Deborah Leal

19/06/2017

Program Plan

Basic HTML/CSS
Workshop
 Deborah Leal
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Contents
Program Overview ........................................................................................................................................ 4
Needs Assessment Summary ........................................................................................................................ 4
Identified Challenges ............................................................................................................................ 4
Identified Needs .................................................................................................................................... 4
Intended Audience and Participant Recruitment ......................................................................................... 5
Budget ........................................................................................................................................................... 5
Marketing ...................................................................................................................................................... 6
Contextual Analysis ............................................................................................................................... 6
SWOT Analysis....................................................................................................................................... 7
Program Objectives ....................................................................................................................................... 8
Educational Objectives.......................................................................................................................... 8
Operational Objectives ......................................................................................................................... 9
Learning Objectives/Outcomes..................................................................................................................... 9
Finalized Program Objectives................................................................................................................ 9
Program Evaluation/Instructional Assessment ........................................................................................... 11
Quantitative/Qualitative Program Assessment ...................................................................................... 11
Formative Instructional Assessment ....................................................................................................... 11
Summative Instructional Assessment ..................................................................................................... 11
Learning Plan............................................................................................................................................... 13
Overview ............................................................................................................................................. 13
Appendix 1 .................................................................................................................................................. 14
Structured Needs Assessment ................................................................................................................ 14
Appendix 2 .................................................................................................................................................. 18
Poster Advertisement ............................................................................................................................. 18
Appendix 3 .................................................................................................................................................. 19
HTML/CSS Skills Pre-Workshop Survey ................................................................................................... 19
Appendix 4 .................................................................................................................................................. 25
Learning Plan ........................................................................................................................................... 25
Course Delivery ................................................................................................................................... 25
Section One: HTML ............................................................................................................................. 26
Appendix 5 .................................................................................................................................................. 30
HTML/CSS Skills Post-Workshop Survey ................................................................................................. 30
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Appendix 6 .................................................................................................................................................. 37
Teacher/Self Website Assessment Rubric .............................................................................................. 37
References .................................................................................................................................................. 38
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Program Plan
Program Overview

Summary: An entry level HTML/CSS coding skills workshop to develop web design skills for
professional or personal use

Title: Get Creative with HTML & CSS

Format: Workshop
Length: 1 Day (7 hours)
Intent: Workshop content provides to learners entry level HTML/CSS coding skills for
beginner professional or personal use, and the opportunity to begin building a website with
the look and feel customized to the learner’s preferences and intended use. This workshop is
a non-profit venture to provide technology skills to areas where the technology industry is in
its infancy and skilled workers are in low supply.
Organizer: Deborah Leal

Needs Assessment Summary

A needs assessment and a target audience analysis (Caffarella & Daffron, 1998, p. 315) was
conducted via a focus group of potential participants in technology workshops and industry
representatives, whose active involvement before the development of the program has
informed the subject matter of the content to be delivered (Caffarella & Daffron, 1998, p. 109).
Informal interviews (Caffarella & Daffron, 1998, p. 140) were conducted with the group during a
structured needs assessment (Caffarella & Daffron, 1998, p. 143) to determine immediate
needs regarding technology training. Actively involving participants before developing and
delivering the training, ensured that the workshop secured a “solid base of support” from the
learners (Caffarella & Daffron, 1998, p. 109).
Identified Challenges:

 Increasing responsibilities at work for creating customized reports and managing the
company website
 Given technology responsibilities with little training or exposure
 Interested in technology but unaware of the opportunities available in the field
 Interested in website creation to share information about their areas of interest
Identified Needs:

 Short duration coding and technology programming

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 Content targeted to adults

 Delivered locally with experts available for guidance
 Relevant to personal and professional interests, goals, and responsibilities

Intended Audience and Participant Recruitment

The intended audience for this HTML/CSS workshop are adults who would like to gain skills in
website design for either professional or personal use, and to bring about individual (Caffarella
& Daffron, 1998, p. 6) and/or organizational (Caffarella & Daffron, 1998, p. 7) change. Those
using the workshop to increase their professional skills have the potential to open up new
avenues for employment as well as ensure excellence in new technological responsibilities
assigned by their employer.

