• Description

In the current panorama, one of the most popular supports to deliver applications to users is the web. Thus, the future software developer needs to master the different aspects of the creation of accessible and usable web pages and applications, beginning with the languages that make up the web: HTML for content, CSS for presentation, JavaScript for behaviour and different server side programming languages and database technologies for the creation of applications.

In this course, the first two aspects are dealt with: the HTML and CSS languages.

• The subject within the syllabus as a whole

• Professional fields to which it applies

This course is of vital importance for any software development activity that implies the creation of web pages or applications. Thus, it will be essential for web developers, especially if their activity is at all related to the front end.

• Prior knowledge

This course does not presuppose any prior knowledge of this discipline or of any other course in this Degree.

• Information prior to enrolment

This course does not presuppose any prior knowledge of this discipline or of any other course in this Degree.

• Learning objectives and results

The objectives that the students must acquire in this course are the following:

• Understanding the need to use web standards and the advantages they bring.
• Building web pages according to web standards.
• Building accessible web pages.
  

These objectives are related to the following competences of the Bachelor's Degree in Techniques for Software Development:

• Design and build computer applications using development, integration and reuse techniques.
• Develop cross-platform applications.
• Design people-centric solutions.

• Content

This course consists of eight didactic modules:

Module 1. Introduction and basic concepts

• The history of internet and the evolution of web standards
• The web standards model: HTML, CSS and JavaScript
• The state of web standards

Module 2. HTML and CSS fundamentals

• HTML Basics
• The "head"
• Text fundamentals
• Links
• Advanced text formatting
• Document structure
• Debugging HTML
• CSS basics
• Structuring CSS

Module 3. CSS for text, links and lists

• Text fundamentals and typography
• Styling lists
• Styling links
• Images

Module 4. The cascade. Inheritance. Selectors. Values and units

• Cascade and inheritance
• Selectors
  • Element selectors, class and id selectors
  • Attribute selectors
  • Pseudoclasses and pseudoelements
  • Combinators
• Values and units

Module 5. The box model. Images. Accessibility

• The box model
• Backgrounds and borders
• Overflows
• Images, other media and form elements
• Sizing elements
• Accessibility

Module 6. Layout

• An introduction to CSS layout
• Normal flow
• Responsive design
• Flexbox
• Grids

Module 7. Tables

• HTML table fundamentals
• Advanced features and accessibility
• Styling tables
• Debugging CSS

Module 8. Forms

• Form basics
• Form structure
• Native form controls
• Client-side validation

• Guidelines on assessment at the UOC

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model