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Web Design/New Structure

This is a temporary page for brainstorming the idea for an improved course structure. If people think it's a worthwhile restructure, then we can eventually make each level a separate page.

The idea is to restructure the course into Levels rather than topics, where each level is achievable within a 2-3 week timeframe, builds on the previous level and includes a variety of technical, communication and multimedia skills. Hopefully this will provide more definite timeframes for progressing through the course, while at the same time allowing flexible learners to negotiate their own pace.

Please feel free to add/delete/restructure ideas here or on the blog post so we can build a better course!

Level 1
Summary: Creating your first HTML and CSS web page and get some help uploading it!

Timeframe: 5-7 working days.

Overview of Learning: Basic HTML tags (<h1>, <p>, Headings, paragraphs,) as well as start using divs. Interviewing the client, cropping photos, reviewing a design.

Technical Activities:
 * Together in class, work through What is a markup language anyway?
 * Work through Sarah's Notecards step-by-step project.
 * Re-cap new HTML and CSS skills by working through HTMLDog's beginner HTML and CSS tutorials.
 * Complete CSS Challenge 1.
 * 2 or 3 HTML Challenges (code the HTML to look like this page etc., helping learners to structure code correctly)
 * Complete CSS Challenge 2.

Communication Activities:

 * Create your own blog and introduce yourself!
 * Research and explain what you think are the 3 most important questions to ask a client when designing a site (rephrase).
 * Interviewing Sarah for Sarah's notecards site.
 * Activity on creating specific goals for Sarah's Notecards website
 * Creating your first TODO list! (Get used to them!)

Design Activities:
 * Review a recent redesign (such as http://www.webdesignfromscratch.com/50-redesigns-sunhome.cfm), highlighting your own thoughts of the changes (need to reword)
 * Cropping, resizing and optimizing images for websites (fits in with Sarah's notecards).

Level 2
Summary: Build on HTML skills with DOCTYPES and validation, tables, forms.

Timeframe: 10-12 working days

Technical Activities:
 * Adding DOCTYPEs to your web pages! Read the w3schools XHTML HowTo and then apply this to Sarah's notecards)
 * Validating Sarah's Notecards.
 * Installing Firefox toolbar and using validation tools
 * HTML/CSS Challenges 3, 4 and 5 - Basic Tables, forms and Image maps.
 * Integrate a Listomatic menu list into a page of yours
 * CSS Challenge 3 - A 2 column layout
 * Create a blog post explaining the difference between a block-level and inline element, using examples.
 * FTP permission and transmission modes
 * Sarahs Notecards Redesign This project will pull together lots of the learning to date and provide an opportunity to demonstrate what we've learned so far.

Communication Activities:
 * Write 2 user scenarios for your small website project.
 * Create very simple style guide for your small website project.
 * Write review on your blog of one HTML/CSS intro tutorial that you have really liked so far explaining why. Remember that your target audience who will read your review might not even know what CSS stands for!
 * Analyse a variety of client surveys and start collating your own.
 * Using your small website project in retrospect, setup a project and work schedule using Basecamp or MS Project that reflects the work that you did for the site.

Design Activities:
 * Read Principles of Design and summarise/review on your own blog (you might alternatively use the article How crap is your site design.) Make sure you discuss how some of the prinicples have been applied to your own site or blog's design.

Level 3
Summary: Build on CSS skills working towards layout with CSS. Begin learning more specifically about Accessibility and Usability. Introduce Javascript events.

Timeframe: 10-12 working days.

Technical activities:
 * HTML Challenge 7 - Some advanced table features.
 * Redo CSS Challenge 2 but using a table for layout (just for understanding, in case you ever need to modify someone elses design!)
 * HTML Challenge 8 - Creating accessible forms (labels, fieldsets etc) with style.
 * Integrate Suckerfish Dropdown menus into a page, such as one of your CSS challenges.
 * Getting to know your window - Start learning about Javascript Events.

Communication Activities:
 * Create competitive analysis as part of Design Proposal 2.
 * Create a bloglines account and start reading each day!
 * Start setting milestones in Basecamp/Ms Project
 * Start learning about website accessibility. Create a checklist of Accessibility issues using the WC3 guidelines.

Design activities:
 * Start learning multimedia techniques for making web sites accessible- list software appropriate in creating an accessible web site.

Level 4
Summary: Continue learning more javascript events, introduction to XML, more CSS challenges, time management plans, working toward client interviews, testing for accessibility.

Timeframe: 10-12 working days

Design Activities:

Technical activities:
 * Continue learning javascript events [getting to know your window]
 * CSS Challenge 3
 * Introduction to XML with SVG activities (XML Challenges 1, 2 and 3)

Communication Activities:
 * Develop a client survey
 * Learn and practice client interview 1: Obtaining client specifications
 * Conduct accessibility testing for 3 popular websites and document the results
 * Make a time management plan [using Basecamp/MS Project]
 * Begin documentation for client interviews/client projects

Level 5
Summary: Creating RSS feeds, more javascript events, ethics and copyright, documentation

Timeframe: 10-12 working days

Design Activities:

Technical activities:
 * Roll your own RSS feed: Building on your previous XML challenges to create your own RSS feed by hand!
 * More on Javascript: Getting to know your document

Communication Activities:
 * Research copyright issues to participate in Copyright trivia
 * Ethics of web development- Develop a code of ethics for yourself as a web developer
 * Make a checklist of documents needed for the client project report
 * Conduct a client interview2- Presenting a prototype: learning and practicing interviewing techniques

Level 6
Summary: Getting sign-off for your prototype, a first look at useability and continuing development of some technical skills in the background.

Timeframe: 10 working days

Design Activities:

Technical activities:
 * Javascript Challenges 1 and 2
 * Basic PHP templating

Communication Activities:
 * Setting up a project plan using Application Software (such as MS Project)
 * Successfully present a prototype design to a client (can be role-play)
 * Document prototype meeting in client project report (including sign-off sheets)
 * Develop a useability test (based on a template) and test against an existing web site

Level 7
Summary: Creating your own tutorial site: a web-programming intro, running your own usability test for your site and continuing to develop some technical skills in the background.

Timeframe: 10 working days

Design Activities:

Technical activities:
 * Web Design/JavaScript:JavaScript Challenges 3 and 4.
 * Responding to HTML Forms - Start using PHP to respond to HTML forms starting with a simple "Thankyou Jerry for your details." through a complete receipt and automatic email.
 * Calculating Totals and Discounts - using a few maths operators to calculate a receipt for your users.
 * Web Programming Website - Flex your HTML/CSS skills as you create a site demonstrating your Web Programming research/learning.

Communication Activities:
 * Prepare, execute and document your own sites useability test.

Level 8
Summary: Compiling your final client report

Timeframe: 8 working days

Design Activities:

Technical activities:
 * Working through parts 1,2 and 3 of the Zend PHP for Beginners tutorial.
 * PHP Challenge 1 - Idiot box survey.
 * PHP Challenge 2 - Processing the information.
 * PHP Challenge 3 - Combining your form and response.
 * PHP Challenge 3.5 - Looping the loop.

Communication Activities:
 * Compile your final client project report (this should include: ? Site overview, Goals, Target user Scenarios, Competitive Analysis,... )

Level 9
Summary: More on Dynamic sites

Timeframe: 10 working days

Design Activities:

Technical activities:
 * Working through parts 4,6 and 8 of the Zend PHP for Beginners tutorial.
 * PHP Challenge 5 - Putting stuff into a database.
 * PHP Challenge 6 - Getting stuff out of a database.
 * Emerging Technologies Research Activities: Activity 1, Gary's email.
 * XML Schemas/DOCTYPEs
 * XML Challenge 5 - Adding some maths to your page
 * XML Challenge 6 - Creating a google sitemap for your site
 * Basic security for MySQL database

Communication Activities: Note: You may find that you have already done many of the tasks outlined in these tutorials in your client documentation. Use the tutorials to pull together your knowledge of IA and identify the gaps where your documentation needs to be updated.
 * Working through Adobe's excellent series stepping you through the information design process, and applying to a client site:
 * 1) Information Design - From Interview to Content
 * 2) Site Design - Site structure, navigation and usability.
 * 3) Page Design - Layout grids through to prototype.

Level 10
Summary: More on Dynamic sites

Timeframe: 10 working days

Design Activities:

Technical activities:
 * PHP Challenge 7 - Displaying info 1 record at a time.
 * PHP Challenge 8 - Deleting from our database.
 * Emerging Technologies Research Activity 2 - Protocols and RFCs.