Budget

The budget for this workshop will concentrate solely on recouping the costs to execute the
workshop, to ensure “a direct relationship between projected revenue and the expenses that
will be incurred to carry out the mission” (Caffarella & Daffron, 1998, p. 286). Budgetary
expenditures include renting appropriate space to hold the workshop, paying the facilitator,
lunch catering, and providing some loaner laptops for those participants unable to bring their
own. The workshop will have an associated cost to attend which will cover the majority of
operational expenses to run this workshop. The associated marketing initiatives outlined below
are low cost except for the printing of posters, which could be done through an online provider
such as Vistaprint and covered by participant registration fees (Caffarella & Daffron, 1998, p.
297). The purchase of the loaner laptops would be considered a sunk cost (unable to be
recovered) unless the workshops continue beyond the initial offering, in order to recoup the
investment as part of ongoing registration fees. The majority of participants should be able to
bring their own laptop for use to avoid potential losses on a large number of purchased laptops.
A solution to balance the budget should the workshops not continue beyond this first offering
would be to resell the laptops. Alternatively, laptops could be rented for use during this
workshop and then fully covered under the participant registration fees. This budget model
most closely aligns with the “cost-centred budgeting model” (Caffarella & Daffron, 1998, p.
287).
A cost contingency plan will “build in a cushion in the program budget with the realization that
often projects cost more than anticipated or at least there will be unexpected expenses”
(Caffarella & Daffron, 1998, p. 294). In the case of the workshop, the cost contingency plan
would need to take into account cancellation fees for the venue should the registration
numbers not warrant running the workshop. Close attention must be paid to the “drop-dead
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deadlines” (Caffarella & Daffron, 1998, p. 295) for various contracts related to the execution of
the program, to ensure that any financial losses are minimized. In addition, some pro-rated
monetary compensation should be provided to the facilitator of the workshop, for their
inconvenience should the workshop not go ahead as planned. Finally, any marketing costs
would be unrecoverable in the event the workshop was cancelled.
Because this workshop is running based on the “cost-centred budgeting model” (Caffarella &
Daffron, 1998, p. 287), any losses would be required to be absorbed by the organization
running the workshop unless the costs are able to be “absorbed by another revenue stream”
(Caffarella & Daffron, 1998, p. 295). To mitigate this risk, contracts will be drafted to ensure
flexibility in terms of exit clauses around cancellation and the associated fees. However, should
losses result despite the efforts to negotiate flexible contracts associated with delivering the
workshop, there is the option of selling the content of the cancelled workshop to recoup lost
revenue (Caffarella & Daffron, 1998, p. 295).

Draft Budget Contingency

Facilitator: $320 ($40/hr, 8 hrs) $80 ($40/hr, 2 hrs)
Space: $150 $75 (50% of rental)
Catering: $100 $0
Marketing: $30 $30
Loaner Laptops: $427.14 $213 (resell for at least half of original cost)
($213.57 x 2 laptops ASUS C201 11.6” – Best Buy)
Total Expenses: $1027 Total Contingency: $398
20 participants – registration fee of $51.35
minimum to cover expenses

Marketing

Contextual Analysis

In conjunction with the needs and audience analysis performed, a contextual analysis
(Caffarella & Daffron, 1998, p. 317) was completed to understand, “the people, organizational,
and environmental contexts from which the participants are drawn” (Caffarella & Daffron,
1998, p. 317). Contextual elements relating to this workshop offering include ensuring that
employers are targeted as part of marketing efforts to ensure they understand the value of the
workshop for their employees. In addition, environmental factors such as location, access to
reliable public transportation, and local employment conditions will impact which participants
would be successful targets for marketing efforts. During the needs analysis focus group with
potential participants and industry representatives, the identified needs/contexts have been
used to inform the marketing strategy, which targets the audience who would realize the most
utility from participating in this workshop:
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 Multi-pronged marketing effort using networking, word of mouth, and print and online
advertising to market workshop to individuals and businesses, as an opportunity to
“encourage continuous growth and development of individuals” (Caffarella & Daffron,
1998, p. 5)
 Use professional networks (Caffarella & Daffron, 1998, p. 329) to spread word of the
training to various sectors of the local economy, including finance, technology, and
business development.
 Connect with the local school boards/College/University to promote the initiative as a
way these educational institutions to “achieve desired results and adapt to change”
(Caffarella & Daffron, 1998, p. 5):
• Support teaching staff who want to incorporate technology training in the
classroom
• Help cultivate technology skills and interest in technology within their students
• Create websites for their students and parents to obtain classroom information
 Attend local job market events and employment agencies such as employment
fairs to promote the learned skills that would “prepare people for current and
future work opportunities” (Caffarella & Daffron, 1998, p. 5)
 Display posters (Caffarella & Daffron, 1998, p. 325) at centres where adults
frequent such as coffee shops, recreation & seniors centres, etc.
 Utilize social media (Caffarella & Daffron, 1998, p. 328) to raise awareness of
the training workshop amongst established network of connections, across
several industries

SWOT Analysis

An additional aspect to consider while determining the marketing strategy for this workshop
was, “find out everything possible about the competition so that your program can be different
in an advantageous way” (Caffarella & Daffron, 1998, p. 319).

