforts in Session 147, "Work of the MASTER Project: Encoding Manuscript Descriptions, Devising an Online Prototype Manuscript Union Catalog". Consuelo Dutschke (Columbia University) described the latest achievements of the Digital Scriptorium; Matthew Driscoll (Arnamagnaean Institute, Copenhagen) and Peter Robinson (De Montfort University) discussed the progress of MASTER (Manuscript Access through Standards for Electronic Records). Like the earlier and still ongoing Electronic Access to Medieval Manuscripts project (EAMMS, http://www.hmml.org/ eamms), both of these new projects developed from the work of the Text Encoding Initiative (TEI), and seek to create online union catalogs for manuscripts. Both employ the more powerful capabilities for structuring data now offered by Extensible Markup Language (XML). Like the Hypertext Markup Language (HTML) used to create web pages, XML is a descendant of the venerable Standard Generalized La corónica 29.2 (Spring, 2001): 249-56 250MarkjohnstonLa corónica 29.2,2001 Markup Language (SGML). The Digital Scriptorium began in 1996 as a joint project of Columbia University and the University of California at Berkeley. MASTER is likewise a collaborative effort by six institutions -The Centre for Technology and the Arts of De Montfort University, Royal Library of the Netherlands, L'Institut de recherche et d'histoire de textes, The Arnamagnaean Institute, the Humanities Computing Unit ofOxford University, and the National Library ofthe Czech Republic- initiated in 1999 with funding from the European Union. The projects enjoy strong cooperation with one another, thanks in part to their common debt to the TEI, although their objectives and methods are somewhat different. The Digital Scriptorium (http://sunsite.berkeley.edu/Scriptorium) presents itself as a "Prototype Visual Union Catalog of Medieval and Renaissance Manuscripts", designed chiefly to serve the needs of "paleographers , codicologists, art historians, textual scholars, and other researchers" in the history of the book. In her remarks, Dutschke stressed how images provider a fuller "description" that effectively serves to "verify" the verbal record regarding a book. This focus on the manuscript as material object makes the catalog's digital images its primary resource. The images strive to record "the work of every scribe, every script, every artist, every level of the decorative hierarchy , every ownership note, even flyleaves and binding" of interest in a manuscript. The actual number of images displayed for each manuscript ranges from one to eighty-five, with an average of six, and some 8500 images are now available online in a provisional database with a simple search engine. The Digital Scriptorium search engine permits querying of data from any one of three areas, although not of information from combinations of these areas: 1) the complete manuscript's Shelfmark, Binding , and Provenance; 2) each separate part's Country, Cardinal Point, Region, City, Document, Dated, Date, Layout, Script, Scribe, Music, Support, Watermark, Representational Decoration, Other Decoration, and Artist; and 3) each individual text's Author, Other Associated Name, Title, Supplied Title, Docket, Incipit, Language and captions. Accompanying the search on text data are lists of all authors and of all titles (but not both together) found in the database. Literary historians seeking to know which texts by which authors are in a manuscript may find this apparatus somewhat frustrating to use. For example, the list of authors includes "Raymond Lull" (sic). A search of text data by author using the terms "lui" or "lull" returns main entries for three manuscripts , including Union Theological Seminary, Burke Library MS 14: The Digital Scriptorium and Master251 MANUSCRIPT INFORMATION Shelfmark: UTS MS 14 Held at: The Burke Library, Union Theological Seminary, New York Composite: Yes Number of Folios: ff. 2 1 1 Binding: Original wooden boards and stamped calf; back pastedown : a double parchment leaf of an early printed ediTION of Alexander de Villa Dei, Doctrinale (32 lines to a page). Provenance: Leander...

Matching/mismatching revisited: an empirical study of learning and teaching styles

This paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadth‐first and depth‐first) with students' cognitive style (field‐dependence/‐independence) in a computer‐based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research.