Level 11
Technical activities:
 * Working through parts 9,10 of the Zend PHP for Beginners tutorial.
 * An XML File for Music Albums - Creating your own XML file.
 * A PHP Challenge using SQLLite

title: Web Design/New Structure


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Web design qualifications

Can you demonstrate your skills in Web Design to gain a qualification? Learning more about the requirements of the qualification in your country may help you to focus your learning, gather evidence of your learning (or, if you are the facilitator of a Web Design course, it may help you plan your activities and assessments).

Eventually you will find below a list of links to information about Web Design qualifications in different countries. At the moment there is only information about Web design qualifications in Australia.

See also Learning towards a qualification for tips and strategies on managing your learning and gathering evidence towards an official qualification.

What to expect for each qualification
Each qualification page will list all the units of competency that you require for the qualification (and possible electives) together with:

 * a link to the official Unit of Competency document (or your country's equivalent) so you can read the official document yourself!
 * a short description of how these skills will help you (just in case the official document hasn't motivated you to learn!)
 * user-contributed ideas for how you might demonstrate the required skills for each unit (you can verify these with your facilitator if you are learning as part of a formal course).
 * a link to an Evidence Sheet for each unit that you can use to document where you can demonstrate your skills.

Australia

 * ICA40305: Certificate IV in Information Technology (Websites)
 * ICA50605: Diploma in Information Technology (Website Development)

United Kingdom
Subject matter = https://nationalcareersservice.direct.gov.uk/advice/planning/jobprofiles/Pages/webdesigner.aspx

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Web design qualifications


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Web Design/Sample Timetable

This week-by-week timetable through the web course is intended only as a sample. All of us work at different paces and have different skills when we start. Feel free to update with your own feedback and experience!

Note: This is being replaced by the new structure ideas.

 * Week 1
 * A Step-by-Step Introductory Web Project

 * Week 2
 * A Small Website Project - Begin

 * Week 4
 * A Small Website Project - Finishing off
 * CSS Layout Challenges - Challenge 3
 * Intermediate HTML and CSS - Finishing off learning intermediate HTML and CSS.
 * Alice in Wonderland - Start learning about computer programming with this fun tool!

 * Week 5

title: Web Design/Sample Timetable


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Web Design/Testing Website performance

This activity will introduce the basic concepts of website performance testing. You will be creating a performance testing plan (based on the Website Performance Test Plan Template) that can be used immediately, as well as on an ongoing basis to monitor the performance of your website.

Planning
Early on during your client project, you will want to establish your performance criteria that will be used for testing your site. This will include a variety of both technical and business factors as described below.

Website goals
Review the agreed goals for your website with your client and translate these into measurable statistics that can be tested (ideally the goals should be measurable already).

Some examples might be:
 * a certain number of unique visits per day/week.
 * a certain number of requests for more information or quotes for a simple site's contact form.
 * a percentage reduction in telephone enquiries over a 6 month period.
 * a certain number of registrations over a 6 month period,
 * growth in products sold over a 6 month period.
 * growth in advertising revenue from website over a 12month period.

To be able to measure some of these stats, you will need to monitor your website traffic. This can be done with many free tools such as Google Analytics or SiteMeter. Often your web hosting will provide statistical tools too, but they may not be as easy to use.

To get an idea of how larger companies use these statistics, browse through some of the Google Analytics Case Studies.

Page sizes/Download times
Testing the download times for all pages within the site, but especially the landing page. Example criteria could include:

 * Each page must be below 60kb, or
 * All background images below 20kb, or
 * Page download time on a 256/64 connection must be less than 1.5 seconds.

Tools such as YSlow (Firefox plugin) or online performance testing tools can provide a useful overview of current settings and suggest improvements

Link checking
Ensuring that all links on your pages are valid. There are automated tools to do this for you, but it still needs to be included in your performance testing plan.

Validity/Accessibility
Example criteria:

 * All pages are validated as XHTML 1.0 Strict
 * All pages meet Conformance level of website (A, AA, AAA).

Search Engine optimization
Pre-launch SEO:
 * Use of titles, headings, link texts.
 * Scan your page to see what search engine spiders see.
 * Create a Google site map.
 * Perhaps using Google Trends to ascertain the most popular keyword that users use. For example, if you were creating a tour site, you could compare the use of tourism and tours to see that both words are quite popular as search terms, so you would want to use both words throughout your site.

Post-launch SEO:
 * Monitoring search terms used to find the website and providing a monthly summary.

To Link or not to Link: website Linking

Given the fact that the formula for PageRank (see definition below) is PR(a) = (1-d) + [ PR(T1) / C(T1)  + … +  PR(Tn) / C(Tn)  ],  the more outbound external links your sites has the higher the divider -- C(T1), resulting in a lower page rank, unless you have overwhelming inbound links or links from other sites to yours.

However, it is good practice to internal link or crosslink within your site. Make sure these links are relevant links from one subject to another related subjects. For example, link the Fruit Page to the Apple and Orange Pages. Do not link Food Page to the Text Book Page. This is considered non-related linking, which is a bad, bad thing since Google is all about relevance or so the theory states.

Lets talk about external or outbound linking. They are good too, but keep in mind the more links you have out to another site the lower your PageRank is. Do the math. The higher the denominator the smaller the page rank value. But then who care, PageRank is only a multiplier of the Relevance-Ranking Algorithm right;-) If all other things are right,  then what is it in a multiplier.  Only link to the top 10 or less sites that has to do with those Keywords you want your own site to pop-up when a user types it into the search bar.  So link to the top sites that has to do with those keywords (hopefully not a competiors) and make sure that site you are linking to is at the top of the PageRank list.  Use Google Directory  to find out who is at the top of the list.

What is PageRank

Page Rank is the “sum of the PageRanks of all pages that link to it (its incoming links), divided by the number of links on each of those pages (its outgoing links) (Rael Dornfest—“Google Hacks, 3rd Ed) In depth book on how the back-end of Google technology works.

Usability
Usability testing is a subject on its own and is not included in the scope of this activity.

Creating your Performance test plan
Use the Website Performance Test Plan Template to create a test plan for your own client site.

Executing your testing
Once you have agreed on your performance testing plan with your client (this includes documenting the plan and obtaining sign-off) you can begin testing your site and documenting the results.

title: Web Design/Testing Website performance


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Web Design/Useful Applications

Here are some useful applications.

Browsers
A web browser is an application to look at web pages. You're using one right now to read this text. Every operating system ships with at least one browser, such as Internet Explorer (Windows) or Safari (macOS) or Firefox (Many Linux Distribution), Konqueror (some Linux Distribution) etc..

Surprisingly few computer users are aware of web browsers as applications in their own right. They simply "browse the web". As a web developer you need to know that different browsers exist and that each of them displays web pages in a slightly different manner. So you need to test your web pages not only with the default that happens to be on your machine, but also with the more popular alternatives, such as free and open sourced commercial Firefox and the popular close-source Opera.

Some browsers also provide rather hidden features, that are very useful for development. For example:

 * Firefox together with the Web Developer form an previously useful tool for designing and testing web pages, now Firebug became more popular. Throw in a handy page validator with the Tidy HTML engine and you couldn't have it better! For Opera, users have Dragonfly built-in the browser.

Editors
HTML editors are applications to actually make web pages, to program HTML code. Before you ask, yes, web development is a form of programming. A web page is a piece of software code, written with an editor and displayed (rendered) by a browser.

Web development involves not only writing code, but also visual design and content management. You'll find that different HTML editors support different aspects of this workflow. At one extreme you'll find editors that let you only manually type code, on the other complex development environments that can modify thousands of pages at the click of a button.

Code Editing Only
For straight code editing a plain text editor is all you need. Every operating system ships with at least one text editor, such as Notepad (Windows), vim/KWrite/Gedit (Linux) or TextEdit (Mac OS). There's an immense selection of editors out there, each comes with their own set of bells and whistles. See Wikipedia's Comparison of text editors for an exhaustive list of alternatives.

Several specialized text-based HTML editors evolved from basic text editors. They added useful features for web development like color syntax highlighting, code validator and built-in FTP clients. See Wikipedia's Comparison of HTML editors for an exhaustive list of HTML editors.

For starters any text editor will do.

WYSIWYG (What you see is what you get)
WYSIWIG editors make it possible to design pages without understanding anything of the code behind them. This is a good thing for beginners at first, but may make it more difficult to progress to more advanced design later. However, for absolute beginners they provide the quickest way to design simple pages. However, many web designers prefer not to use WYSIWYG editors as they tend to have a mind of their own, or rather a mind of their programmer. This can lead to difficulties when they do something you don't want.

Adobe Dreamweaver is a commercial WYSIWYG editor that also lets you manually change the code once you understand HTML. It's targeted at professional web designers who need advanced tools for site management and integration with other software products. Although Microsoft no longer sells its well-known FrontPage product, it now offers a lighter version of Visual Studio for web developers called Visual Web Developer Express. Beginners should also look at the free and open sourced WYSIWIG editor KompoZer and Quanta Plus.