To achieve this, a strengths, weaknesses, opportunities, and threats (SWOT) analysis (Caffarella
& Daffron, 1998, p. 318) was performed to analyze our workshop offering against any
competitors in the field to ensure that while planning the workshop, the unique aspects of this
offering were emphasized during the marketing campaigns. The poster located in appendix 5
incorporates selected messaging (Caffarella & Daffron, 1998, p. 322) that highlights the
strengths of the workshop for the sake of brevity, while other marketing initiatives will focus on
those left un-addressed.
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STRENGTHS
No other offering conducted in 1 day
Emphasis on relevant and directly usable skills
Low Cost
Provision of Mentors for 1-on-1 assistance
Convenient Location
Guest speaker from tech field
Available to the public
Hands-on, project-based learning
OPPORTUNITIES
Partnerships with industry representatives
Gather interest in future tech skill training
workshops
Sponsorships from tech companies and
businesses
WEAKNESSES
Only one offering date may not work with
participant schedules
Continuity of programming vulnerable to low
enrollment
Locating long-term venue
Currently unavailable as eLearning
Relies on participants owning appropriate
equipment (laptops) for financial feasibility
THREATS
Local college and university
Other private training providers who may
discover the workshop and develop similar
offering
Private organization duplicating the workshop
for own use
Intellectual property theft

Program Objectives

The following educational (Caffarella & Daffron, 1998, p. 166) and operational (Caffarella &
Daffron, 1998, p. 168) objectives have been incorporated into the workshop planning in order
to address the various identified participant needs as well as to ensure efficient management
and delivery of the program. As a result, the program objectives were designed to be
measurable (Caffarella & Daffron, 1998, p. 169) and to “reflect what participants will learn, the
resulting changes from that learning, and the operational aspects of the program” (Caffarella &
Daffron, 1998, p. 174).

Educational Objectives

 To provide learners a broad set of basic website development skills that can be used
for either personal or professional use

 To encourage women participants to consider technology as an exciting potential

career path with varied opportunities available

 To increase participant’s general level of familiarity and comfort with coding and
technology for personal and professional use

 To increase the technology skillset of learners to broaden the employment

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opportunities for which they are qualified

 To provide strategies to learners around how to find self-development resources on

technology and website development skills on the World Wide Web

Operational Objectives

 To promote an awareness of short-term technology workshops in the local business,

education, and employment sectors; as a valid and efficient means of skill
development (Caffarella & Daffron, 1998, p. 168)

 To ensure the cost to participate in the workshop is limited to that which will allow
coverage of the operational costs of running the workshop, and maximize the ability
of learners to participate from many economic backgrounds (Caffarella & Daffron,
1998, p. 168)

 To create partnerships within the business, education, and employment sectors to

facilitate the funding and delivery of further local technology workshops to address
cross sectional industry and participant needs; building a solid base of support
(Caffarella & Daffron, 1998, p. 122)

Learning Objectives/Outcomes

After formulating the draft set of educational and operational objectives for the program
based on potential participant feedback, the focus group of participant stakeholders and
industry representatives were invited to join with the workshop designer to evaluate and
revise the program objectives, where required, to meet practical needs (Caffarella & Daffron,
1998, p. 168), as well as program learning outcomes (Caffarella & Daffron, 1998, p. 169).
Incorporating the expertise of industry experts, ensured the trust of these entities in the
quality of the program, ensuring their input into the needed technical skills, and to ensure
support from all levels of stakeholder (Caffarella & Daffron, 1998, p. 112). The focus group
provided feedback on the relevance and usefulness of the objectives and how well the
program objectives would address learner and organizational needs (Caffarella & Daffron,
1998, p. 169). After refinement of the program objectives, the focus group worked to refine
program objectives into specific and measurable learning objectives (Caffarella & Daffron,
1998, p. 185), during a facilitated workshop. The group also worked to draft learning
objectives that were written in the format of “how and what” (Caffarella & Daffron, 1998, p.
184) the learners will be able to do upon completion of the workshop.
Finalized Program Objectives

 To provide learners a broad set of website development skills including HTML and
CSS, that can be used for either personal or professional use
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 To increase participant’s general familiarity with coding and technology for personal
and professional use
 To increase the technology skillset of learners to broaden the employment
opportunities for which they are qualified

Related Learning Objectives

 Learners will be able to identify basic components of website html file and css
file structures and their function
 Learners will be able to connect an external css file to their html file to control
website appearance
 Learners will be able to format text using CSS code to emphasize various pieces
of content within a webpage
 Learners will be able to insert images into a website using HTML code
 Learners will be able to format images using CSS code
 Learners will be able to insert a table into a website using HTML code
 Learners will be able to format tables using CSS code
 Learners will be able to insert links into a website using HTML code
 Learners will be able to format links using CSS code
 Learners will be able to add social media icons into a website using HTML code
 Learners will be able to format social media icons using CSS code

 To encourage women participants to consider technology as an exciting potential

career path with varied opportunities
Related Learning Objectives

 Learners will be able to identify at least three job roles within the coding
industry
 Learners will be able to identify at least three prominent women in the tech
industry
 Learners will be able to identify at least three companies who provide equal
opportunities for women in coding

 To provide strategies to learners on how to find self-development resources on

technology and website development skills on the World Wide Web
Related Learning Objectives

 Learners will be able to search the web for supplementary code and
instructions to integrate that code
 Learners will be able to integrate at least one piece of code into a website,
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which was not covered in this workshop and which they found online

Program Evaluation/Instructional Assessment

Quantitative/Qualitative Program Assessment

An informal HTML/CSS Skills Pre-Workshop Survey will be delivered to participants at the point
of registration into the workshop (Caffarella & Daffron, 1998, p. 245). The aim of the pre-survey
is twofold; one aim is to determine prior to the workshop the perceived skill level of each
participant at entry (Caffarella & Daffron, 1998, p. 193) for a comparison to the perceived skill
level after the workshop (Caffarella & Daffron, 1998, p. 249) in responses to the HTML/CSS
Skills Post-Workshop Survey; and the other to determine the amount of experience the
participants have had with HTML and CSS, prior to the workshop. This data compared with
post- survey results, will provide conclusions on the efficacy of the program to address the
stated aims.

