Grants Collection

Middle Georgia State University

UNIVERSITY SYSTEM
OF GEORGIA

Kevin Floyd, Myungjae Kwak

Web
Development
 Grants Collection
Affordable Learning Georgia Grants Collections are intended to provide
faculty with the frameworks to quickly implement or revise the same
materials as a Textbook Transformation Grants team, along with the aims
and lessons learned from project teams during the implementation
process.

Each collection contains the following materials:

 Linked Syllabus
o The syllabus should provide the framework for both direct
implementation of the grant team’s selected and created
materials and the adaptation/transformation of these
materials.
 Initial Proposal
o The initial proposal describes the grant project’s aims in detail.
 Final Report
o The final report describes the outcomes of the project and any
lessons learned.

Unless otherwise indicated, all Grants Collection materials are licensed

under a Creative Commons Attribution 4.0 International License.
Syllabus
 Syllabus
ITEC 2380-03 – Online Web Development
Spring 2016 – On Line

Section 1 – General Course Information

Course CRN#: 24367

Instructor Information
Instructor: Myungjae Kwak, Ph.D.
Office: PSC 314
Office Phone Number: 478-757-6682
Email: [Link]@[Link]
Tentative Office Hours: Monday 1:30 – 3:30
Tuesday 1:00 – 4:00 pm
Wednesday 1:00 – 4:00 pm
or by appointment

Section 2 – Standard Course Information

Credit: 3 hours

Prerequisite or Co-requisite: At least a “C” in either ITEC 2215

Course Description
This course introduces concepts and practices associated with Web Site Development. The
focus is on site and page design, page layout techniques, styling methods, coding practices,
selection of typography, graphics, multimedia, accessibility issues, site publishing, testing,
maintenance, and site marketing (SEO).

Course Materials
[Link]

Supplementary sites
[Link]
[Link]

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Required Software
Windows Users: Notepad++ ([Link] Microsoft Expression Web 4,
Dreamweaver, or any web development tools can be used for conducting computer lab work
and for completing assignments. Notepad++ is recommended for beginners.

Mac Users: TextWrangler ([Link] Brackets

([Link] Sublime ([Link] and Komodo Edit
([Link]

Course Outcomes

The purpose of this course is to provide the know-how and skills to create Web pages using
common markup languages and styling techniques. The focus of the course is on the
technologies for formatting and presenting information through the Hypertext Markup
Language (HTML5), Extensible HyperText Markup Language (XHTML), and Cascading Style
Sheets (CSS). Students develop various types of Web pages to gain survey knowledge of current
technologies and practices. At the completion of the course students should be able to:
 Identify the HTML markup tags for structuring web pages
 Identify the CSS properties and elements for styling, formatting, and enhancing web
pages
 Develop web pages using HTML5 and CSS
 Evaluate and validate HTML5 documents for conformance to the latest
 W3C markup standards
 Analyze and evaluate web pages for conformance to Section 508 and W3C accessibility
standards
 Design web pages using common web design principles

Topics

 Introduction to creating web pages

 Basic document layout using HTML5
 Basic document styling using CSS
 Text formatting
 Using Graphic Imaging
 Applying special CSS styles
 Linking Pages
 Using tables
 Playing multimedia
 Using frames
 Creating HTML5 forms
 Designing web sites

2
 Section 3 – Course Assessment Information
Course Assessments
You will be evaluated on web development case studies, midterm exam, final project, and
online discussions participation.

Case Studies
Eleven case studies assignments are worth 220 points toward the student’s overall course
grade. Case studies are to be uploaded to your web folder on the campus server by midnight of
the due date listed on the class schedule. The student must submit the URL via the Dropbox in
D2L in order to receive credit. If you don’t have your Web directory, please refer to WEBDAV
tab in the following URL ([Link]

Final Project
A hands-on application development project is worth 100 points toward the student’s overall
course grade. Points will be given based on the creativity and completeness of the final
outcome. Project topic, timeline and evaluation criteria will be announced in D2L after the
midterm exam.

Assignments Submission Policy

To obtain full credit for each assignment or project, the student must submit the assignment by
its deadline. If an assignment or project is submitted past the deadline, 50% penalty will be
applied and another 10% penalty will be applied for each 24 hour delay. No late case studies,
discussions, exams, or final projects will be accepted without prior approval of the instructor.

Exam
Midterm exam is worth 60 points. Format will be multiple choice, coding, and short/long
answer questions.

Participation
Ten online discussions are worth 50 points. You are expected to post questions and/or opinions
and answer instructor or other students’ questions in D2L discussion boards actively. Your
activities will be evaluated subjectively.