Multimedia Design
Graphical Content and Multimedia

Developing quality layout and design begins with a quality user interface. Even the most basic professional web pages include some graphics. These can be acquired or created. Useful tools for graphic design include:

 * Adobe Photoshop, Illustrator and Fireworks (http://www.adobe.com/), all part of the commercial suite of Adobe software products that also includes Flash and Dreamweaver. These tools are targeted for professional designers.

 * GIMP (http://www.gimp.org/) - This is an open source tool with many advanced design features useful for graphic design.

 * Inkscape (http://inkscape.org/) - This is an open source vector graphics editor, for SVG and raster graphics generation (see a tutorial).

The internet today is a multimedia filled experience. There are several applications available that enable developers to to create and publish multimeadia content on the web. These include:

 * Adobe Flash - This is is a product used to create interactive animations and other content in the Adobe Shockwave Flash formant. It is widely used to add complex effects and interactivity to websites, and quite often used to build entire websites. A small plugin needs to be installed in web browsers in order to enable them to read Flash content

 * Java Applet - Java applets are small application objects that may be embedded in web pages. These application objects are written in the Java programming language and can add a range of interactivity options to webpages. Their use has been somewhat limited in recent. Java applications and applets may be created using the Java Development Kit (JDK) Available at the Sun Microsystems website.

Portfolio (Personal or Professional)
Need your personal or professional data (incl.media files) to be presented (without coding) in an online portfolio anywhere worldwide? An easiest way to do it is: Visit: You can even get a free web access links in above. Example URL's: your-desired-name.myportfolio.com, your-desired-name.wix.com, https://spark.adobe.com/your-desired-name/
 * Adobe Spark
 * Adobe Portfolio
 * Wix

Free Domain Names
Looking for free Top Level Domains (TLDs)? Grab four here: Dot tk (Four free TLDs: .tk. .ml .ga .cf & .gq, as on 26 February 2018)

Includes free yearly renewal for life-time.

Tips
Link (via DNS settings or editing A/CName/MX records) your free bought TLDs to your free portfolio to make a complete website (Refer above two sections).

title: Web Design/Useful Applications


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Web Design/Using the Internet as a Learning Tool

It is impossible for anyone to ignore the incredible learning opportunities that the internet brings! Although this course focuses on website design, we'll also be exploring ways to leverage the incredible information and tools that are freely available on the net so that we can keep on learning web design after completing the course and continue on for the rest of our lives! Sorry if that sounds cliche, but it is exciting!

Module Aim
Some of the things that you might learn in this module:
 * putting down in writing a topic or area that you would like to investigate further
 * finding useful resources that may facilitate your learning
 * interacting with others who are currently involved in the topic or area
 * Reflecting on your learning as you go in a way that allows other interested people to participate
 * Building a list of RSS feeds that will help keep you up-to-date in different areas

Bear in mind that the skills that you practise in this module are life-long learning skills! Ideally you'll demonstrate these skills on an ongoing basis.

Suggested Activities

 * If you don't already have your own blog, then setting up your own and starting to write regularly would be a great way to start learning!
 * Discover the history of the Web - An interactive group activity exploring the history of the web.
 * Starting to build own set of RSS feeds for web design news (you can start by seeing what other web-designers read, for eg: HTMLDogs blog roll)
 * Contributing to the learnings of others in the course
 * Contributing to a Wikipedia article of your choice.
 * del.icio.us - Starting your own social bookmarks collection!
 * Have a look through the Networked learning entry here in wikipedia.

Your learning resources

 * Getting started with Blogging in Education - A gentle introduction to blogging, from "what is a blog" and creating your own blog through to considering how blogging can be used to learn in education.
 * Blogger - If you want to get straight in there and create your own blog, this is a great place to start!
 * Bloglines - As you find other blogs that are of interest to you, you might want to use an easy tool like Bloglines to help you track those blogs.
 * Category:Blogging
 * http://www.alistapart.com/ - An online magazine for people who make websites. (The magazine which coined 'Responsive Web Design')
 * http://www.smashingmagazine.com/ - An online magazine for inspiration and learning.

Related Qualifications
See Using the Internet as a Learning Tool:Quals.


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Web Design/Using the Internet as a Learning Tool:Quals

The module Using the Internet as a Learning Tool is related to qualifications in the following countries:

Australia
The following units of competency from the ICA40305 Certificate IV in Information Technology (Websites) are related to this module:
 * BSBCMN304A Contribute to personal skill development and learning


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Web Design/What is HTML

How many times have you heard the term HTML – or HyperText Markup Language – and pretended that you knew exactly what people were talking about while secretly wondering what it actually means? You might have even used HTML a bit already, but still not feel confident to explain what 'markup' actually is...

Well, the great news is, you've already marked-up documents in your own way ever since primary school! By the time you've finished this brief tutorial, you'll see how marking-up an HTML document is not much harder than formatting a word-processing document!

After working through this activity you'll be able to:

 * Mark-up a simple HTML document with headings (
...
 and
...
) and paragraphs (
...
)
 * Explain what 'mark-up' is in everyday terms and give examples of how we use it every day.
 * Explain why we need to get our hands dirty with mark-up languages rather than letting tools like DreamWeaver do all the work for us.

Why hand-code HTML?
Because learning how to use HTML properly will make you a better web designer! Sure you can create a web page using DreamWeaver and Bluefish or other WYSIWYG editors. In fact, you might be thinking "I can already create web pages and I don't know much HTML at all!" – of course you can! But in a certain sense, you can't, because you don't know the essence of what you're doing.

Creating HTML pages using Adobe DreamWeaver is kind-of like delivering a speech through a translator: although you might know exactly what you want to communicate, you can't always control the end result... Why? Because your thoughts and ideas have been translated by someone else (in this case, Dreamweaver)! In the ideal situation we would translate our thoughts ourselves... but to do so, we need to learn the language (in our case, HTML and CSS). Learning the language might be difficult compared to getting a friend to do the translation on your behalf. But it's much more rewarding to do that yourself, right?

Where have I already used markup?
Ever since we learned how to underline important words or headings in primary school we have been using mark-up! Marking-up a document is simply a way of adding meaning or emphasis to a document without changing the content (ie. without changing the words.) Notice how the words in bold stand out as important – the bold adds meaning without changing the content – it tells us which bits of the sentence are most important. Just like when we were in primary school and we underlined the important words in a comprehension exercise, or when we use a highlighter to highlight the important points in an essay.

Perhaps you can find some other examples of mark-up from everyday life, can't you? I remember one student trying to describe how makeup is actually a form of mark-up – adding emphasis without changing the content!

If you've ever used a word processor then you've already been marking-up text like a pro! All word processors (like Microsoft Word or OpenOffice) use mark-up to format documents!

So, it's about time that we had a go at marking-up a Hyper-Text Mark-up Language (HTML) document!

Marking-up a document for the Internet – HTML
Now that we've mark-up a word-processing document, we're going to mark-up the exact same document but in HTML!

Summary
Congratulations! You've now marked-up an HTML document without using DreamWeaver or FrontPage!

To sum-up, HTML is an acronym that stands for Hyper Text Markup Language. Web designers use HTML to add meaning to the content of a web page, using tags such as, , , and. These tags (or mark-up) help web browsers (and therefore people reading your page) to recognize headings, paragraphs and emphasized text on your page (OK, so it gets a bit more complicated, but that's good enough for now!)

The syntax of HTML isn't very difficult to learn but there are some rules that we'll learn to follow in later activities.

You might want to scroll back up to the top and check that you've learned what we set out to learn, noting whether you feel confident or whether you need to spend some more time going over the details.

You may also want to review some of the concepts we've discussed by reading the htmlDog tutorials on paragraphs and headings. When you're ready (and have had a break!) head back to Build a basic web page and take a look at the next suggested activity!

You can also visit https://www.w3schools.com/html/ for a complete HTML tutorial

title: Web Design/What is HTML


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Web Design/XML challenges

The following challenges will help you familiarise yourself with a few other applications of XML (other than the XHTML that you've already been doing!)

Challenge 1: Getting to know SVG
Copy the following file into your editor of choice and save it as myfirstsvg.svg, then open up the file in a browser (Internet Explorer with the Adobe SVG plugin, Firefox 1.5+, Opera 9+, Safari 3+, or Chrome):

Assuming this is the first time you've seen an SVG file, you might notice that it looks very similar to an HTML file, but with some obvious differences!
 * 1) Change the rectangle so that it's filled with yellow
 * 2) Make the rectangle's border a bit bigger and modify the color of the border (let's say, green!)
 * 3) Any ideas what the fill-opacity might do? Test it out.
 * 4) See if you can turn your rectangle into a square
 * 5) Finally, can you modify the position of your rectangle?

Easy?!