Formative Instructional Assessment

Formative instruction assessment will be conducted by two volunteer mentors who will be
present at the workshop to observe participants (Caffarella & Daffron, 1998, p. 245) and
address any technical issues or support required by participants if they are struggling with the
curriculum. The mentors will document any areas of difficulty in the curriculum and report to
the leader at break. Any challenges that can be addressed for the second half of the workshop
will be done immediately. Any other feedback will be documented for implementation post-
workshop.

The facilitator will also conduct a mid-workshop group interview (Caffarella & Daffron, 1998, p.
245) on what is or is not working for the participants within the program. Depending on the
nature of the feedback received and feasibility of tweaking the curriculum to address any
concerns and gaps in the second half, immediately adapt the curriculum. Any feedback that
cannot be adapted immediately, log in a change log for alteration to the workshop for
subsequent offerings and/or post- workshop supplementary material made available to the
participants.

Summative Instructional Assessment

Summative instructional assessment will be conducted via performance review (Caffarella &
Daffron, 1998, p. 246) where both the participant and the workshop facilitator will review the
website and evaluate the outcome using the Teacher/Self Website Assessment Rubric. The
indicator of a successful learning transfer will be a completed and functional website (Caffarella
& Daffron, 1998, p. 246), which adheres to the design and technical conventions taught over
the course of the workshop.
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The results of the evaluation will provide data to determine whether learning transfer took
place and where the participants struggled with the curriculum, or where the instructional
techniques did not convey the required skills effectively. In conjunction with the program
feedback collected within the post-workshop survey, the ability of the participants to convert
knowledge into tangible demonstrations of skill, partnered with their perceptions on what
did/did not work for them within workshop, will form a list of adaptations that will be
implemented prior to the next workshop offering.
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Learning Plan

A completed learning plan for the morning content of the workshop has been included as an
appendix. The learning plan has been limited to the morning content for the sake of limiting
the scope for this assignment.
Overview

The learning plan was built based on the major components (Caffarella & Daffron, 1998, p.
199):

 Session title
 Date and time frame
 Name and titles of presenters
 Brief description of the learning activity
 Learning objectives
 Learning techniques
 Assessment plan
 Estimate time
 Resources

To ensure a positive learning experience, the facilitator will engage some of the five key
transfer of learning strategies (Caffarella & Daffron, 1998, p. 201):

 Use active learning techniques that enhance learning transfer (application exercises)
 Incorporate having learners try out their new skills
 Ensure that learners receive future assistance or learning transfer (cheat sheets and
online resources)

Please refer to Learning Plan in the appendix to review the specific details of the learning plan.
Included as a separate PowerPoint file is “HTML Workshop – AM Content”, for reference.

Appendix 1
Structured Needs Assessment
Date Conducted: May 23, 2017
Facilitator: Deborah Leal
Participants: Janice Smith, Joe Renfrew, Allyson Reynolds, Maggie Ellement, Jennifer Hayes,
Tegan Harlow, Eleanor Jones, Michael Tye, James Linden, Callie Jones, Tim Izzett, Piper
Rennie; Peterborough Entrepreneurship Board, Peterborough Small Business Advisory Board
Priority Participant Interview
(Caffarella & Feedback/Need
Daffron, (Caffarella & Daffron,
1998, p. 147) 1998, p. 140)
1 Eleanor Jones I am looking for a new
job and the jobs I am
interested in have a
technology component
and I lack the skills
3 Piper Rennie I like technology but I am
unaware of what I can do
in the field
3 Peterborough Our entrepreneurs want
Entrepreneurship training content on
Board technology to be directly
relevant to their needs
2 James Linden I want a course tailored
to my needs and don’t
want to learn things that
I won’t use
Deborah Leal
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Program Objective
To increase the
technology skillset of
learners in order to
broaden the
employment
opportunities for
which they are
qualified
To increase
participant’s general
level of familiarity
and comfort with
coding and
technology for
personal and
professional use
To increase
participant’s general
level of familiarity
and comfort with
coding and
technology for
personal and
professional use
To provide learners a
broad set of basic
website development
skills that can be used
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for either personal or