From Creating Web Pages to Creating Web Sites

ABSTRACT The librarians at the Moraine Valley Community College redesigned the library's Website using Louis Rosenfeld and Peter Morville's application of information architectureto Web site design. The librarians at Moraine Valley Community College learned that successful Web site design hinges on matching the needs of the user group with available technology. Web site designers must be able to create a flexible organizational scheme that allows a balance to be struck between competing factors such as hierarchical depth versus breadth, site structure versus site flexibility, and usable labels versus needed jargon. Most importantly for librarians operating in the online environment, Web designers must understand that users visit Web sites to access information, but it is a site's information architecture that makes the site successful.

Website Creation: A Japanese Learning Project

At the end of the first semester of 1998 I had a special meeting with Japanese level 6 students to explain to them details about the modified course which was to be offered in the second semester. Japanese 6 is the most advanced level course offered by the University of Melbourne— going from level 1 for beginners to level 6 for advanced learners. There were 12 students (consisting of Japanese-, Chinese-, Korean- and Maltese-background students, as well as native-born Australians) enrolled in the second semester. The course was going to be split into two segments: one with traditional reading sessions (two hours a week) and the other (two hours a week) with the Web projects. I told students how the project segment differed from the other half of the course, emphasizing the fact that they would control their own learning process and the workload involved outside the class. Students working in groups were going to create Web pages on their own chosen topics. I asked whether they were interested in taking such a course. I felt that this enquiry was necessary, because any syllabus/assessment changes made in existing courses had to be clearly articulated in advance to students, both orally and in writing, before they committed themselves in the second semester. To my surprise they all seemed to be very enthusiastic about the prospect of the new course. I asked them to start thinking during the break about what topic they were going to work on and with whom they wanted to work.

Guidelines for Creating Accessible Library Web Pages

ABSTRACT Library Web developers can improve their Web pages and work towards accessibility by all user groups. This article describes some general accessibility guidelines to follow when creating Web pages. It discusses the recommendations of the World Wide Web Consortium (W3C), called the Web Accessibility Initiatives (WAI). This article focuses attention on the accessibility of Web pages to users with visual impairments, auditory impairments, and mobility impairments. Accessibility guidelines for these user groups are suggested. Another important aspect of creating accessible Web pages is to test the pages during and after development. Online products that test accessibility are discussed as well as additional test methods, such as user input.

SurveyWiz and factorWiz: JavaScript Web pages that make HTML forms for research on the Internet.

SurveyWiz and factorWiz are Web pages that act as wizards to create HTML forms that enable one to collect data via the Web. SurveyWiz allows the user to enter survey questions or personality test items with a mixture of text boxes and scales of radio buttons. One can add demographic questions of age, sex, education, and nationality with the push of a button. FactorWiz creates the HTML for within-subjects, two-factor designs as large as 9 x 9, or higher order factorial designs up to 81 cells. The user enters levels of the row and column factors, which can be text, images, or other multimedia. FactorWiz generates the stimulus combinations, randomizes their order, and creates the page. In both programs HTML is displayed in a window, and the user copies it to a text editor to save it. When uploaded to a Web server and supported by a CGI script, the created Web pages allow data to be collected, coded, and saved on the server. These programs are intended to assist researchers and students in quickly creating studies that can be administered via the Web.

Quiz-o-matic: a free Web-based tool for construction of self-scoring on-line quizzes.

Increasingly, educators are using the World-Wide Web (the Web) and related technology to supplement their traditional teaching materials. In this paper, we present a free tool that has been placed on the Web to enable educators to create Web pages that present self-scoring quizzes. Such Web-based practice quizzes provide students with an opportunity for interactive assessment and review of course material. The tool, Quiz-o-Matic, uses active server pages to build the HTML and JavaScript code for each quiz, without requiring the user to edit any code. We present evidence that students judge the self-scoring quizzes to be useful and worthwhile additions to a course.

The Ethics/ Skills Interface in Image Manipulation

Image manipulation using computer technology has become a basic skill required in various graphics dependent industries such as advertising, and the print and electronic media, and for specialist use in institutions for in-house and on-line publishing and the creation of Web pages. The 'seamless' alteration of photographs and other visual images made possible by computer technology has allowed misrepresentation with intent to deceive, and difficulty in establishing copyright of original images. The dilemma in teaching techniques of image manipulation is to create a basis for ethical practice HCI in this paper refers to the ethics/skills interface in the education and work of multimedia practitioners.