Challenge 2: More SVG elements
Still using the same SVG file (myfirstsvg.svg), add the following element to your SVG:

Test it out and see if it does what you expect! Looks a bit boring though! Add some plain old CSS style, so that Note, you can also use CSS pseudo selectors, like :hover to change your shapes when the mouse hovers over them! (for eg: circle:hover {fill-opacity:0.3} )
 * 1) your circle is filled with the color Blue,
 * 2) your circle has a stroke similar to your rectangle
 * 3) your circle has an opacity of 0.7

Finally, see how you go arranging the Olympics logo:
 * 1) Add another 4 circles to your file (you might want to 'translate' them so that they aren't all on top of each other)
 * 2) Give each circle an id, just like you would an HTML element, then use this ID to make each circle a different colour.
 * 3) Arrange the colours and the positions of your circles to form the Olympic logo

Challenge 3: Animating the Olympics with SVG!
Animating shapes in SVG is really easy! There's actually a tag called animateTransform to help us out, but unfortunately it's not yet supported by Firefox's native SVG, so we'll need to install the Adobe SVG plugin or Opera 9+.

Note that the animateTransform element goes inside the circle element! (Watch out for this, make sure that you don't close your circle element before your animateTransform element).

Modify one of your circles as follows:

Now,
 * 1) Try playing with the 'from', 'to', 'begin' and 'dur' attributes, testing to see what they do.
 * 2) When you feel ready, have a go at creating an animation where 5 circles animate to form the Olympic logo! Your circles should all begin at the side of the page, and then animate to form the Olympic logo!

Challenge 4: Roll your own RSS feed
RSS is a family of web feed formats, specified in XML and used for Web syndication. RSS is used by (among other things) news Web sites, weblogs and podcasting. No one can really decide what it stands for (either Really Simple Syndication, Rich Site Summary or RDF Site Summary)

Web feeds provide web content or summaries of web content together with links to the full versions of the content, and other metadata. RSS, in particular, delivers this information as an XML file called an RSS feed, webfeed, RSS stream, or RSS channel. In addition to facilitating syndication, web feeds allow a website's frequent readers to track updates on the site using an aggregator. (see the Wikipedia RSS article for more information.)

You've probably already been using newsfeeds to keep up-to-date with the world of web design, using Bloglines or another news reader.

In this activity, you'll follow a tutorial to create your own RSS news feed for your site! The article Really Simple Syndication will help you familiarise with the basic tags that are used with RSS as well as step you through creating your own RSS file.

After reading through the article in overview,
 * 1) Create a new blank RSS file of your own and save it as feed.xml
 * 2) Work through the "Building a personal RSS Feed, step-by-step" section of the article Really Simple Syndication to create your own RSS feed for your own site. Try to make sure you've got 3 or 4 items in your feed. They might point to different sections of your site.
 * 3) Once you're happy with your file you'll want to validate your file to make sure you haven't forgotten any closing tags etc. RSS feeds can be validated just like web pages using the feed validator. Copy and paste the text of your rss feed into the validator and see what happens!
 * 4) Upload your feed onto your websites main folder
 * 5) Finally, verify that your feed works by adding it to your Bloglines account (or other feed reader).

While we're on the subject: For fun, try and get a Microsoft Excel spreadsheet to display RSS-feeds.

Challenge 5: Adding some maths to your pages
Just to see how easy it is to combine XML languages, create a new file with the following code, and save it as mathmltest.xml (Note the .xml extension, not .html). Open the file in Firefox and test the result.

(Note, the following example is simplified a little, for the full details visit the W3 specification).

Unfortunately MathML gets a bit too complicated to do anything too flash yet, so the following challenges just help apply the above example. Try adding an extra section to your file for each of the challenges below:

A more complicated fraction

$$x = -\frac{b}{2a} \ $$

An advanced equation (hard)

$$x_ = \frac{-b + (b^2-4ac)}{2a}. $$

Here is a site which generates Math ML using simple computer symbols to make the equation and then translates it. MathML Central

What is a Sitemap for?
First we need to find out what a Google sitemap is for. In summary, What is a Sitemap and why should I have one? from Google says:

A Sitemap file lets you tell us about all the pages on your site, and optionally, information about those pages, such as which are most important and how often they change. By submitting a Sitemap file, you can take control of the first part of the crawling/indexing processes: our discovery of the pages.

What does the XML Sitemap file look like?
Then find out what the XML file should look like: Using the sitemap protocol (This page also has an example of a Google sitemap).

Now you may be ready to:
 * Create a Google sitemap for a small site of yours (perhaps your portfolio site)
 * Validate your sitemap using smart-it-consulting's free validator.

How do I submit my google sitemap?
Once you've created your sitemap, you can follow the instructions on About Google Sitemaps to learn where abouts your file needs to go on your server and how to submit it with Google.

Challenge 7: An XML file to store CD's (or Movies, or Model airplanes)
So far we've created XML files where the format of the XML has already been specified by someone else. For example, when we created our SVG file, someone else had already specified that  and   are valid elements (but   is not!). Take a minute now to go back and see what elements were allowed for:
 * RSS.
 * MathML.
 * your Google site map.
 * XHTML. (You should be able to name lots of valid elements for XHTML!)

Now it's time to create your own XML file, where you make up your own descriptive elements! Here's an example of an XML document describing a school class:

Your challenge is to create an XML file to describe the relevant information from one of the following:
 * A CD album
 * A DVD library (just include the info from 2 or 3 DVD's)
 * A product catalogue from a shop of your choice. (again, just include the info from 2 or 3 products)
 * Something of your own choice (check with your facilitator)

The key problem that you will face is deciding the best way to structure your XML file (as there will be many ways you can do it!) When you've finished, it will be very helpful to get together with others and discuss your decisions.

Interlude: Well-formed XML versus valid XML
Question: What are the key rules that you need to follow when creating any XML document (such as the XHTML we've been creating since day one!):
 * 1) Every element must have an opening and closing tag.
 * 2) Each document must have one and only one root element.
 * 3) Attributes must have either single or double quotes around the text.
 * 4) Special characters must be escaped (<, >, &, " and ').

These requirements actually ensure that the XML document is well-formed. If you didn't manage to identify five or six requirements (or even if you did), do a bit of research to find out what the requirements for a well-formed xml (or xhtml) document are. Hopefully you'll find that you've been doing these since you started to learn XHTML!

But does it mean that your document is valid? Here's an example snippet of some XHTML that uses mixed content:

Now here's a snippet of XHTML that is well-formed and uses mixed content.

OK, so that example might be very obvious, here's another snippet of XHTML that is well-formed but also uses mixed content.

A file is valid if it passes validation with an XML Schema.

Challenge 8: Editing an XML Doctype
For a long time, you've added the following line to your XHTML files: but do you know what it actually does? We're going to find out in this challenge! It's called a Document Type Declaration (or DTD for short).

W3Schools have a great introduction to DTD's that provides an example with an explanation. Read through this introduction and then:
 * Copy-n-paste the w3schools example XML file with the embedded DTD into the W3Schools XML validator and check that it validates (Note: You'll need to use Internet Explorer).
 * Now change the <from> element to <sender> (both the opening and closing tags). Try validating now... even though your XML file is well-formed, does it validate?

Now, consider the following XML file:

Challenges:
 * Create a DTD for this XML file and test that it works (using the validator).
 * Make a copy of your file, and using the info from the W3Schools intro to modify your file so that it uses an external DTD. Upload your XML file and DTD to your hosting and validate it (again using the W3Schools XML validator).

Extra challenges (for the keen!)
 * Improved the way Date's are stored in the XML file, and update the DTD accordingly
 * Create a DTD for your XML file that you created in Challenge 7. You can use the W3Schools validator to validate your own file too!

Challenge 9: (Optional) Creating an XML Schema
XML Schemas allow you to validate the structure of XML documents. Unlike DTDs, XML Schemas also have data types that can be associated with each of the "leaves" of your document tree. XML Schemas are usually created with graphical modeling tools but advanced users can also enter them using a text editor.

title: Web Design/XML challenges


text:
Web Design/Australian Qualifications

Web Design < Qualifications

This page lists the current (or soon to be endorsed) national Web Design qualifications in Australia.

ICA40305 Certificate IV in Information Technology (Websites)
This qualification is in the final stages of review prior to being endorsed by the Department of Education, Science and Training. It forms part of the ICA05 training package (View the ICA05 Training Package Status).

To attain this qualification within Australia, you must demonstrate your competence in 25 units as follows (include link to NTIS when new qualification is available):
 * 12 core units, plus
 * 9 units from the Design stream OR 8 units from the Administration stream, plus
 * 4 elective units

(Eventually you can) Click on a competency below to see the specific learning outcomes and links to learning activities that may give you ideas for demonstrating your competence.