professional use
2 Tegan Harlow I don’t trust Facebook To provide learners a
and I want my own broad set of basic
website to share photos website development
with family skills that can be used
for either personal or
professional use
2 Peterborough We need staff to learn To provide learners a
Small Business how to manage the broad set of basic
Advisory Board websites due to frequent website development
content changes skills that can be used
for either personal or
professional use
2 Maggie Ellement I cannot travel out of the To provide learners a
city to attend training, broad set of basic
and it must be on the bus website development
route skills that can be used
for either personal or
professional use
3 Callie Jones I do not feel prepared To increase
enough to take on participant’s general
technology tasks at work level of familiarity
and comfort with
coding and
technology for
personal and
professional use
4 Tim Izzett I need technology skills To provide strategies
but don’t have the time to learners around
available to take a how to find self-
traditional length course development
resources on
technology and
website development
skills on the World
Wide Web
2 Peterborough Budget issues require To provide learners a
Small Business staff to take on multiple broad set of basic
Advisory Board roles website development
skills that can be used
for either personal or
professional use
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3 Michael Tye My boss assumes I know To increase

about technology participant’s general
because I am young, but I level of familiarity
don’t know how I can use and comfort with
technology at work coding and
technology for
personal and
professional use
5 Jennifer Hayes I have heard that there To encourage women
are many challenges for participants to
women in the tech field, consider technology
should I rule out a career as an exciting
in tech? potential career path
with varied
opportunities
available
2 Joe Renfrew I tried taking a Wordpress To provide learners a
course but the content broad set of basic
didn’t focus on what I website development
wanted to do skills that can be used
for either personal or
professional use
5 Allyson Reynolds I would like to learn more To encourage women
about the tech industry participants to
consider technology
as an exciting
potential career path
with varied
opportunities
available
4 Janice Smith My boss asked me to To provide strategies
change the colours of our to learners around
website and I looked how to find self-
online but couldn’t find development
out how resources on
technology and
website development
skills on the World
Wide Web

Priority Criteria Impact

1 High HTML/CSS skill development for employment seeking
purposes and job security
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2 High Specific HTML/CSS skill development relating to a

business need
3 Medium General technology skill development
4 Low Some existing HTML/CSS familiarity with a specific issue
that needs training or strategies to solve
5 Low General interest in technology fields as a potential career
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Appendix 2

Poster Advertisement
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Appendix 3

HTML/CSS Skills Pre-Workshop Survey

HTML
HTML describes how elements on a website should be laid out and provides browsers with a
list of all the other files, like CSS, that websites need to function correctly.

How confident are you in your ability to structure a website using the <head>, <footer>, and
<body> tags

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you structured a website using the <head>, <footer>,
and <body> tags

Never
One – Two
Three and above
How confident are you in your ability to link a HTML file to an external CSS file

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you linked a HTML file to an external CSS FILE?

Never
One – Two
Three and above
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How confident are you in your ability to use semantic elements such as using <section> or
<article> tags to divide a website into custom labeled sections

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you used semantic elements such as using <section>
or <article> tags to divide a website into custom labeled sections?

Never
One – Two
Three and above
How confident are you in your ability to use block-level elements such as <div> or <p> tags
to divide a website into generically labeled sections

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you used block-level elements such as <div> or <p>
tags to divide a website into generically labeled sections?

Never
One – Two
Three and above
How confident are you in your ability to use inline elements such as <img>, <a href>, and
<textarea> to specify content components within a website section

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you used inline elements such as <img>, <a href>,
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and <textarea> to specify content components within a website section

Never
One – Two
Three and above
How confident are you in your ability to incorporate forms within a website design

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you incorporated forms within a website design?

Never
One – Two
Three and above
How confident are you in your ability to use input types to create interactive controls for
web-based forms in order to accept data from the user

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you used input types to create interactive controls
for web-based forms in order to accept data from the user?

Never
One – Two
Three and above
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CSS
If HTML describes the layout of a house, CSS describes the look of a house. CSS, or
Cascading Style Sheets, is responsible for the way a website looks. Colors, fonts, and even
some animations are all controlled by CSS.

1) How confident are you in your ability to use basic positioning (fixed, relative, absolute)
to position html elements on a webpage, using CSS?

Very Somewhat Not at all

confident Confident confident confident

2) In the past year, how many times have you used basic positioning (fixed, relative,
absolute) to position html elements on a webpage, using CSS?

Never
One – Two
Three and above
3) How confident are you in your ability to use float (right, left) to place html elements
along the left or right of its container, using CSS?

Very Somewhat Not at all

confident Confident confident confident

4) In the past year, how many times have you used float (right, left) to place html elements
along the left or right of its container, using CSS?

Never
One – Two
Three and above
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5) How confident are you in your ability to control font styling (strong, italic, headings) to
change the appearance of text on a webpage, using CSS?

Very Somewhat Not at all

confident Confident confident confident

6) In the past year, how many times have you controlled font styling (strong, italic,
headings) to change the appearance of text on a webpage, using CSS?

Never
One – Two
Three and above
7) How confident are you in your ability to control image styling and format to change the
appearance of an image on a webpage, using CSS?