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Grading Policy (Total 435 points)
 Case Studies (11 × 20 pts = 220 pts)
 Midterm Exam (60 pts)
 Project (100 pts)
o A: 100 pts, B: 80 pts, C: 60 pts, D: 40 pts, F: 0 pts
 Online Discussion Participation (11 x 5 pts = 55 pts, subjective)

Grading Scale
 A: 391.5 – 435 points
 B: 338 – 391 points
 C: 304.5 – 337 points
 D: 261 – 304 points
 F: fewer than 260 points

4
 Section 4 – Standard Course Policies
Online Course Policies, Expectations, and Guidelines for Students

EXPECTATIONS
1. Online courses are not self-paced and regular participation in online courses is required
and will be recorded by your instructor. Students are expected to complete all course
assessments using D2L.
2. Online learning assumes a high level of maturity and professionalism. It is designed to
make learning more convenient but no less rigorous. The lack of a formal meeting
schedule in an online course can be liberating. It can also be demanding because you
must determine when to make time for class. Self-discipline and good time
management skills are necessary when taking an online course.
3. Please remember that you will spend as much or more time completing an online
course as you would taking it in a traditional face-to-face/classroom format. The special
circumstances of taking an online course demand regular and consistent participation.
Be sure to pace yourself throughout the semester making sure your responses to
communications and assignments are timely. If you are not able to participate in any
assigned class activities, you must contact your instructor immediately.
4. The instructor is required to report “no-shows” or students who do not show up the first
day of class. Therefore, all students enrolled in the course must verify their enrollment.
This can affect financial aid and you may be dropped from the class. Your instructor will
notify you as to how to verify your enrollment before the beginning of the term to
ensure that you are not reported as a “no-show”.

ONLINE COURSE POLICIES

1. Students are required to have access to a computer and the Internet.
2. All course materials (i.e. course syllabus, course content, the assignments and the
schedule of activities, etc.) are posted in D2L’s course/class web site.
3. MGA email and/or D2L are used only for communication between the instructor and
students. The instructor will endeavor to reply to your email queries within 12 hours
and no more than 24 hours of their receipt, excluding weekends and holidays or during
semester breaks. Private email accounts must not be used to communicate between the
instructor and students.

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 4. Students must immediately review the tentative course schedule (included as part of
the syllabus) for the schedule of discussion activities, assignments, projects, and/or
examinations.
5. Students must attend class if they are to be well prepared for the workplace. Online
courses are no different from on-campus classroom courses in this regard. Therefore,
online students are subject to the university’s attendance policy. Please see the
“Attendance Policy” in the university’s catalog. For online classes, participation must be
defined in a different manner. Student attendance in online courses is defined as active
participation in the course as described in the course syllabus.
6. Online courses will, at a minimum, have weekly mechanisms for student participation,
which can be documented using any or all of the following methods:
a. a graded discussion activity that is integral to student engagement and learning;
b. a graded assignment/project/examination.
7. Your instructor will begin grading all assessments after the deadline and make the
results available to you within one week after the due date for the assessment.

ONLINE DISCUSSIONS AND POSTINGS

Expectations for Achieving Responsible Online Discourse

One value we must share is respect for individuals - their experience and their ideas or social
positions. We also share a genuine desire to learn from one another. In order to demonstrate
these shared values, you are encouraged to consider how your tone, word choice, and content
may affect other readers. Some ways people achieve responsible public electronic discourse
include

a) calling each other by name on the screen,

b) using smiley faces =) to clarify meaning if a writer's tone might be ambiguous,
c) clarifying with someone courteously before "flaming" back a quick response, and
d) refraining from publishing or forwarding any questionable jokes or strong language that
could offend various readers.

Guidelines for Online Discussions

1. Not only respond to your instructor’s questions, but carry on a dialogue with your
classmates as well. This is a discussion, not just a question and answer session, and is
one of the items that make a good online course and establishes community. If you only

6
 respond to your instructor’s question it makes the discussion more of an "exam" rather
than a dialogue.
2. Do not get caught up in "winning" the debate. We are here to learn the material, have
fun, and to discuss matters of importance with others.
3. Read all postings from your classmates, not just those from the instructor. Sometimes
future questions are based on the insights of your classmates.
4. When you reply to a post, don't just say "I agree". Give the person or person's name you
are agreeing with and be sure to put the reply in the right thread. Also include a brief
sentence or two summarizing what they said that you are agreeing with and then your
views. You might also consider changing the subject line to reflect your posts. Make it
easy for us to figure out who you are talking to and what you are talking about.
5. If you express an opinion, support it with material from our readings or other sources if
applicable. When you quote, summarize, or paraphrase from the text, be sure to give
the page number(s) -- This is important!
6. Count on checking the class website for assignments or discussions at least twice or
more per week.

