Performance/Needs Assessment:
The students entering into Web Page Design 1 are also new to computer science and theories. The goal is to remove them from graphical user interfaces (GUI) and what-you-see-is-what-you-get editors (WYSIWYG) like Adobe Dreamweaver and intro induce them to computer languages and best practices. This includes the two building block code languages of the web -HyperText Markup Language (HTML) and Cascading Style Sheets (CSS)- along with proper image digital compression and intricate computer folder structure.
Purpose Statement:
To introduce community college students to computer logic with a focus on the web design languages of HTML and CSS
Instructional Goals:
For the student to grasp the nuances of the computer language's HTML, CSS and the different reasons to leverage them with a full functioning web site. To apply these new skills in class labs and an end of semester test with little or no help from the instructor. What new skills? Finally applying these new techniques in their own creative way with an on-line site with content of their choosing. Which includes at least three images and their own graphic interface, that involves the same concepts of image embedding, for the final project.
Learner Analysis:
The majority of community college students at the lower levels are new to higher education. Students entering the Web Page Design 1 under the graphic communications branch, are primarily from the arts or other non-computer science programs. Considering there are no pre-requisites to the course (Web Page Design 1) the majority of the students are new to computer logic. Over half have recently graduated high school, however, several are adult students that are retraining themselves for the current job market. Usually the only thing the entirety of the class have in common is their desire to learn web design. The class number of students changes each semester which varies from 10 (minimum) to 20 students (maximum).
Required Resources:
Outside of the required reading I personally chose on HTML best practices "HTML Dog," and the obvious access to a computer with an Internet connection, the major required resource is HTML editing software. I have avoided the "digital divide," (AKA lack of entrance to technology because of price) researching the best open source notepad programs on both Windows (notepad++) and Mac (Text Wrangler) operating systems. The main resources are software, but with much careful research on my end, I have ensured that my training does not require a high cost of entry.
Delivery System:
The class can be classified as "hybrid" or "blended" considering I will be utilizing both in class instruction and the Moodle Learning Management System (LMS). Students will partake in labs at the new online learning site

Moodle will be the central hub for communication after class. In the Moodle LMS, student's will have new information from me, links to web sites related to projects and it will be the system for uploading assignments followed by my instructor comments. Each new module will only activate after classes to avoid cognitive overload.
Project management:
I will begin by slowly introducing HTML syntax and proper folder structure to the students. Ensuring that all knowledge gaps are filled before moving forward to actual image embedding. Once the students show they have a solid understanding of HTML, I will introduce the new syntax involved with CSS image embedding.