Very Somewhat Not at all

confident Confident confident confident

8) In the past year, how many times have you controlled image styling and format to
change the appearance of an image on a webpage, using CSS?

Never
One – Two
Three and above
9) How confident are you in your ability to control backgrounds styling (colour, opacity) to
define a color or image to be used as a container’s background, using CSS?

Very Somewhat Not at all

confident Confident confident confident
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10) In the past year, how many times have you control backgrounds styling (colour, opacity)
to define a color or image to be used as a container’s background, using CSS?

Never
One – Two
Three and above
11) How confident are you in your ability to controlled table styling (borders, text-align,
spacing) to determine the appearance of a table on a webpage, using CSS?

Very Somewhat Not at all

confident Confident confident confident

12) In the past year, how many times have you controlled table styling (borders, text-align,
spacing) to determine the appearance of a table on a webpage, using CSS?

Never
One – Two
Three and above
 Deborah Leal
19/06/2017

Appendix 4

Learning Plan

Basic HTML/CSS Workshop Schedule

Location: The Learning Space – Peterborough, Ontario
Delivery Date: September 20th, 2017
Presenter: TBD
Audience: General Public (at least 18 years old), Job Seekers, Employees with technology responsibilities, Small business
owners
Course Delivery

Delivery Method: Face to Face Total Duration: 7 hours

Equipment:  Laptop Resources:  PowerPoint file (basichtmlcss.ppt)
 Projector  USB key of example html and css files
 Participant Laptops  CSS Cheat Sheet https://www.smashingmagazine.com/wp-
 Lined paper content/uploads/images/css3-cheat-sheet/css3-cheat-sheet.pdf
 Pens  HTML Cheat Sheet https://www.smashingmagazine.com/wp-
content/uploads/images/html5-cheat-sheet/html5-cheat-sheet.pdf
 Guest Speaker – Kelly Lyons (professor at the University of Toronto’s
faculty of information, who worked at IBM from 1994 to 2007)
Learning 1. Learners will be able to identify basic components of website html file and css file structures and their function
Outcomes: 2. Learners will be able to connect an external css file to their html file in order to control website appearance
3. Learners will be able to format text using CSS code to emphasize various pieces of content within a webpage
 Deborah Leal
19/06/2017

4. Learners will be able to insert images into a website using HTML code
5. Learners will be able to format images using CSS code
6. Learners will be able to insert a table into a website using HTML code
7. Learners will be able to format tables using CSS code
8. Learners will be able to insert links into a website using HTML code
9. Learners will be able to format links using CSS code
10. Learners will be able to add social media icons into a website using HTML code
11. Learners will be able to format social media icons using CSS code
12. Learners will be able to identify at least three job roles within the coding industry
13. Learners will be able to identify at least three prominent women in the tech industry
14. Learners will be able to identify at least three companies who provide equal opportunities for women in coding
15. Learners will be able to search the web for supplementary code and instructions to integrate that code
16. Learners will be able to integrate at least one piece of code into a website, found online

Course Structure: Section One: HTML

Lunch
Section Two: CSS
Section Three: Technology Careers

Section One: HTML

Learning Outcome/Objectives:
1. Learners will be able to identify basic components of website html file and css file structures and their function
2. Learners will be able to connect an external css file to their html file in order to control website appearance
3. Learners will be able to insert images into a website using HTML code
4. Learners will be able to insert a table into a website using HTML code
5. Learners will be able to insert links into a website using HTML code
6. Learners will be able to add social media icons into a website using HTML code
 Deborah Leal
19/06/2017

7. Learners will be able to search the web for supplementary code and instructions to integrate that code
8. Learners will be able to integrate at least one piece of code into a website, which was not covered in this workshop and which
they found online

Section One: Introduction/Overview

TIME CONTENT TEACHING METHODS/KEY POINTS RESOURCES
30m Introduction  Introduction HTML Workshop – AM
 Personal Introduction  Introduce yourself including a brief summary of training experience Content.ppt
 Agenda, Goals, Learning  Slides 1-8
Outcomes  Agenda
 Icebreaker  Review agenda/goals/learning outcomes for entire course:
 Section One: HTML
 Review learning outcomes
 Section Two: CSS
 Review learning outcomes
 Section Three: Technology Careers
 Review learning outcomes
 Icebreaker Activity
 Find Someone
 Pass out three notecards to each person and have them
write a statement on each card about themselves.
 Suggestions are favorite color, interest, hobby, or
vacation.
 After the cards are collected, pass them out so everyone
gets cards not their own.
 Then instruct them to find the owner of the card and
introduce themselves
TIME CONTENT TEACHING METHODS/KEY POINTS EVALUATION METHOD RESOURCES
60m HTML  Content HTML Workshop - AM
 Deborah Leal
19/06/2017