Student Withdrawal Policy

Students who wish to withdraw from the University must complete the withdrawal procedure.
The student can complete the withdrawal procedure in two ways, 1) online through Banner
Web if they do not have HOLDS, OR 2) in the Registrar’s Office, the Warner Robins Campus
Office, or the Robins Resident Center Office. Withdrawal is not complete until all withdrawal
procedures have been properly executed. Students may not withdraw from the University
during the last two weeks of a semester.

Policy on Academic Misconduct

As a Middle Georgia State University student and as a student in this class, you are responsible
for reading, understanding, and abiding by Middle Georgia State University’s Student Code of
Conduct. The Student Code of Conduct is included in the MGA Student Handbook and is
available online at: [Link]

Especially, it is very important that you recognize and understand the following about academic
misconduct:

1. Individuals will fulfill their academic responsibilities in an honest and forthright

manner.

7
 Examples of prohibited behavior include but are not limited to: plagiarizing another's
work (such as using another's phrasing, concepts or line of reasoning as your own
without giving proper credit to the author or creator); submitting course assignments
that are not your own; submitting the same paper in different classes without prior
approval from both instructors; cheating (the use of any unauthorized means to gain
academic advantage on assignments, laboratory reports or examinations); acquiring or
using test materials without faculty knowledge; accessing any information, resource,
and/or means of communication during an exam or assignment without specific
authorization from the professor; failing to follow class policy; obtaining academic
benefits through computer fraud or unauthorized access; engaging in academic fraud
alone or with others; using material downloaded off Internet without proper citation;
illicitly attempting to influence grading; failing to abide by test-taking procedures.

The institutional penalty for academic misconduct is a grade of zero for the work involved and
will be referred to the Dean of Students.

Technical Policy
A plagiarism prevention service is used in the evaluation of written submitted for this course. As
directed by the instructor, students are expected to submit or have their assignments
submitted through the service in order to meet requirements for this course. The papers may
be retained by the service for the sole purpose of checking for plagiarized content in future
student submissions.

Policy on Disability Accommodations

Students seeking academic accommodations for a special need must contact the Middle
Georgia State University Counseling Center (478.471.2985, TDD 478.471.5798) located on the
first floor of the Learning Support Building, Room 110 on the Macon Campus.

8
 Section 5 – Instructor-specific Policies
Rationale
Web development in general is to build a foundation of skills creating web pages. However, a
GOOD web developer needs to learn up-to-date information, e.g., HTML5 and CSS3 and design
principles, e.g., proximity, alignment, contrast, and navigation design to meet current
requirements in the highly competitive job market.

Format and Procedures

The course is structured with the reading, lab exercise, case studies, discussion topics, exams,
and a final project to build a holistic approach to web development.
 For each learning module, the instructor not only discusses the web development, but
also demonstrates relevant software tools and design principles to design web pages.
 The instructor will also guide class discussions to motivate students to brainstorm and to
have creative ideas in web designs.
 Students are expected to actively involved in such discussions and contribute their
knowledge to the class and peers.
 Students are expected to explore their knowledge out of the class via papers, books,
internet information and think critically with depth and breadth in all class discussions
and projects.

Course Requirements
1. Students have to read and review the sections of course material site (see the Tentative
Course Schedule and Outline) each week and practice the HTML and CSS code covered
in the course material site to have a better understanding of web development and
assignments. Note that merely watching video clips and reading materials will NOT help
you understand the web development. Students have to practice each hands-on
exercise and debugging your code frequently to master your web development skills.
This course will be a great opportunity to improve your overall typing skills as well.

2. Homework Assignments/Case Studies Homework assignments are available at the end

of each section. The case listed at the end of each section is used for assignments.
Students can discuss and exchange web design and debugging skills; however, each
student has to submit his/her own work.

3. Discussion Topics The regular discussion topics may include Web Research or any topics
relevant to web development and design. Each student is expected to submit his/her
own work. You are required to submit your discussion posts to the Drobox as well.

9
 “What I grade” will be the Drobox submission in D2L. I encourage everyone to
participate in open discussions.

4. Final Project The final project requires students to master web development skills in
chapters. Students will have to select a topic to develop the final project. In addition,
everyone is encouraged to include design principles, usability tests, and add-on
components such as Google Map, Lightbox, and jQuery. Specific requirements of the
final project will be announced by the instructor.

