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OIT Home » Learning Technologies » Web-Enhanced Learning » Do-It-Yourself Course Website
DIY - Do It Yourself - Classes Web Space
  • Allows for the most flexibility in the design and development of a Course Web site
  • Customize the look and feel for the subject matter you are teaching
  • Post all information relevant to your course in the format of your choice
  • Students are able to access site off the Web via the Classes Web Server
  • Anyone with computer access and a Web browser can access the site.
DIY Classes Web sites are recommended for instructors who want more control over presentation of course content. Instructors who feel comfortable using a computer and have an interest or desire to learn about building Web sites are good candidates for this option. Although the DIY course tool option allows for the most flexibility, it also increases your level of responsibility for creating/maintaining Web pages. Building your own comprehensive course site can initially be a substantial investment of time. If you have a basic understanding of Web site creation, a very simple site can be created fairly quickly. Instructors who are teaching collaboratively or using 'non-standard' teaching practices are encouraged to consider this option, as it is more accommodating for unique teaching styles.

Skills needed:
  • Proficiency using a computer
  • Basic understanding of a computer operating system
  • Comfortable working in multiple software applications
  • Basic browser usage
  • Understanding of file management
  • Web design/development
  • Basic image editing
  • Understanding of information architecture
  • Knowledge of HTML & ADA standards
Software Requirements:

Web Authoring Tool or HTML Editor such as Dreamweaver

VPN if editing from off-campus

Compare Course Tools
To compare DIY sites to other course tool options at Seattle University, see our Course Tool Comparison Chart
.
 
Request a Do-It-Yourself Site

To request Web space for a DIY(Do-It-Yourself) course Web space, fill out the online request form.

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