 What is HTML  Review the slide content,  Exercise: Create a basic Content.ppt
 HTML Elements & Tags using any information in the webpage structure  Slides 9-17
 HTML Elements notes area, your own
 DOCTYPE Declaration experience, and the cheat
 Page Structure sheets to expand upon the
 HTML Example guiding bullet points
 Created HTML
Document
TIME CONTENT TEACHING METHODS/KEY POINTS EVALUATION METHOD RESOURCES
90m HTML  Content HTML Workshop - AM
 Basic Tags  Review the slide content,  Exercise: Add Content Content.ppt
 Inline vs. Block-level using any information in the  Slides 18-27
Elements notes area, your own
 Example of Heading experience, and the cheat
 Paragraph Example sheets to expand upon the
 Link Tag guiding bullet points
 Example of Anchor Tag
 Image Source Tag
 Specify image file
location
 Division Tag
TIME CONTENT TEACHING METHODS/KEY POINTS EVALUATION METHOD RESOURCES
60m HTML  Content HTML Workshop - AM
 End Product  Review the slide content,  Exercise: Find Code Content.ppt
 Online Resources for using any information in the  Slides 28-30
Web Design notes area, your own
experience, and the cheat
sheets to expand upon the
guiding bullet points
 Search and review some
 Deborah Leal
19/06/2017

online resources
 Discuss learner impressions
of the resources – Strengths?
Weaknesses?
10m Conclusion  Learning Objectives HTML Workshop - AM
 Refer back to objectives  Review with the class the learning objectives covered: Content.ppt
covered a) Learners will be able to identify basic components of website  Slides 31-33
 After Lunch html file/css file structures and their function
b) Learners will be able to connect an external css file to html file
in order to control website appearance
c) Learners will be able to insert images into a website using
HTML
d) Learners will be able to insert a table into a website using
HTML
e) Learners will be able to insert links into a website using HTML
f) Learners will be able to add social media icons into a website
using HTML
g) Learners will be able to search the web for supplementary
code and instructions to integrate
h) Learners will be able to integrate at least one piece of code
into a website
 Next
 Introduce next section: CSS

15m Discussion around AM content feedback – what works, what doesn’t work, challenge areas

30m LUNCH
 Deborah Leal
19/06/2017

Appendix 5

HTML/CSS Skills Post-Workshop Survey

HTML
HTML describes how elements on a website should be laid out and provides browsers with a
list of all the other files, like CSS, that websites need to function correctly.

How confident are you in your ability to structure a website using the <head>, <footer>, and
<body> tags

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you structured a website using the <head>, <footer>,
and <body> tags

Never
One – Two
Three and above
How confident are you in your ability to link a HTML file to an external CSS file

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you linked a HTML file to an external CSS FILE?

Never
One – Two
Three and above
 Deborah Leal
19/06/2017

How confident are you in your ability to use semantic elements such as using <section> or
<article> tags to divide a website into custom labeled sections

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you used semantic elements such as using <section>
or <article> tags to divide a website into custom labeled sections?

Never
One – Two
Three and above
How confident are you in your ability to use block-level elements such as <div> or <p> tags
to divide a website into generically labeled sections

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you used block-level elements such as <div> or <p>
tags to divide a website into generically labeled sections?

Never
One – Two
Three and above
How confident are you in your ability to use inline elements such as <img>, <a href>, and
<textarea> to specify content components within a website section

Very Somewhat Not at all

confident Confident confident confident
 Deborah Leal
19/06/2017

In the past year, how many times have you used inline elements such as <img>, <a href>,
and <textarea> to specify content components within a website section

Never
One – Two
Three and above
How confident are you in your ability to incorporate forms within a website design

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you incorporated forms within a website design?

Never
One – Two
Three and above
How confident are you in your ability to use input types to create interactive controls for
web-based forms in order to accept data from the user

Very Somewhat Not at all

confident Confident confident confident

In the past year, how many times have you used input types to create interactive controls
for web-based forms in order to accept data from the user?

Never
One – Two
Three and above
 Deborah Leal
19/06/2017

CSS
If HTML describes the layout of a house, CSS describes the look of a house. CSS, or
Cascading Style Sheets, is responsible for the way a website looks. Colors, fonts, and even
some animations are all controlled by CSS.

13) How confident are you in your ability to use basic positioning (fixed, relative, absolute)
to position html elements on a webpage, using CSS?

Very Somewhat Not at all

confident Confident confident confident

14) In the past year, how many times have you used basic positioning (fixed, relative,
absolute) to position html elements on a webpage, using CSS?

Never
One – Two
Three and above
15) How confident are you in your ability to use float (right, left) to place html elements
along the left or right of its container, using CSS?

Very Somewhat Not at all

confident Confident confident confident

16) In the past year, how many times have you used float (right, left) to place html elements
along the left or right of its container, using CSS?

Never
One – Two
Three and above
17) How confident are you in your ability to control font styling (strong, italic, headings) to
 Deborah Leal
19/06/2017

change the appearance of text on a webpage, using CSS?

Very Somewhat Not at all

confident Confident confident confident

18) In the past year, how many times have you controlled font styling (strong, italic,
headings) to change the appearance of text on a webpage, using CSS?