The final project includes 1) web development, and 2) documentation of the project.
The final project aims to cultivate the students’ web development ability. The Final
Project has to incorporate 1) a summary of development (e.g., developing HTML5 and
CSS, designing graphics, and designing interfaces), and 2) a documentation of the final
project.

HTML5 and CSS Validation Service

Students who have difficulties in finishing their assignments or final project should contact
tutors or the instructor as early as possible. The instructor does NOT offer debugging service.
There is no excuse to develop a ‘sloppy’ HTML5 and CSS code for this course. Students should
learn how to debug HTML5 and CSS codes through W3C Markup Validation Service
([Link] and CSS Validation Service ([Link]
Student files for web page exercises and Website Case Studies are provided on the cover page
of your textbook with an online access code.

Tutoring
The tutoring service is listed as follows:
1. Macon Campus. Call the School of Information Technology at 471-2801 to set up an
appointment with tutors.
2. Contact the instructor.

Communicating with Instructor

There are five ways to communicate with me. They are face-to-face, school email, D2L email,
phone, and D2L discussion board in the order of my preference. I will check the school and D2L
emails and discussion board periodically and try to reply to your post or email as soon as I can.

Especially, when you e-mail me using your MGA e-mail account, please make sure that your e-
mail should have a meaningful subject line that reads “ITEC 2380: Short description of the
request.

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 Section 6 – Tentative Course Schedule and Outline

ITEC 2380-03 As of 1/7/2016

The schedule below contains class activities, assignments and deadlines. Note that the course
schedule is “tentative” and subject to change based on student and/or pedagogical needs. All
changes will be announced and posted on the course website.

Class/Date Activities Notes/Due Dates

Week 1 Introductions - HW1 – Due by 1/26
(1/11 – Syllabus Review Discussion1 – Due
1/17) Section 1. Creating Web Pages by 1/26
[Link]
Week 2 Section 2. Basic Document Layout - HW2 – Due by 2/2
(1/18 – [Link] Discussion2 – Due
1/24) by 2/2
Week 3 Section 2. Cont.
(1/25 – [Link]
1/31)
Week 4 Section 3. Basic Document Styling - HW3 – Due by 2/9
(2/1 – 2/7) [Link] - Discussion3 – Due
by 2/9
Week 5 Section 4. Text Formatting - HW4 – Due by 2/16
(2/8 – 2/14) [Link] - Discussion4 – Due
by 2/16
Week 6 Section 5. Graphic Images - HW5 – Due by 2/23
(2/15 – [Link] - Discussion5 – Due
2/21) by 2/23
Week 7 Section 6. Applying Special Styles - HW6 – Due by 3/1
(2/22 – [Link] - Discussion6 – Due
2/28) by 3/1
Week 8 Midterm exam (Sections 1 – 6) - Exam will be
(2/29 – 3/6) available in D2L
from 3/3 to 3/5.
Week 9 Spring Break – No Class
(3/7 – 3/13)

11
Week 10 Section 7. Linking Pages - HW7 – Due by 3/22
(3/14 – [Link] - Discussion7 – Due
3/20) by 3/22
Week 11 Section 8. Using Tables - HW8 – Due by 3/29
(3/21 – [Link] - Discussion8 – Due
3/27) by 3/29
Week 12 Section 9. Playing Multimedia - HW9 – Due by 4/5
(3/28 – 4/3) [Link] - Discussion9 – Due
Final project will be released. by 4/5
Week 13 Section 10. Creating Forms - HW10 – Due by
(4/4 – 4/10) [Link] 4/19
- Discussion10 – Due
by 4/19
Week 14 Section 10. Cont.
(4/11 – [Link]
4/17)
Week 15 Section 11. Designing Web Sites - HW11 – Due by
(4/18 – [Link] 4/26
4/24) - Discussion11 – Due
by 4/26
Week 16 Special Topics: Bootstrap
(4/25 – 5/1)

Week 17 Final project due: Midnight, 5/6

(5/2 – 5/8)

12
Initial Proposal
 Affordable Learning Georgia Textbook Transformation Grants 
Round 2 
Summer 2015, Fall 2015, Spring 2016 
Proposal Form and Narrative 
Please complete per inline instructions; the completed document is not to exceed four pages. 
The italicized text is provided for your assistance; please do not keep the italicized text in your 
submitted proposal.  Proposals that do not follow the instructions may be returned.   
 