Core Units of Competency

 * BSBCMN304A Contribute to personal skill development and learning (needs Ideas for demonstrating competence)
 * CUSADM08A Address copyright requirements (not yet written)
 * ICAA4041A Determine and confirm client business expectations and needs(not yet written)
 * ICAB4135A Create a simple mark-up language document to specification(not yet written)
 * CIAB4225A Automate processes(not yet written)
 * ICAD4043A Develop and present a feasibility report(not yet written)
 * ICAD4217A Create technical documentation(not yet written)
 * ICAI4189A Ensure website content meets technical protocols and standards(not yet written)
 * ICAT4221A Locate equipment, system and software faults(not yet written)
 * ICAU4205A Select and employ software and hardware tools(not yet written)
 * ICAW4214A Maintain ethical conduct(not yet written)
 * PSPPM402A Implement projects(not yet written)

Specialist Core Stream - Design

 * ICAA4142A Design a website to meet technical requirements
 * ICAA4233A Determine and apply appropriate development methodologies
 * ICAB4137A Produce basic client side script for dynamic web pages
 * ICAB4171A Develop cascading style sheets
 * ICAD4198A Develop guidelines for up-loading information to a website
 * ICAS4201A Transfer content to a website using commercial packages
 * ICAT4183A Confirm accessibility of website for people with special needs
 * ICAU4207A Apply web authoring tool to convert client data for websites

Suggested Elective Units

 * ICAB5165A Create dynamic web pages
 * ICAB5180A Integrate database with a website
 * ICAA5146A Develop website information architecture
 * ICAA5141A Design dynamic websites to meet technical requirements

Other related units

 * ICAB4222A Apply introductory programming skills in another language

ICA50605 Diploma of Information Technology (Website Development)
This qualification is in the final stages of review prior to being endorsed by the Department of Education, Science and Training. It forms part of the ICA05 training package (View the ICA05 Training Package Status).

title: Web Design/Australian Qualifications


text:
Web Design/Contribute to personal skill development and learning

This unit covers the skills and knowledge required to support own learning and skill development needs in the context of an organisation's goals and objectives.

This competency can be viewed directly on the Australian National Training Information Service website:
 * BSBCMN304A Contribute to personal skill development and learning

The competency is outlined here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit.

Performance Criteria

 * 1) Identify own learning needs for skill development
 * 2) Personal learning needs and skill gaps are self assessed
 * 3) Advice on learning needs is provided to relevant personnel
 * 4) Opportunities for undertaking personal skill development activities are identified and planned in liaison with work groups and relevant personnel
 * 5) Undertake personal skill development
 * 6) Appropriate opportunities provided by the workplace are identified
 * 7) Opportunities are identified to use appropriate new skills in workplace activities
 * 8) Coaching / mentoring advice is followed through in work activities
 * 9) Monitor learning effectiveness
 * 10) Feedback from individuals or colleagues is used to identify future learning opportunities
 * 11) Where a final assessment process is carried out, the outcomes are reviewed and further learning needs are identified.
 * 12) Suggestions for improving learning opportunities and assessment processes are provided to appropriate personnel

Related Web Design Modules

 * Using the Internet as a Learning Tool


text:
Web Design/Create a simple mark-up language document to specification

This unit defines the competency required to design, create and save a simple mark-up language document to a given specification using a text editor rather than an authoring tool.

This competency can be viewed directly on the training.gov.au website:
 * (ICAB4135B) Create a simple mark-up language document to specification.

The competency is outlined here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit.

Performance Criteria
Realistically, this unit is best undertaken together with ICAB4171A Develop cascading style sheets as some of the performance criteria below (regarding document formatting and positioning) are ideally achieved with Cascading Style Sheets. Together these two units form a good grounding for ICAB4137A Produce basic client side script for dynamic web pages.

The following performance criteria come from the National unit of competency.

Analyse specification

 * Determine the uses and audience of the document
 * Determine the appropriate mark-up language based on the document uses and audience
 * Determine relevant document structure
 * Determine appropriate browser-safe colours

Create document structure to specification

 * Create and assign the basic elements of the document, taking into account accessibility
 * Add content text to the body of the document
 * Save document using a descriptive name and an appropriate extension

Format document to specification

 * Apply a suitable format for the text
 * Apply a suitable background colour
 * Apply suitable positional elements
 * Create lists

Create tables, hyperlinks and graphics

 * Create tables
 * Create hyperlinks, anchors and image maps for internal and external navigation
 * Define the colours for unvisited, visited and active links
 * Create hyperlinks for sending email
 * Attach images in a suitable format

Validate documents

 * Validate mark-up language document against specifications and record outcomes
 * Validate mark-up language document in different browsers for compatibility and record outcomes

Ideas for demonstrating competence

 * A Small Website Project - A small website project (with some advanced options) will provide an opportunity to demonstrate most, if not all of the outcomes for this unit of competence.
 * Other ideas? Edit and add your own ideas for demonstrating competence in this unit!

Related Modules

 * Learning Basic HTML and CSS
 * Intermediate HTML and CSS


text:
Web Design/Produce basic client side script for dynamic web pages

This unit defines the competency required to produce a number of client side scripts for dynamic web pages, utilising a range of relevant features from different appropriate languages.

This competency can be viewed directly on the Australian National Training Information Service website:
 * (ICAITB137A) Produce basic client side script for dynamic web pages (update to new competency when available).

The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit.

Learning Outcomes
The specific performance criteria for this unit can be viewed online on the NTIS site (update to new ICA05 competency when available).

In outline, this unit requires that you:
 * 1) Analyse the exact requirements for your specific project, including the dynamic functionality (e.g. form validation, fades, animations, interactivity etc.) and the client-side scripting language that you can use to achieve this functionality.
 * 2) Design and create your HTML (ensuring that you meet accessibility requirements and other relevant standards) with your initial client-side script embedded or linked in a separate file.
 * 3) Test, debug and retest your scripts until you achieve the functionality that you're aiming for.
 * 4) Finish off the documentation (you should already be commenting appropriately in your code!) and submit your design for approval to the appropriate person.

Ideas for demonstrating competence
A combination of the activities mentioned in the module An Introduction to Programming with Javascript may help to demonstrate competence in this unit.

Related Web Design modules

 * An Introduction to Programming with Javascript


text:
Web Design/Develop cascading style sheets

This unit defines the competency required to develop cascading style sheets (CSS) that are attached to a mark-up language document in order to externally define and control styles to enhance and achieve commonality between web documents.

This unit of competency can be viewed directly on the Australian National Training Information Service website:
 * (ICAITB171A) Develop cascading style sheets (CSS) (update to new competency when available).

The competency is outline here together with ideas for demonstrating your competence as well as related modules where you can learn more skills relevant to this unit.

Performance Criteria
Realistically, this unit is best undertaken together with ICAB4135A Create a simple mark-up language document to specification. Together these two units form a good grounding for ICAB4137A Produce basic client side script for dynamic web pages.

The following performance criteria are from the National unit of competency (add link when available).
 * 1) Define styles
 * 2) Identify and document the purpose of the mark-up language document
 * 3) Identify and document appropriate styles that are to be controlled by the CSS
 * 4) Define and document styles in accordance with established design or business guidelines
 * 5) Produce CSS
 * 6) Produce CSS using the determined styles
 * 7) Attach CSS to new mark-up language documents
 * 8) Start new mark-up language document
 * 9) Attach CSS to document
 * 10) Produce document, applying styles from CSS
 * 11) Repeat this process, attaching the same CSS to different document
 * 12) Attach CSS to existing mark-up language documents
 * 13) Open existing mark-up language document
 * 14) Attach CSS to document
 * 15) Apply styles from CSS to document, removing redundant tags
 * 16) Repeat this process, attaching the same CSS to different document
 * 17) Edit CSS
 * 18) Edit CSS and confirm changes in attached document
 * 19) Validate CSS
 * 20) Validate that the website functions correctly and that the styles satisfy the purpose of the document
 * 21) Validate that the website functions correctly using different browsers

Ideas for demonstrating competence

 * A Small Website Project - A small website project (with some advanced options) will provide an opportunity to demonstrate most, if not all of the outcomes for this unit of competence.
 * Other ideas? Edit and add your own ideas for demonstrating competence in this unit!

Related Modules

 * Learning Basic HTML and CSS


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Web Design/Accessibility

What Accessibility Is and Isn't
Accessibility focuses not only on people with disabilities, but on ANYONE who may experience difficulty in reading or navigating a website. For example, users with a very old computer system, a visually impaired user, or even down to someone with a broken arm who can't use a mouse! See wikipedia's definition for one of the best explanations. Web_accessibility

Accessibility on the web is governed by the W3C and currently based on WCAG 1.0 (Web Content Accessibility Guidelines) with WCAG 2.0 Working Draft closing on 22nd June 2006.