Never
One – Two
Three and above
19) How confident are you in your ability to control image styling and format to change the
appearance of an image on a webpage, using CSS?

Very Somewhat Not at all

confident Confident confident confident

20) In the past year, how many times have you controlled image styling and format to
change the appearance of an image on a webpage, using CSS?

Never
One – Two
Three and above
21) How confident are you in your ability to control backgrounds styling (colour, opacity) to
define a color or image to be used as a container’s background, using CSS?

Very Somewhat Not at all

confident Confident confident confident

22) In the past year, how many times have you control backgrounds styling (colour, opacity)
 Deborah Leal
19/06/2017

to define a color or image to be used as a container’s background, using CSS?

Never
One – Two
Three and above
23) How confident are you in your ability to controlled table styling (borders, text-align,
spacing) to determine the appearance of a table on a webpage, using CSS?

Very Somewhat Not at all

confident Confident confident confident

24) In the past year, how many times have you controlled table styling (borders, text-align,
spacing) to determine the appearance of a table on a webpage, using CSS?

Never
One – Two
Three and above
 Deborah Leal
19/06/2017

Program Feedback
Strongly Strongly
Agree Disagree

1. The content was as described in marketing materials 1 2 3 4 5

2. The workshop was applicable to my needs/interests 1 2 3 4 5

3. I will recommend this workshop to others 1 2 3 4 5

4. The program length was appropriate 1 2 3 4 5

5. The instructor was a good communicator 1 2 3 4 5

6. The material was presented in an organized manner 1 2 3 4 5

7. The instructor was knowledgeable on the topic 1 2 3 4 5

8. The mentors provided enough 1-on-1 assistance 1 2 3 4 5

9. I would be interested in attending a follow-up, more

advanced workshop on this same subject 1 2 3 4 5
10. Given the topic, was this workshop:  a. Too short  b. Right length  c. Too long
11. In your opinion, was this workshop:  a. Introductory  b. Intermediate  c. Advanced
12. Please rate the following:
Excellent Very Good Good Fair Poor

a. Visuals     
b. Acoustics     
c. Meeting space     
d. Handouts     
e. The program overall     

13. What did you most appreciate/enjoy/think was best about the course? Any suggestions
for improvement?

______________________________________________________________________________
Adapted from: American Institute for Conservation of Historic and Artistic Works.
(Unknown). Workshop Evaluation Form. Retrieved from http://www.Conserve
ation -us.org/docs/default-source/forms/participant-evaluation-form.pdf
 Deborah Leal
19/06/2017

Appendix 6

Teacher/Self Website Assessment Rubric

Criteria Exceeds Meets Below

Expectation Expectation Expectation
Simplicity
Maximum of 5 colours used
Maximum of 3 fonts
Maximum of 3 font sizes
Graphics use is supplementary and
not gratuitous
Visual Hierarchy
Content laid out from left to right
Natural flow of content in logical
order
Navigability
Primary navigation (menu) at top of
page
Search box included
Links embedded into page content,
leading to other pages
Consistency
Consistent page names throughout
website
Consistent layout across multiple
pages
Functionality
Structure of website is correct
All links work correctly
All menus work correctly
Search Box works correctly
There are no aesthetic issues with
CSS
Website validates without errors

Adapted from: Udacity. (2014). Ultimate Skills Checklist for Your First Front-End Developer Job.
Retrieved from http://blog.udacity.com/front-end-web-developer-skills-
checklist-free-e-guide
 Deborah Leal
19/06/2017

References

American Institute for Conservation of Historic and Artistic Works. (Unknown). Workshop
Evaluation Form. Retrieved from http://www.conservation-us.org/docs/default-
source/forms/participant-evaluation-form.pdf

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide.\

HTML. (n.d.). In Wikipedia. Retrieved June 14, 2017, from https://en.wikipedia.org/wiki/HTML

Smashingmagazine.com. (2009). CSS Cheat Sheet. Retrieved from https://www.smashing

magazine.com/wp-content/uploads/images/css3-cheat-sheet/css3-cheat-sheet.pdf

Smashingmagazine.com. (2009). HTML Cheat Sheet. Retrieved from https://www.smashing

magazine.com/wp-content/uploads/images/html5-cheat-sheet/html5-cheat-sheet.pdf

Udacity. (2014). Ultimate Skills Checklist for Your First Front-End Developer Job. Retrieved
from http://blog.udacity.com/front-end-web-developer-skills-checklist-free-e-guide

W3schools. (n.d.) HTML Tutorial. Retrieved from https://www.w3schools.com/html/

Oregon State University. (n.d.). Pace-oregon-state-html-css-coding-web-design.jpeg. [Html

code]. Retrieved June 14, 2017, from https://pace.oregonstate.edu/sites/default /files/
styles/course_banner_large/public/images/course/cover/pace-oregon-state-html-css-
coding-web-design.jpg?itok=tNEZncCn