Institution Name(s) Middle Georgia State College

Team Members  Dr. Kevin Floyd, Program Chair & Associate Professor of Information 
(Name, Title,  Technology, School of Information Technology, [Link]@[Link] 
Department, 
Institutions if  Dr.  Myungjae  Kwak,  Assistant  Professor  of  Information  Technology, 
different, and email  School of Information Technology, [Link]@[Link]  
address for each) 
Sponsor, Title,  Dr. Alex Koohang, Dean, School of Information Technology, 
Department, 
Institution  Middle Georgia State College 

Course Names,  ITEC  2380  Web  Development  (Summer,  Fall,  Spring)  –  7  sections  / 

Course Numbers  year 
and Semesters 
Offered (Summer  ITEC 3280 Web Programming (Fall, Spring) – 4 sections / year 
2015, Fall 2015, or  ITEC 4248 Web Development Environments (Fall) – 1 section / year 
Spring 2016) 

Average Number of  30  Number of  12  Total Number of  360

Students Per Course  Course Sections  sections Students 
Section  Affected by  /year  Affected by 
Implementation  Implementation 
in Academic  in Academic Year 
Year 2016  2016 

Award Category  ☐ No‐Cost‐to‐Students Learning Materials 
(pick one)  ☐ OpenStax Textbooks 
☐ Course Pack Pilots 
☒ Transformations‐at‐Scale 
List the original  ITEC 2380 – Web Development &  $102.00 
course materials for  Design Foundations with HTML 5 7th  (210 students/year) 
students (including  edition   

[Proposal No.]  1  [Publish Date] 
 title, whether  ITEC 3280 – Modern JavaScript  $36.00 
optional or required,  Develop and Design  (120 students/year) 
& cost for each  ITEC 4248 – PHP and MySQL for  $27.00 
item) 
Dynamic Websites  (30 students/year) 
  jQuery and jQuery UI  $22.00 
(30 students/year) 
Total Cost 
$27,210.00/year 
Plan for Hosting  ☐ OpenStax CNX  
Materials  ☐ D2L 
☐ LibGuides 
☒ Other _Course materials will be hosted on a public webserver at 
Middle Georgia State College 

Projected Per  $76.00  Projected Per  100 

Student Cost  Student Savings (%) 

 
 

[Proposal No.]  2  [Publish Date] 
1. PROJECT GOALS 

 To develop a series of online web applications development course materials 
 To reduce student costs associated with textbooks 
 To  develop  online  resources  that  can  be  used  by  students  and  even  by  professionals 
world‐wide in IT or related fields  
 To  improve  student  learning  by  providing  online  tutorial  videos  and  examples  that  the 
students can try by themselves 
 To develop an online web applications development resource site that can continuously 
reflect fast evolving web technologies and the feedbacks from the users  
 

1.1 STATEMENT OF TRANSFORMATION

 Describe the transformation

 
The purpose of this transformation is to develop a series of web‐based web applications 
development  course  materials  including  tutorials  and  references  covering  the  topics  of 
HTML,  CSS,  JavaScript,  PHP,  MySQL  database,  and  XML  to  replace  existing  four 
textbooks used in three ITEC courses at Middle Georgia State College. Since the materials 
will be web‐based, they will be open and accessible to students and professionals world‐
wide  and  also  can  be  easily  updated  to  reflect  fast  evolving  web  development 
technologies.  
 
 Identify stakeholders affected by the transformation
 
The  stakeholders  affected  by  the  transformation  are  primary  IT  students  taking  web 
applications  development  related  courses  in  the  Information  Technology  program  at 
Middle  Georgia  State  College.  Since  the  materials  will  be  open  to  public,  any  IT 
professional world‐wide can be potentially affected by the transformation.  
 
 Describe the impact of this transformation on stakeholders and course success.
 
The  transformation  will  impact  on  students  by  reducing  costs  associated  with  the 
textbooks currently required in three web applications development related ITEC courses.  
The  transformation  will  develop  a  series  of  web‐based  web  applications  development 
course  materials  including  tutorials  and  references  that  will  replace  the  currently 
required textbooks.  The materials will be accessible at no charge. Additionally, since the 
materials  are  completely  web‐based,  they  may  be  used  by  other  institutions  of  higher 
education or by professionals world‐wide.  
 
Most textbooks, including those currently used in our web development related courses, 
currently  include  materials/chapters  not  applicable  or  outdated.  The  materials  will 
present more focused content that is specifically aligned with the course objectives and 

[Proposal No.]  3  [Publish Date] 
 student  learning  outcomes.  In  addition,  more  detailed  examples,  explanations, 
interactive features, and tutorial videos on important topics will be provided to support 
student learning greatly. 
 
 Category 4 only: Describe the transformative impact on the program, department,
institutions, access institution, and/or multiple courses.

The transformation will initially impact on three web applications development related 
courses.  Long  term,  the  course  materials  will  be  continuously  used  and  updated 
reflecting  fast  evolving  web  development  technologies  and  also  more  tutorials  and 
content will be added to the site to support additional courses. Since the materials will 
be  accessible  to  anyone  in  the  world,  the  content  will  likely  bring  recognition  to  the 
School and Institution.  
  