Usability is often confused with Accessibility. Although hard to define, it comes at a more general approach- ensuring everyone (disability, disadvantages, or totally able) is able to use the site in the most straightforward manner. This could include, having things that are easy to find in prominent spots, ensuring common or repeated tasks on a website can be shortcutted etc. You'll often hear about GUI (graphical user interface) and whenever I think of usability I think about improvements I would make to the GUI.

Methods of maximizing accessibility include progressive enhancement, where optional and more sophosticated site features are built on top of a widely compatible HTML-based site, and adaptive web design, where different web front ends are served based on devices' web browsing capability.

As a summary-
 * Accessibility- ensuring information is physically retrievable to maximize outreach
 * Usability- ensuring the information is retrieved in an easy and simplified manner

Resources on Accessibility

 * Assistive Technology

 * Russ Weakley's Basic Webstandards Workshop

 * A List Apart
 * - Great collection of articles on accessibility on the web

 * Accessites.org
 * - A website that showcases 'accessible, usable web sites built with universality and standards in mind'. It also has a very detailed list of criteria which these sites have met and/or surpassed to received this recognition.

 * Web Design References
 * - A huge mega-reference (nearly 6,000 links) of information and articles about web design and development. It is dedicated to disseminating news and information about web design and development with sections on accessibility, books, tools, CSS, web standards, user experience, and much more.

Resources to help make your site Accessible

 * Techniques for Web Content Accessibility Guidelines 1.0

 * Full Checklist for WCAG 1.0 Compliance

Tools

 * WebbIE, Speaking Browser
 * Accessify
 * The Web Standards Group
 * Colour Contrast Check
 * Accessibility Tools
 * Accessibility Checker
 * WAVE Toolbar
 * Accessibility Insights

title: Web Design/Accessibility


text:
Talk:Web design

Note on the import: There was a bit of a scandal involving this on the IRC channels. On #wikiversity, people thought it was a textbook. On #wikibooks, people said it was a wikiversity course. As a compromise, the book was imported as a copy, and will probably end up getting merged into other books on the wikibooks side. --SB_Johnny | talk 09:50, 29 August 2006 (UTC)
 * Oh: red links on this topic page are due to depreciated naming of some pages. To fix red links, change "Web Design:Subpage" to "Web Design/Subpage". --SB_Johnny | talk 09:52, 29 August 2006 (UTC)

Scope of this subject
Should server side scripting be included in Web Design? Should exercises in a programming language (PHP) be included in a topic on markup? It seems to me that since the W3C recommends that the content and style of a page should be separated as much as possible, it would be in our interest to avoid including Web Application development in Web Design. Any other thoughts on this? Talonhawk 18:37, 13 September 2006 (UTC)

 * Hmmm... I guess I've been thinking about the skills that a Web Designer may need - and this includes basic server-side scripting (like handling forms - not really huge programming). But you're right, technically it's bordering on Web Application Development (or Web Programming). It's a fuzzy area... where would Javascript, XML (SVG etc) fit in?

 * Personally, I'd rather group the skills/tutorials to reflect how they are used by the learner... (ie, the logical pathway along which you might learn them) and very introductory form-handling kinda stuff is relevant to someone learning web design. If they were then to move into Web Application Development, it would be a whole other level. Perhaps we should start a Web Application Development course to eventually cater for this? What are your thoughts? Michaelnelson 03:51, 20 September 2006 (UTC)

 * Based on what I've read so far, it seems that Web Applications would be a sub-category that would relate both to Programming and Web Design. I'm currently of the opinion that a separate course with links to there from both here and from Programming as seems appropriate to the contributors there. This would allow contributors from both areas to contribute. My main concern was that we don't 'get to far ahaid of ourselves,' so to speak. In any case, it doesn't seem to be overly objectionable to create content before we know where to place it. -- Talonhawk 04:33, 20 September 2006 (UTC)

Just so you know
There's Topic:PHP for various PHP teaching. Just out of interest, are answers supposed to be supplied with PHP challenges? I'm happy to code basic prototypes for participants to compare their work against. --Draicone (talk) 13:47, 1 October 2006 (UTC)

 * Hi Draicone! Thanks for your work on the Web Design topics! RE the PHP Challenges - I was thinking that rather than providing answers, a series of progressive hints would be better. Some learners will tackle the challenges without the hints, others might need to peek at the first hint, others might need all the hints for a specific challenge. What do you think? (Sorry for the delay in responding - been away on hols!)

Professional
I think this is a highly professional article. Continous contributions are great as well. I believe that we should give the "student" many examples and a step by step example, and other things that will help them learn web design. For simply reading lines of code will be confusing. I myself have some things to add to the course. Good luck Kirby145 06:37, 9 November 2006 (UTC) November 08, 2006

 * Great to have your input Kirby! I agree, examples are soo important... and examples that gradually introduce new concepts, rather than overloading the brain! Michaelnelson 22:49, 14 November 2006 (UTC)

Moving some of the main pages
After using this wiki over the past year, I keep thinking about re-labeling the main sections in terms of what learners want to do... Would people mind if I moved the main pages as follows... or have any other suggestions?

 * Building a basic web page instead of Basic HTML and CSS
 * Building a small website instead of Intermediate HTML and CSS
 * Building a website for a client instead of Developing a Client Project
 * Introduction to programming with Javascript (any suggestions?)
 * An introduction to dynamic websites

If we limit the scope to this, then people who want to learn more about web development might use a separate course "Web Development" as suggested by TalonHawk above. I think these new headings would be more descriptive of what the learner will actually do if they click.

 * I think that is a good suggestion. If we can get more input on your proposal by some of the other contributors to this section, it might help us be sure the layout would be easily understood by someone entirely new to learning from a wiki and the subject of web development. Talonhawk 01:26, 15 November 2006 (UTC)

 * Great idea (getting more feedback). In fact, I was surprised that there is feedback already! Is there a way to track changes via RSS/email or something that I'm missing (I just click on 'my watchlist' every few days). I renamed the links to try it out, but haven't moved the pages... so it's easy to change back if people don't like it. Michaelnelson 03:24, 15 November 2006 (UTC)

 * The course is looking good. I'm going to try to link related topics to some of the subpages. Examples: Topic:PHP, Introduction to Databases. Also I've proposed a phpMyAdmin learning resource *hint hint* but I'm not qualified to write it.

 * Are you going to simplify the names and move them to the main namespace (with no prefixes)? I think that would be best. Just use Category:Web Design and make sure they all have links on Topic:Web Design. We can make a template to navigate them, if you want to go that route. Just a thought. CQ 17:54, 15 November 2006 (UTC)

 * I was wondering about the namespace? Some have even two levels (like Web Design/Dynamic Pages/PHP Challenges) - which is a hang-over from when it was a book. Is the preference at Wikiversity to put most things (all things?) in the main namespace? I've got no problem with the change... others?

 * By the way CQ, the WebDesign book does have Creating DB Tables which links to a simple tutorial about creating tables in PHPMyAdmin. Michaelnelson 18:56, 15 November 2006 (UTC)

 * Thanks for the prompt reply Michaelnelson. I think placing learning materials in the main namespace is preferred (and certainly has advantages for outsiders searching Wikiversity content). See Naming conventions. I've brought the subpage question up at Colloquium. Maybe we can get some advice there. CQ 21:02, 15 November 2006 (UTC)

 * Okay... sounds fair! Is there any best way to go about re-naming all the pages within Topic:Web Design? And is it safe? (All the old page names will re-direct right?) I'll get some time in a few weeks - but if anyone else would like to help, please do! Michaelnelson 05:31, 17 November 2006 (UTC)

 * As suggested by CQ and others, I'm gonna start moving the web design learning activities into the main namespace. I'll add links back to Topic:Web Design, and also add the UnderConstruction template to those pages that need work before learners can use them easily... I'll also try to edit a bit as I go... If anyone wants to join in, please do! Michaelnelson 03:06, 15 December 2006 (UTC)

MediaWiki Project
In addition to ground up HTML/CSS web design, I wanted to let participants here know about Topic:MediaWiki, the MediaWiki Project and the MediaWiki Engine learning resources that are under way. We'll be applying what we learn directly to immediate needs at Wikiversity:
 * Templates
 * Guided tour
 * Content development
 * ...and many others...

The MediaWiki Engine course is going to be studying the back-end stuff in quite a hands-on way. We don't want to detract from the great course developing here, but we think the experience will be enlightening. Please have a look. CQ 07:27, 1 February 2007 (UTC)

sandbox server
I wanted to let participants here know about the "sandbox server" discussions Wikiversity talk:Sandbox Server.

Whether or not that sandbox server ever gets set up, I volunteer to host the first 10 web design students who ask me on my Talk page.

