How would you Design web pages for a year 3 english course manual

Create and submit a learner guide for a course in your area of interest. The guide should cover One Topic.Include a cover page in your document and have a minimum of 4pages and maximum of 6 pages.

What did you find useful about the Course Website?

• Select any class from Primary to Tertiary and any course for this project. • For the Phase 1 – do a maximum of 1 page write up, answering the various questions being asked. • For the Phase 2 – you can use the course manual for this course as sample to create a course manual for the course that you choose. The course manual that you design will be your building block for the course website. UNIVERSITY OF EDUCATION, WINNEBA DETAILED INSTRUCTIONS: 1. Remember course website is NOT just a container for course content materials. A proper web￾based courseware is built from a detailed course manual. We use the weekly forecast or schedule to create the related webpages of the course website. The process of creating an effective course website or online courseware consists of four seamless phases: Planning, Organizing, Designing and Developing phases Planning Know your target audience. Who are you design and developing the course for? What is the background in terms of their online readiness skills and knowledge, the diversity of learning styles and needs, the conduciveness of the learning environment, access to various support and course resources required. In addition, you have to think through the instructional strategies in alignment with the learning objectives or outcomes. Remember to predetermine the relevant assessment regimes and course activities that promote collaborative and engaged learning opportunities that are in alignment with the learning outcome. Organizing Now pick the course materials and chunk them into manageable related units as scheduled in your course manual. The sequencing of these chunks is next, and these should be done with learning outcomes and activities and course assessment regime. Designing Website layout, background, navigation and icons to be used consistently, font type, size and colour chose to be in clear contrasts with the background and used consistently throughout the pages. Think about learners with special needs at this stage with alternative design and inclusion of appropriate multimedia to enhance their access to course material. Developing This is the phase where we put everything discussed in the preliminary phases. Decide what web authoring application to use to develop the website. In the case of our course project, we are using MS Office Word. Pull up your course manual and check to be sure the course description and weekly schedule are appropriately covered in the planning and organizing phases. Decide if your webpages are weekly or topical lessons. Next pull up the learning pathway word document and follow to develop the webpages of the website, following chunked units and activities as well as the learning materials associated with weekly lessons and assessment regimes. You would normally begin with week 0 or topic 0, where the relevant invariant information is captured or presented. Do a warm welcome introduction to the course, indicating the relevance of the course, learn

What was the most useful thing about the course website?

Designing a Website (Wordpress OR PebblePad) ● KPU Wordpress Site ● PebblePad Description An alternative path in this course has been created to support student learning and outcomes. This new path is independent of the pre-existing path and the "essential" A1-A4 assignments in the course: the exception is Q1-Q4 which can be completed by all students for a maximum of 4 points. Students will be working individually and creating a KPU WordPress or PebblePad site and publishing a small number of blog posts based on topics we cover in this course. Students may earn up to 4 points (max.) in this assignment and when combined with the quizzes, means they can achieve up to but no higher than a C+ in the course. Blog Topics The topics that students can choose from in this course can include any of the following: 1. Differentiating between web traffic: identifying traffic sources; explaining their differences; . 2. Understanding conversions: how conversions differ across websites; what conversions tell us about the user experience; what is the conversion funnel and how does it work; what we can do to increase conversions; . 3. Building a website: what role information architecture and user design plays in the planning and building of a website; what principles and best practices website developers need to be aware of; . and then reflecting on how these sources of traffic are relevant and useful for the student now or in the future conversions are relevant and useful for the student now and/or in the future and then reflecting on how and then reflecting on how building a website is relevant and useful for the student now and/or in the future 4. A/B Testing: what is A/B testing and why do website developers/designers use it; how does conversion data factor into A/B testing; . 5. Understanding SEO: what the differences are between on-site SEO and off-site SEO; the meaning of "relevance", "quality", and popularity in the context of SEO; . 6. Keyword Relevance and On-Site SEO: what keywords are and how they are optimized to support on-site SEO; how/where Google identifies keywords; . 7. Backlinks & Content Marketing: what backlinks are and how they relate to off-site SEO; what content marketing is and how it relates to backlinks; . 8. Understanding Paid Search: what Google ads are and how paid search ads are different from organic SEO listings on the SERP; differing between campaigns, ad groups, and keywords when creating a paid ad framework; . 9. Ad Rank and Paid Search Metrics: what ad rank is and how Google ranks paid search ads on the SERP; what metrics are used to determine how well an ad is performing; and . Approach ● All work to be completed individually and not in teams/groups. ● Students will use KPU Wordpress or PebblePad to develop website/blog for this course ● Students will write blog posts (max. 4) on course topics provided, and publish them to their KPU Wordpress or PebblePad sites. Using AI for blog posts ● If desired, students may use AI to help write their blog post ● Students must edit and review any AI-generated content to remove redundancies, inaccuracies, gross generalizations, and stereotyping. ● Students must write the reflection components in their own voice and not use AI. ● Students are not being graded on English grammar, therefore the reflection portion of each topic can be written honestly and authentically by the student and may not be AI-generated. ● Fake citations and falsified references will not be accepted. ● Completion of a blog post does not guarantee a point: the instructor will evaluate the final submissions to ensure each post is completed in full and follows all the instructions in this outline. Brief answer step by step