1.2 TRANSFORMATION ACTION PLAN 

 The identification, review, selection, and adoption/adaptation/creation of the new course

materials.
The  new  course  materials  will  be  identified  and  gathered/created  based  on  course 
objectives and student learning outcomes stated in the course syllabi of the three web 
applications development related ITEC courses. While some of the course materials can 
be created by referring to the currently used textbooks, most of them will be produced by 
using  publicly  available  resources  since  most  of  the  content  taught  in  the  three  ITEC 
courses  are  standard  web  development  technologies  maintained  by  non‐profit 
organizations and open source foundations.  
 
The identified, selected, and re‐created course materials will be officially adopted after 
the  Curriculum  Committee  in  the  School  of  Information  Technology  at  Middle  Georgia 
State College thoroughly reviews and approves.   
 
 The course and syllabus instructional design/redesign necessary for the transformation.
 
Since the new course materials will be completely web‐based, each topic included in the 
online  course  syllabi  will  be  linked  to  a  web  page,  which  contains  all  the  materials 
relevant to the topic. Also, each course web page will be designed based on learning by 
doing approach to include many examples, tutorials, and hands‐on features that allow 
students to test their own codes/programs at the site.      
 

 The activities expected from each team member and their role(s): subject matter experts,
instructional designer, librarian, instructor of record, et al.
 
‐ Dr.  Kevin  Floyd,  as  a  subject  matter  expert  and  instructional  designer,  will  identify 
and create new course materials and oversee the entire transformation process.  

[Proposal No.]  4  [Publish Date] 
 ‐ Dr. Myungjae Kwak, as a subject matter expert and instructional designer, will create 
new  course  materials  and  develop  hands‐on  features.  Also  he  will  set  up  and 
maintain a public/cloud server that houses the web site.  
‐ Two student programmers, one editor, and one graphic designer will be hired to help 
to develop the online course materials site.   
 
 The plan for providing open access to the new materials.
 
The new course materials will be housed in a public/cloud server and publicly available 
to students and any IT professionals in the world.  
 

1.3 QUANTITATIVE AND QUALITATIVE MEASURES 

 Drop,  Fail,  and  Withdraw  (DFW)  delta  rate  will  be  utilized  to  measure  the  student 
success quantitatively. Also, online survey will be given at the end of each semester to 
collect students’ feedback. The feedback survey and faculty course evaluation results will 
be analyzed. Also, the site hosting course materials will be facilitated to allow the users 
to  leave  comments  about  the  materials.  Those  comments  will  be  also  evaluated  and 
used for the further enhancement. 

 
1.4 TIMELINE 

 January 31 – Set up a public server and install/test necessary software 
 April  30  –  Finish  web  site  design  and  development  and upload  the  course  materials  of 
ITEC 2380 (Web Development)  
 May  31  –  Edit  and  upload  the  course  materials  of  ITEC  3280  (Web  Programming)  and 
ITEC 4248 (Web Development Environments) 
 August 15 – Measure the student success for the ITEC 2380 (for summer semester) 
 December  20  –  Measure  the  student  success  of  the  ITEC  3280  and  ITEC4248  (for  fall 
semester) 
 

1.5 BUDGET 

‐ Course release/overload ‐ $10,000 (2 faculty x $5,000) 
‐ Student programmers ‐ $5,000 (2 x $2,500) 
‐ Editor ‐ $2,500 
‐ Graphic designer ‐ $2,000 
‐ Server hosting cost ‐ $8,400 (1 server x $350 x 24 months) 
‐ Travel expense ‐ $800 
 
 Total cost ‐ $28,700 

[Proposal No.]  5  [Publish Date] 
1.6 SUSTAINABILITY PLAN 

The new course materials will be continuously hosted at a public server and used in the 
three web development related courses in the future semesters. In addition, the course 
materials  will  updated  periodically  by  two  faculty  in  the  School  of  Information 
Technology  reflecting  feedback  from  various  sources  and  newly  emerged  web 
development technologies in the industry. 