--DavidCary 04:07, 25 April 2007 (UTC)

getting a development space
I'm wanting to get into programming PhP, there seems to be a number of good open access courses for intro to PhP and further. What I am looking for is a course on how to set up the development environment. Can anyone point me to such a course? -- Prawstho 17:07, 8 March 2008 (UTC)
 * Hello Peter, I just searched here at Wikiversity, but didn't find info regarding this. But thanks to you I could point this page to the learning project which you started: Creating a Development Environment. Erkan Yilmaz Wikiversity:Chat  21:18, 10 March 2008 (UTC)

web utilities
It's becoming easier to use tools other people have provided on the web, without doing any programming.

These tools seem like they would be useful for "web designer"s to use, even though they seem to fall in the crack between classes on "HTML" (since they are CGI scripts) and "CGI" (since those classes focus entirely on writing your own CGI scripts, and neglect the CGI scripts that are already running online).

They seem especially useful for students who
 * want dynamic effects, but is not a programmer; or
 * want dynamic effects, but don't want to pay for a "premium" web server that would allow them to run CGI scripts; or
 * want dynamic effects, but don't want to worry about the security implications of running their own custom CGI scripts.

I'm talking about web utilities such as:
 * "I want to: Web 2.0 resources to help collaborate, communicate, discover, email, laugh, generate images, podcast, use multimedia, store photographs, use RSS, internet search, shop, create start pages, store information, time management, train, teach and do things with webpages and websites." by Phil Bradley
 * hit counters (but see also "why are hit counters inaccurate?")
 * GET
 * Google maps mashups ,, How to add a Google Map to any web page in less than 10 minutes

Where is an approprate place to talk about these tools and how to add them to web pages? --DavidCary 21:52, 16 July 2007 (UTC)

want to join this group
Hello: I am a participnt in the Wikiversity course "Composing free and open educational resources", which is currently in its second week. I am directed to locate a group or project where people are working on some learning resource or study project that I could assist with, and join the group or project by notifying the other editors of your interest. I am interested in joining this Web Design Group and Project. Please let me know whether I can. I am not a teacher or web designer. My knowledge of HTML and CSS is rudimentary, at best. Thanks. Stewjean 07:23, 10 March 2008 (UTC)
 * >Please let me know whether I can.
 * of course you can, this is a wiki.
 * >My knowledge of HTML and CSS is rudimentary, at best.
 * Well then one approach is to read the offered material and start from there if you can improve things, give feedback (e.g. I changed/added this paragraph, because ...). You can find people lately being active on the pages over the "history"-button on top of each page. Have fun, Erkan Yilmaz Wikiversity:Chat  07:37, 10 March 2008 (UTC)

Hello All: Thank you for accepting me in Web Design; I am learning a lot. However, I would also like to give or bestow something - as opposed to taking all the time [I am a participant in the "Composing free and open educational resources" course where I am essentially taking since I know very little about the subject - I am not even a Teacher in the proper sense]. I previewed the Wikiversity "To Do List" and I see there are a number of ways I could give, but none of the noted help areas relate to Web Design. In fact, they all entail more taking on my part, to the extent I would be getting more free learning.

Based on the above, I wonder whether Web Design needs links from Wikipedia pages, or whether the Web Design portal needs updating or, if neither of the above, please let me know if there are any administrative Web Design project(s) to which I can contribute. 69.86.164.141 14:19, 13 March 2008 (UTC)

 * It is great that you want to help out. A few pages here at WV have experimented with a new design to improve how readable and useable the pages are.  For example, see Portal:Interdisciplinary Studies and compare to the old design that can be seen here.  One project might be to use Template_talk:Box_portal_skeleton and try to create a new portal.  If you are interested I can help.  I'd like to create a Portal:Astronomy.  Note that creating a design on a wiki is a little different than typical web design projects.  If that is what you are interested in doing, then another place to explore is the Topic:Sandbox Server 0.5.  You can experiment with web page design there.  Please feel free to keep asking questions about where to work on projects that you are interested in. --mikeu talk 00:35, 14 March 2008 (UTC)

Standards!
You just have to love the irony of the fact that a page dedicated to teaching people how to write web pages doesn't even mention web standards. They are very fucking important. W3C!!!

Examples and Explanations
I'm trying to learn more about web design and am already familiar with the basic principles, I just have trouble figuring out how to make designs, patterns, etc. from scratch. Is there anyway there could be a section where several web designers show off some designs they've made and talk about all the details that went into it, what decisions they made, and why? Understanding a designer's thought processes would really be helpful.

Perhaps some of the designers here could post screenshots of web pages they've made, and students could come by and add questions to the wiki. --Sean T Hayes 06:07, 30 November 2009 (UTC)

Merge in material from Web Page course
There is a tree of material under Web Page which is old and should be merged in here. –SJ + > 00:01, 11 July 2011 (UTC)

Removal of link to W3schools.com
(IP editor, summary:) (Removed W3Schools as a resource. Visit w3fools.com to know why.)

This is not adequate to justify removal here. Please discuss before removing established content. I'm not saying the link should remain, but links should be handled evenly. w3fools.com points out the w3Schools disclaimer that information is not guaranteed to be reliable, as if this were a problem with w3Schools. Neither is information here so guaranteed.

If users want to review sites, that's possible. It should be handled with care. I'm comfortable with logged-in users with substantial Wikiversity contributions making recommendations. I'm less comfortable with what appears to be an attack on a site.

The site appears to be commercial. That is, they sell a certificate of completion, of dubious value. However, the course material appears to be free, so that should not be a reason to not use the site. Beyond this, I'm not investigating at this time. --Abd (discuss • contribs) 18:50, 15 November 2013 (UTC)

title: Talk:Web design


text:
Wikiversity talk:About

Merger with Welcome, newcomers

 * Already duplicates much of content on that page.
 * The larger page already has FAQ-like sections.
 * The larger page is most similar to this one, of all the available introductions.
 * This page is rather old and needs deleting if not merging.
 * This isn't really an "about" page anyway. it's a FAQ.
 * --McCormack 13:23, 7 January 2008 (UTC)

Getting a degree/job
Hi I am really new to Wiki. I am very much interested in Wikiversity. I read somethin regarding getting a degree/job. Can someone please enumerate on this. kind regards Arunkumaran Varadharajan
 * The above was copied to Help desk. --JWSchmidt 10:47, 29 August 2006 (UTC)

FAQ
It has been suggested that the current page be turned into a FAQ (frequently asked questions) page. --JWSchmidt 23:45, 24 May 2007 (UTC)

Bold
How about bolding the questions? Jimp 01:15, 18 June 2007 (UTC)
 * Go for it. --JWSchmidt 01:22, 18 June 2007 (UTC)
 * Done—also indented the answers. Jimp 01:42, 18 June 2007 (UTC) ... With it formatted like this I don't think we really need the Q:s and A:s. Jimp 01:45, 18 June 2007 (UTC)

title: Wikiversity talk:About


text:
User:Kfitton

Instructor Kfitton is a graduate of Northern Michigan University with a B.S. in Social Studies/History Education and is currently certified in Michigan and Illinois for teaching social studies. In his off-time, he engages in educational policy and technology. Areas of speciality include: Western Civ, US History, The Third Reich, Imperialism, Social Movements of the 1950-1960s, Integration of Technology in Classrooms, Learning Management Systems, and Educational Theory/Ethics. Kfitton has written articles for online educational websites and is a member of both Phi Alpha Theta and Phi Delta Kappa. Questions for this instructor can be relayed to kfitton at hotmail.com

Retrieved from "http://en.wikibooks.org/wiki/User:Kfitton"

title: User:Kfitton


text:
User:Grin

 * http://wikipedia.hu/user:grin

title: User:Grin


text:
User talk:Grin

http://wikipedia.hu/user_vita:grin

title: User talk:Grin


text: Template:Disclosures

title: Template:Disclosures


text:
Wikiversity:Peer review

Peer review (known as refereeing in some academic fields) is a process of subjecting an author's scholarly work or ideas to the scrutiny of others who are experts in the field. It is done for quality assurance and elimination of incorrect information. This is applicable both to strict original research in the sense of e.g. lab studies or clinical trials, as well as original synthesis, such as systematic reviews and meta-analyses.

A peer reviewed article may be edited after peer review, and increased changes to the article may cause an increased need to repeat a peer review.