Making the World Wide Web Accessible to All Students

Two recent events induced me to think about accessibility to the World Wide Web: A student in a Web research and publishing class I was teaching had a vision problem that made viewing material on a computer screen difficult, and I learned that the U.S. government has directed that soon Web pages of government agencies must comply with federal regulations regarding accessibility. The first problem was solved by increasing the font size in the browser, but what if the student had been totally blind? My instructional Web page containing material used in the class had not been created with visual impairments in mind. How can we make instructional Web pages accessible to all people? Do we not have an obligation, absent government mandates, to make our Web pages accessible? This exploratory study examined the accessibility of Web sites belonging to 80 colleges of communications and schools of journalism in the United States and Canada by subjecting them to a computer-generated test (the Bobby test) that examines the hypertext markup language (HTML) used to format the pages. This paper suggests ways to revise the markup of pages to make them more accessible to students with vision, hearing, and mobility problems. Additionally, it lists resources for keeping abreast of the latest developments in accessibility standards and tools. Instruction via the Internet and through Web pages to enhance face-toface classes is becoming more common. Some scholars compare the magnitude of increased dependence on computerbased instruction to the effect created by the introduction of the textbook during the Middle Ages (Gibbons & Fairweather, 1998). However, to blind students, it's not necessarily good news that more universities are putting course materials online these days. For them, the Web threatens to become the equivalent of a classroom building without an access ramp (Young, 1998). The National Federation of the Blind (1999) estimates that about 750,000 people in the United States are blind, and each year 50,000 more will become blind. Institutions are using the Web to market themselves. Increasing numbers of journalism and mass communication faculties are embracing new technology (Sutherland & Stewart, 1999). Many of us are enhancing our courses with Webbased syllabuses and other course materials, and we probably are doing this without considering that some students may have difficulty retrieving this information. The blind, for example, use screen readers and special software to decipher the visual display of a Web page into an aural or Braille version. As more and more audio files are placed on the Web, another group is getting locked out - the hearing-impaired. A problem arises when Web page creators are not aware of the pitfalls they are throwing in the way of those with impairments. Kirsanov (1997), who provides advice on creating Web pages, said there are precious few situations that pose really tough challenges to accessibility. He concluded, In the great majority of cases, inaccessible Web pages are a result not of the technologies applied, but of their incor rect implementation and lack of proper care (paragraph three). It is time to examine how we can make our Web pages more accessible to those with visual problems, hearing problems and motor and cognitive disabilities. Waddell (1998) said, Unless a Web site is designed in an accessible format, significant populations will be locked out as the World Wide Web rapidly advances from a text-based communication format to a robust, graphical format. Background Section 504 of the Rehabilitation Act of 1973, as amended, (29 U.S.C. 794) prohibits discrimination on the basis of handicap in federally assisted programs and activities. Most activities of state and local governments, because they receive federal funding, are covered by this Act. The Americans with Disabilities Act (ADA), which was signed into law on July 26, 1990, (http://www. …

Consideraciones sobre la edición electrónica de revistas en internet

Description of the basic procedures for publishing electronic journals, including both titles that exist only in an electronic version and those that are electronic versions of a printed journal. The authors describe the basic formats used for publishing on the internet as well as the tools and procedures necessary for creating web pages and documents in pdf. The advantages of e-publishing as compared to the printing process are also explored.

A Web-based lab manual for CS 1

No one can deny the impact the web is having on education. Computer Science education is no exception. Computer literacy classes now include units on web surfing and personal web page creation [6]. Data structures students have web tools for viewing algorithms and dynamic data structures [2, 4-5]. Computer graphics students have 2D and 3D visualization tools [7], and database students learn to access remote databases using ODBC or JDBC over the web [1]. Special courses in web technologies are being added to the curriculum in many departments [3]. It is only natural for a laboratory manual for Computer Science 1 to be presented as an interactive web document. Pedagogically, how does such a laboratory manual compare with the traditional hard-copy manual? What are its strengths and weaknesses? Which approach do students prefer? We sought to answer these and other questions from our empirical study of Computer Science I students. The results of the study and the lessons learned will be described in this article.