1.7 REFERENCES & ATTACHMENTS 

References 
‐ Djenic, S., Krneta, R., & Mitic, J. (2011). Blended learning of programming in the internet 
age. IEEE Transactions on Education, 54(2), 247‐254. 
‐ Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open 
textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 
39‐49. 
‐ Cavanaugh, T. (2011, March). Integrating an Open Textbook into Undergraduate Teacher 
Education. In Society for Information Technology & Teacher Education International 
Conference (Vol. 2011, No. 1, pp. 2372‐2378). 
‐ Chesser, W. D. (2011). Chapter 5: the e‐textbook revolution. Library technology 
reports, 47(8), 28‐40. 
‐ Murray, M. C., & Pérez, J. (2011). E‐textbooks are coming: Are we ready. Issues in 
Informing Science and Information Technology, 8, 49‐60.  
‐ Allen, N., & PIRG, S. (2010). A cover to cover solution: How open textbooks are the path 
to textbook affordability. Student PIRGs. 
‐ Miller, B. N., & Ranum, D. L. (2012, July). Beyond PDF and ePub: toward an interactive 
textbook. In Proceedings of the 17th ACM annual conference on Innovation and 
technology in computer science education (pp. 150‐155). ACM.  
‐ Jones, B. J., & Jackson, K. L. (2012). Reducing Textbook Costs: An Unconventional 
Approach. Business Education Innovation Journal VOLUME 4 NUMBER 2 December 2012, 
66.  
‐ Bergman, S. D. (2014). Open Source Textbooks: A Paradigm Derived from Open Source 
Software. Publishing Research Quarterly, 30(1), 1‐10. 
 
Attachments 
‐ Attached: Letter of support from Dean of the School of Information Technology at 
Middle Georgia State College 
   
   

[Proposal No.]  6  [Publish Date] 
  

[Proposal No.]  7  [Publish Date] 
Final Report
 Affordable Learning Georgia Textbook Transformation Grants Final
Report (Round 2)

Date: May 20, 2016

Grant Number: 126

Institution Name(s): Middle Georgia State University
Team Members (Name, Title, Department, Institutions if different, and email address for
each):

 Dr. Kevin Floyd ([Link]@[Link]), School of Information Technology

 Dr. Myungjae Kwak ([Link]@[Link]), School of Information Technology

Project Lead: Dr. Kevin Floyd

Course Name(s) and Course Numbers:
Web Development ITEC 2390
Web Programming ITEC 3280
Web Development Environments ITEC 4248

Semester Project Began: Spring 2015

Semester(s) of Implementation: Spring 2015, Fall 2015, and Spring 2016

Average Number of Students Per Course Section: 30

Number of Course Sections Affected by Implementation: 12 sections per year

Total Number of Students Affected by Implementation: 360 students per year

1. Narrative
Accomplishments

 Transformed twelve sections of three IT web development related courses which

formerly used hard-copy textbooks to on-line textbooks and course materials.
 Developed a public web server which included all course materials, case studies, and
interactive example codes.
 Used Middle Georgia State IT survey tool to gain student feedback.
Challenges
 Setting up a web server in campus and assigning a subdomain name to the website
([Link]
 Designing and developing a website with proper theme and menus that contains all
course materials and example case studies.
 Finding and reorganizing on-line resources which were similar to the hard-copy
textbooks used in classes.
 Some students had difficulty “finding” materials on the website.
 Updating/maintaining the website is time consuming and demanding.
 Practice must be printed out, copied, and handed out during class for additional
student practice sets.
 Raising students’ expectations for a course after they learn that they are not
required to buy a textbook for that course.

Transformative impacts on instruction:

 Generally positive acceptance by students.

 No serious issues were brought to faculty’s attention from students after using on-
line course materials.
 Once on-line textbook site was constructed and used, classes ran smoothly and
instructors didn’t need to worry about handing out course materials.

Transformative impacts on students and their performance

 Most of students liked the transition from hard-copy textbooks to the free on-line
course materials since most of them already got used to digital resources and they
can refer to the materials wherever and whenever they want.
 Some students expressed difficulty in locating right materials on the website.

Lessons Learned

 Many students have been waiting for online textbooks and resources.
 Need to continuously update the course materials since web development
technologies are evolving/changing fast.
 Need more time to create various case studies for assignment.
 Need to provide more supporting materials for students’ in-depth learning.
 Need to conduct more feedback surveys to determine issues students may have.
  Need to implement a way of receiving direct student feedback on specific course
materials.

List of Used Online Resources

 [Link]
 [Link]
 [Link]
 [Link]
 [Link]

List of Constructed Course Websites

 ITEC 2380 Web Development: [Link]
 ITEC 3280 Web Programming: [Link]
[Link] and
[Link]
 ITEC 4248 Web Development Environments:
[Link]
2. Quotes

Student 1: It is wonderful that there is a system dedicated to helping student get the
textbooks they need for free. Paying tuition, plus textbooks on top of that really does suck.
With the climbing prices of textbooks due to publishers making up for the falling market, it
is very good to have a program willing to help students get the materials they need for a
good price, or in this case, free. Students have enough to worry about without needing to
shell out hundreds of extra dollars for texts, and this program is incredible for helping in the
way that it does.