Recommended process
Peer review of works in Wikiversity should be done according to the following steps:
 * 1) One or more peer reviewers are asked to perform a peer review of the work. Presentation of the work can consist of adding scientific text to a Wikiversity page. (Example article), or sending the work confidentially to the peer reviewer and adding it to a Wikiversity page after the peer review is done. The peer reviewer(s) should:
 * have public contact information (or be willing to be contacted by a Wikimedia volunteer by peer review verification if necessary)
 * have the expertise in the subject to be able to analyze the work for quality assurance. For simple works a primary school teacher can possibly be an appropriate peer reviewer, while a professor in the subject may be needed for complex works.
 * preferably not have conflicts of interests that could substantially affect the judgment in performing the peer review. See also: Finding peer reviewer-section below
 * 1) In the making of a peer review, the peer reviewer(s) writes a "peer review statement" (also called "peer review certification"; example), which should include the following:
 * A link to the page in Wikiversity
 * Date of peer review (or last date of peer review period)
 * A disclosure of conflicts of interests. For example, if the author pays the peer reviewer directly, the peer review statement should include "Conflicts of interest: The author payed the peer reviewer directly for the service".
 * A licensing statement that allows usage in Wikiversity, such as "This text is available under the Creative Commons Attribution/Share-Alike 3.0 Unported License" at the bottom. This does not need to be added if writing a peer review directly in Wikiversity online, since it is implied when doing so. It is recommended to cite sources for any factual claims in the peer review.
 * 1) The peer review statement is submitted, by either of the following methods:
 * Starting a new page in Wikiversity, which is recommended for peer review statements consisting of text only.
 * [//commons.wikimedia.org/w/index.php?title=Special:Upload&uselang=ownwork Uploading to Wikimedia Commons], which is recommended for pdf or jpg files. (Example of an uploaded peer review statement)
 * Sending the work to WikiJournal coordinator at, which is possible for peer reviews of works intended to be submitted to WikiJournal.
 * 1) Optionally, the tag   is added to the page of the scientific text. Example of tag:

Works that have undergone external peer review can undergo peer review verification for further quality assurance. See Peer review verification for more information on this matter.

Finding peer reviewer
There are several alternatives in finding a peer reviewer:
 * If the article is medical research, peer review may be arranged by contacting Mikael Häggström, editor-in-chief of WikiJournal of Medicine:
 * For other subjects, it can be attempted to ask for peer review at the talk page of the most subject-specific Wikiversity school category, but an answer is far from guaranteed.

 * Organizations that can perform external peer review for a fee include Rubriq and Enago.

 * External peer review can also be performed by directly contacting freelance peer reviewers, such as can be found at:
 * Freelance Directory (searching by "Service Types: review and criticism") at the American Medical Writers Association (AMWA).
 * List of providers of manuscript & publication services at the Council of Science Editors (CSE).

In a WikiJournal
Under the organisation of the WikiJournal User Group, several externally peer reviewed academic journals are published. Peer reviewer guidelines and requirements:

Peer reviewed works may be eligible for inclusion in one of the WikiJournals. For feedback, contact any of the journals through these channels.

Usage as a reference in Wikipedia
Wikiversity pages are not reliable source for Wikipedia purposes. Sister wiki links, which may be to specific Wikiversity pages, may generally be placed under External links in Wikipedia articles.

title: Wikiversity:Peer review


text: User talk:Mehra.gautam

title: User talk:Mehra.gautam


text: User talk:Victoryindian

title: User talk:Victoryindian


text: User talk:Josephpaul

title: User talk:Josephpaul


text:
User talk:Supant~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Supant. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Supant~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:04, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Supant~enwikiversity


text:
User talk:Dawn~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Dawn. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dawn~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Dawn~enwikiversity


text:
User talk:Kfitton

Hitler
Hi Kfitton, welcome to Wikiversity, and thanks for the work you're been doing at Hitler's Germany. Looks good so far. Maybe a few more online references might be helpful - don't be afraid to direct people to Wikipedia, if appropriate ;-). This course could be broken up into many different types of courses, or stand-alone activities, or even placed within a larger study of politics or particular political systems (eg totalitarianism etc.). Of course, you're free to structure your materials in whatever way you see as most beneficial to learning - this is just thinking aloud, really..

Cormaggio 15:36, 31 August 2006 (UTC)

PS: what is level '300'? Maybe you could make that clearer for people from different educational backgrounds? Thanks.

 * I assume you're the instructor for this class? It looks great!  I've set up a Department of European History and have taken the liberty of listing your class there.  I hope you can get involved more in that department, and perhaps we can work together.  Jade Knight 07:43, 7 October 2006 (UTC)

Re: Rollback by IP
I rolled those edits back because it appeared to be an IP impersonating you, which I've seen before. It occured to me that it might be you logged out, but I figured that it would be better to be safe than sorry. Sorry for any inconvenience,  digital  _  me   02:03, 3 October 2006 (UTC)

History discussions
Mind heading over to the School talk:History and Topic talk:European History pages when you've got some time, and giving your thoughts? Thanks. The Jade Knight 23:57, 9 October 2006 (UTC)

Talk:Learning to learn a wiki way
Hi kfitton, I wonder if you could help out with the Learning to learn a wiki way project. This project aims to discover effective methods of developing active learning projects. Your experience with the Hitler's Germany project would be invaluable to this project. I've recently updated the Learning to learn a wiki way project page and kicked of the talk section. I've begun recruiting people by asking them why they are interested in the project and what they want from the project. Could you help out with invitations to your contacts. Mystictim 00:55, 28 November 2006 (UTC)

New Student
Hi, I'm a new student in your course. From the course listing, it's hard to tell when the course dates are. I've added a comment to the discussion, I'm not sure if I'm "out of week" there. Thanks Historybuff 03:43, 15 January 2007 (UTC)

General
Hey Kfitton, I would like to help you and the department in any which way I can. If I can be of any assistance please feel free to comment on my talk page. DanSto 04:39, 23 June 2007 (UTC)

In Absentia
Haven't heard from you over at the History School in a while. How are things going? G. Spiro and I are currently coming up with a list of general content divisions to label materials in, and considering a potential numbering scheme of some sort. Your input, as always, would be greatly appreciated. The Jade Knight 21:51, 18 July 2007 (UTC)

title: User talk:Kfitton


text: User talk:Drtadd

title: User talk:Drtadd


text:
User talk:Ravenstorm~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Ravenstorm. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ravenstorm~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Ravenstorm~enwikiversity


text:
User talk:Skywalker~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Skywalker. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Skywalker~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:22, 19 April 2015 (UTC)

title: User talk:Skywalker~enwikiversity


text: User talk:Andrewm1986

title: User talk:Andrewm1986


text:
User talk:Magus~enwikiversity

Introduction to PHP
Hi there, I noticed you've been editing significantly on this article. As an experienced php developer and tutor, I thought it was a bit extensive and not so much introductory to begin with, so I've started rewriting it at User:Draicone/Sandbox for Introduction to PHP. Please tell me what you think, as I propose we bring this article to a really basics of php style thing and move on to other lessons like variables, object orientated etc. - its just that variable scope seems a little complicated for beginners. Also, I think we need a guide to setting up WAMP or XAMPP so that people can easily test out their scripting abilities (I wouldn't worry about LAMP; anyone using Linux these days is more than capable of apt-get'ing apache and php). Also, can we develop an index of all PHP pages? It would simplify navigating, as would a sidebar for all PHP articles. --Draicone (talk) 09:45, 14 September 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Magus. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Magus~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Magus~enwikiversity


text: User talk:Sa krishna

title: User talk:Sa krishna


text: User talk:Lnknpark90

title: User talk:Lnknpark90


text: User talk:Akilu issaka

title: User talk:Akilu issaka


text: User talk:OldakQuill

title: User talk:OldakQuill


text:
User talk:Felixfan12~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Felixfan12. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Felixfan12~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:08, 19 April 2015 (UTC)

title: User talk:Felixfan12~enwikiversity


text: User talk:Bmgslaugh

title: User talk:Bmgslaugh


text: User talk:Seshub

title: User talk:Seshub


text:
User talk:Gladiator~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Gladiator. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Gladiator~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:09, 19 April 2015 (UTC)

title: User talk:Gladiator~enwikiversity


text:
User talk:Andret~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Andret. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Andret~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:27, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:02, 19 April 2015 (UTC)

title: User talk:Andret~enwikiversity


text:
User talk:Tugceist~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Tugceist. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tugceist~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Tugceist~enwikiversity


text:
User talk:Jawad~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Jawad. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jawad~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jawad~enwikiversity


text:
User talk:CharlieCLC

Computer literacy
Thanks for adding content to computer literacy. I think this resource is a brilliant idea. It can help people discover the true power of computers. --Devourer09 03:45, 7 September 2008 (UTC)
 * Thank you, please suggest/implement any imrovments.--charlieCLC

unblock request
Are you still having trouble with editing? I may be able to help but I would need more information. Please leave a message here and I will try to help. --mikeu talk 17:24, 25 March 2011 (UTC)

title: User talk:CharlieCLC


text: User talk:Quinlan Vos

title: User talk:Quinlan Vos


text: User talk:Domovera

title: User talk:Domovera