Issues and innovations in very large scale online distance learning: a case study

A new online course catering for 900 students in its pilot year and about 13,000 in its full presentation is described. It covered the beginning use of computing, collaborative work online, finding information on the web, creating web pages, and skills of learning to learn. Issues discussed are the best learning approach to use, ways of coping with the wide variety of student backgrounds, experience and software, and the nature of the online environment needed.

HTML for Poets

This paper describes a workshop to teach faculty from different disciplines to create web pages using hypertext markup language (HTML). The course was not specifically for poets, but was so-named in order to be particularly inviting to the non-technical faculty member. The two-day workshop was offered several times in the summer of 1997 to the faculty of a mid-sized urban institution. Seventy faculty attended the workshop, which was designed to be immediately useful regardless of platform (Macintosh or PC), Internet connectivity (direct or modem), departmental affiliation, or technical ability. The article focuses on course rationale, objectives, and methodology. Course evaluations from both participants and instructors are also discussed, as well as plans for replicating and/or extending the workshop in the future. This paper can serve as a guide for those undertaking any significant instructional effort with faculty and staff.

Word Processing and WWW Projects in a College Japanese Language Class

ABSTRACT This paper describes four computer‐assisted Japanese language and culture projects using word processing and the World Wide Web (WWW) conducted in a college‐level third‐year Japanese class, and reports the impact of the projects as assessed by student pre‐ and post‐questionnaires reflective comments from students, and instructor's reflective observation notes. Fourteen students provided their feedback on the four projects that they had engaged in: (1) journal writing; (2) creating a personal home page; (3) a Japanese culture project using the WWW; and (4) a collaborative class fiction using a discussion forum on the WWW. The projects were successful in that students enjoyed word processing, creating Web pages, and collaboratively creating a fiction all in the Japanese language. Students also felt that these projects benefited the overall development of their Japanese language skills, understanding of Japanese culture, and computer skills. They also felt that word processing made writing in Japanese easy. Observations found that students' motivation increased. There was also a significant decrease in students' anxiety toward using computers. Areas of difficulties included kanji recognition in word processing and in reading Web pages and mastering technical skills. This paper offers suggestions tor conducting similar computer projects in foreign language classrooms.

Web Editors

Creation of Webpages, with their long and complex pages of HTML code for even the simplest of formats, can be greatly facilitated by the use of Web editors. These powerful tools provide shortcuts to change the appearance or arrangement of Webpages, eliminating many keystrokes. Recent Web editors have added many new and sophisticated features to this basic function. This preconference session demonstrated two of the most current products for editing Webpages, Netscape Composer and Microsoft FrontPage 98, covering the capabilities and the limitations of each.

Student C&IT skills development and the learning environment: evaluation and module evolution

This paper describes efforts by the Institute of Geography and Earth Sciences at the University of Wales, Aberystwyth, to develop effective strategies with which to develop students’ skills in communications and information technology (C&IT). The strategy adopted was to develop these skills within modules that tackle traditional earth science subjects rather than devise a specific skills development module. Two modules were utilised: Geohazards and the Malta Fieldcourse, which specified the achievement of C&IT skills as key objectives. The results of the first year’s experiment were surprising. Students on the Geohazards module, who received extensive practical instruction in C&IT skills, did not demonstrate appreciable attainment of C&IT skills. In contrast, many students on the Malta Fieldcourse, who received no practical C&IT instruction, created Web pages for assessment. The reasons for these results were evaluated and alterations made to both modules, mainly in respect of the learning environment. Results in 1998 were dramatically improved and demonstrate the importance of creating and maintaining an experiential learning environment to encourage students to develop and demonstrate C&IT skills.