Student 2: I think that the textbook could always have tutorial videos for certain classes.
With web development it sometimes would have been helpful to be able to watch a web
tutorial over the content. Other than that I believe that the textbook was integrated into
the course perfectly.

It would be pretty awesome if there was a personalized link or something in D2L that
"bookmarked" where you left off, and you can click on it to go straight to the section you
were in middle of reading. (I used the IT Web Tutorials for initially learning the information
and also for reference when actually creating webpages.)

Student 3: Thank you! It was such a great resource and I didn't feel any lacking about not
having a "real" textbook. If you had more tutorial textbooks that were of the same quality
for more courses, I would be thrilled!

3. Quantitative and Qualitative Measures

3a. Overall Measurements

Student Opinion of Materials
Was the overall student opinion about the materials used in the course positive,
neutral, or negative?

Total number of students affected in this project: ___175_____

 Positive: __64___ % of ___50___ number of respondents

 Neutral: __26___ % of ___50___ number of respondents
 Negative: __10___ % of ___50___ number of respondents
 Student Learning Outcomes and Grades
Was the overall comparative impact on student performance in terms of learning
outcomes and grades in the semester(s) of implementation over previous
semesters positive, neutral, or negative?
Choose One:

 ___ Positive: Higher performance outcomes measured over previous

semester(s)
 _X_ Neutral: Same performance outcomes over previous semester(s)
 ___ Negative: Lower performance outcomes over previous semester(s)

Student Drop/Fail/Withdraw (DFW) Rates

Was the overall comparative impact on Drop/Fail/Withdraw (DFW) rates in the
semester(s) of implementation over previous semesters positive, neutral, or
negative?

Drop/Fail/Withdraw Rate:
___20___% of students, out of a total __257___ students affected,
dropped/failed/withdrew from the course in the final semester of implementation.
Choose One:

 ___ Positive: This is a lower percentage of students with D/F/W than previous
semester(s)
 _X_ Neutral: This is the same percentage of students with D/F/W than
previous semester(s)
 ___ Negative: This is a higher percentage of students with D/F/W than
previous semester(s)

3b. Narrative
Table 1 shows the rubrics (number and percentage of students) for the Pass/Fail and
Withdrawal (PFW) for Web Development, Web Programming, and Web Development
Environments courses.
 Table 1. Courses, number of enrolled students, and pass/fail/withdrawal percentages
# of Enrolled Pass Fail Withdraw
Courses Semester & Year
Students (%) (%) (%)
ITEC 2380 Fall 2014 25 68.0 8.0 24.0
Web Development
(Online Textbook: Summer Spring 2015 30 73.3 20.0 6.7
2015 ~) Summer 2015
24 75.0 20.8 4.2
(Online Textbook)
Fall 2015
50 70.0 14.0 16.0
(Online Textbook)
Spring 2016
58 77.6 8.6 13.8
(Online Textbook)
ITEC 3280 Fall 2014 47 89.4 2.1 8.5
Web Programming
(Online Textbook: Spring 2015 53 86.8 7.5 5.7
Fall 2015~) Fall 2015
60 86.7 6.7 6.7
(Online Textbook)
Spring 2016
65 87.7 9.2 3.1
(Online Textbook)
ITEC 4248
Web Development Fall 2014 26 73.0 4.0 23.0
Environment (Online
Textbook to be used Fall Fall 2015 22 59.0 41.0 0.0
2016)

After analyzing student performance changes of ITEC 2380 (Web Development) and ITEC
3280 (Web Programming), we found that student performance for ITEC 2380 increased
after online textbook was introduced and that student performance for ITEC 3280
remained the same.

In both the Fall 2014 and 2015, we did not use the online course materials website for
ITEC 4248 (Web Development Environments). The website will be used for the ITEC
4248 in the Fall 2016.

4. Sustainability Plan

 We will continue to use the website for three web development related courses
including Web Development, Web Programming, and Web Development Environments.
 We will continue to maintain and update the online course materials referring to
textbooks and online resources.
 We will continue to gather students’ feedback and enhance the course materials.
5. Future Plans

 We will consider adding content for emerging web development frameworks and
technologies.
 We will consider creating content for other courses such as .NET and Java programming
languages.
 We will create more case studies and tutorial videos so that students can learn by doing
hands-on projects.
 We will consider publishing an article after analyzing students’ feedback and
performance.

6. Description of Photograph

 (left-right) Dr. Myungjae Kwak and Dr. Kevin Floyd