This video is produced by the author of Socialnomics.

Learning Web Design: A Beginner’s Guide to (X)HTML, Style Sheets, and Web Graphics (3rd ed.). ISBN 10: 0-596-52752-7

This thoroughly revised edition teaches you how to build web sites according to modern design practices and professional standards. Learning Web Design explains:

• How to create a simple (X)HTML page, how to add links and images
• Everything you need to know about web standards — (X)HTML, DTDs, and more
• Cascading Style Sheets — formatting text, colors and backgrounds, using the box model, page layout, and more
• All about web graphics, and how to make them lean and mean through optimization
• The site development process, from start to finish
• Getting your pages on the Web — hosting, domain names, and FTP

Learning Web Design starts from the beginning — defining how the Web and web pages work — and builds from there. By the end of the book, you’ll have the skills to create multi-column CSS layouts with optimized graphic files, and you’ll know how to get your pages up on the Web.

The book includes exercises to help you to learn various techniques, and short quizzes to make sure you’re up to speed with key concepts. If you’re interested in web design, Learning Web Design is the place to start.

• Read the complete Table of Contents
• Buy it at O’Reilly.com

The Non-Designer’s Web Book: An Easy Guide to Creating, Designing, and Posting Your Own Web Site (3rd ed.). ISBN: 0-321-30337-7

If you think web design is beyond your reach, or if you want your existing web site to look more professional, this thoroughly updated classic is the place to turn! In these pages, best-selling authors Robin Williams and John Tollett share the creative ideas, useful techniques, and basic design principles that are essential to great Web design-all in the context of the most current technology, software, and standards. Throughout, the authors’ aim is to inspire you and spark your creativity rather than sedate you with pages and pages of code. To that end, you’ll find loads of real-world examples, interesting illustrations, and the simple instructions you need to implement the techniques and concepts described in these pages.

• Read sample chapter, "What are Web pages anyway?"
• But it a Peachpit.com

No more excuses for having smudges and dust on your laptop screen!

Sound intriguing? Take a look at this demo video:

I’ve created my Google profile and have joined the Google experiment. I’ll no doubt be tweeting my experience in the days ahead. How might Google Social Search impact teaching and learning?

In addition to recording the session using a FlipVideo camera and sharing via Vimeo as well as a podcast in iTunes, I also experimented with live streaming the session using Twitcam. My colleague, Stephanie Richter, moderated the live stream / Twitter comments. The interactive online handout contains all the links, screen shots, and examples that I shared and/or referenced. Enjoy!

Cite this presentation as:

Rhode, J. F., & Richter, S. L. (2009, Oct. 16). Blogger beware: Teaching with blogs best practices. Presented at the 2009 SLATE Conference, Chicago, IL

“The report also finds rising levels of Americans using the internet on a mobile handset. One-third of Americans (32%) have used a cell phone or Smartphone to access the Internet for emailing, instant-messaging, or information-seeking. This level of mobile internet is up by one-third since December 2007, when 24% of Americans had ever used the internet on a mobile device. On the typical day, nearly one-fifth (19%) of Americans use the Internet on a mobile device, up substantially from the 11% level recorded in December 2007. That’s a growth of 73% in the 16 month interval between surveys.” . . .

Wireless internet access using other devices, though much less common than with laptops or handhelds, has a foothold among some Americans. The April 2009 survey found that:

• 45% of adults have iPods or MP3 players and 5% of all adults have used such a device to go online.
• 41% of adults have game consoles and 9% of adults have used it to access the Internet.
• 14% of adults have a personal digital assistant (PDA), and 7% of adults have used it for online access.
• 2% of adults have an e-book (i.e., a Kindle or Sony reader) and 1% of adults have used it to get online.

The complete study is available at http://www.pewinternet.org/Reports/2009/12-Wireless-Internet-Use.aspx

What opportunities does an increased access to the Internet on mobile devices afford teaching and learning in higher education? Leave a comment with your ideas!

FeedMyInbox is a very simple service that attempts to bridge the gap between feeds (RSS, XML, Atom) and email. Click here to read more how it works.

I’ve signed my 87 year old grandma up to receive updates from our family blog to her email address using FeedMyInbox. For anyone who isn’t yet ready to make the jump to an RSS reader, give FeedMyInbox a try.

Have you found another RSS to email tool that you recommend? Leave a comment with your suggestion!

How might use of the data collection features of the Forms tool in Google Docs be helpful in an education context? Beyond online surveys, what other applications come to mind? When would you not want to use a Google Form? Leave a comment with your ideas!

Here’s a video introduction to the podcast by Larry Regan, Director of Instructional Design and Development, Penn State University World Campus:

Additional contributions to this collection are welcomed. If you have an idea of how to save time when teaching online, contact Larry Ragan at Penn State University at lcr1@psu.edu for additional information on how to add your idea to this collection.

Not only are institutions embracing online education today, but students are also flocking to online modes of learning in record numbers. As noted, over one-fifth of all higher education students are now taking at least one online course (Allen & Seamen, 2008). A primary reason why online education may be so popular especially among adult, non-traditional learners is the flexibility that it affords. The learner can continue his or her education while still continuing a career and maintaining other personal commitments.

What other factors do you suspect may be contributing to the steady growth of online education in higher education? Post a comment with your thoughts!

Reference:

Allen, I. E., & Seaman, J. (2008). Staying the course: Online education in the United States, 2008. Needham, MA: Sloan-C. Retrieved June 17, 2009, from http://www.sloan-c.org/publications/survey/staying_course