WEB 345
Mobile Web Design and Development

Course Introduction

When you live on a geologically active piece of ground, you're never in doubt when a tectonic shift is happening. Dishes rattle in cupboards, books fall off shelves, bits fall off buildings, and you find yourself looking for a sturdy doorway or diving under your desk.

When you're living in a technologically hyperactive era, it's easy to miss big shifts. The tech industry press is forever panting over some new thing. The ubergeeks of your acquaintance may flash futuristic toys at you. And if you linger too long near the consumer electronics counter of your local megastore, some fast-talking sales type will try to interest you in a refrigerator with Web connectivity or a Swiss Army Knife with a USB memory stick. You still might miss something major until it lands under your Christmas tree or arrives with a pizza delivery.

Japan, Europe, and Scandinavia have been eager wireless communications adopters for nearly two decades, in spite of the availability of traditional wired telephone service. In both industrialized and developing countries, wireless services—particularly messaging—are extremely competitive economically. Traditional wired service requires a huge initial investment in infrastructure—cables, poles, buildings, technically skilled employees—and many countries have never been able to afford enough of it to satisfy domestic need. Governments have been reluctant to bankroll wide-scale construction of communications networks beyond that needed for command and control of defense forces and civil functions.

Whatever the specific combination of factors that have driven telecommunication innovation and product adoption in different countries, where we stand in the early years of this century is clear. The last two centuries saw the rapid adoption of wired communications in the industrialized world. We are watching wireless communication technologies spread across the globe bringing service to populations who never had it before. In historically wired countries, we're adopting wireless just as enthusiastically. Even in the most reluctant markets, the ratio of wireless to wired subscribers has passed the 2:1 mark.

Mobile technologies are more than just cellphones or PDAs. RFID chips, pagers, and global positioning systems (GPSs) are part of the mix, too. Convergence—where different technologies come together and create something greater than the sum of the parts—is all about mobile technologies.

This course, like a peanut butter and jelly sandwich, is layered. In order to become mobile-savvy Web designers and developers, we'll need to spend some time examining

• the network and hardware universe (the peanut butter: sometimes odd, sometimes crunchy, and usually sticky);
• the software universe (the jelly: fruity and sweet, and also usually sticky); and
• the encompassing social, economic, and political environment (the bread).

We need to investigate the technical details as well as the broader zeitgeist to become (and remain) more nimble in our abilities to evaluate current technologies and their likely short-, medium- and long-term evolutionary paths. When you make your living in IT, you're constantly learning new technologies, improving your proficiency in long-lived ones, and looking over your shoulder at what may be barreling toward you at the speed of hype.

Happily, in the still-young Web design and development arena, it is still relatively easy to develop basic skills in and build up expertise around the dominant technologies. (Perhaps less happily, the speed with which new technologies evolve keeps us running hard to stay in place!) While the pace may be frenzied, it's also true that "old" skills rarely go to waste—new stuff keeps being developed on old familiar infrastructures and tools.

This course is designed to situate you in the mobile/wireless landscape of Web design and development. There's hands-on work involving mobile-specific markup languages, compact software applications, and development environments. There are assignments that will focus on investigating standards, protocols, and the options you'll need to choose among as you design and develop your course projects.

You'll be reading, listening to, and viewing presentations from a variety of sources and in a variety of formats. Some of these materials will come from the purely technological sector, some from the popular press, some from academic institutions and federal agency repositories. You'll be doing a lot of thinking about the bigger social issues around mobile and wireless technologies, as well as hacking out a mobile-friendly Web site.

My philosophy: I'm very excited about this course. The Web has been from its very beginnings a 24/7/365 place. It's open to anyone with access to the necessary tools, also by design. I teach Web-based courses because I truly believe that eventually most teaching will be online, available to interested learners no matter where they are located or when their schedule permits. This class is therefore asynchronous. Students will be spread across the continent and around the world. Few of us will be sharing time zones; why on earth would we try to group start? I'm firmly committed to the Web as a Good Thing, built and maintained by Good People, for the good—ultimately—of all of us. It's my delight to help people build their tech skills, and I look forward to working with each of you.

Prerequisites

ITA 340, Introduction to Web Publishing, or equivalent

You need to be comfortable working in a command line environment, handcoding standards-compliant XHTML and CSS, and working with Unix (or Linux) networks. You need to be able to use ftp, a Unix text editor (pico, vi or emacs), and the nongraphical Web browser Lynx.

Required Textbooks

Carola Zwick and Burkhardt Schmitz, Designing for Small Screens (New York: Watson-Guptill, 2006). ISBN 2940373078
This book is an excellent resource for the small devices we'll be focusing on; includes great graphics and solid information.

Matt Jones and Gary Marsden, Mobile Interaction Design (Hoboken, NJ: Wiley, 2006). ISBN 0470090898
This book focuses strongly on the usability aspects and contains a wealth of information on design do's and don'ts, application development, interface design, and more.

Your choice: Choose one of the following:

• William Gibson, Neuromancer (New York: Ace Books, 1984). ISBN 0441569595
• Masamune Shirow, Ghost in the Shell, 2nd ed. (Milwaukie, OR: Dark Horse Manga, 2004). ISBN 1593072287 AND
  Masamune Shirow, Ghost in the Shell 2: Man-Machine Interface (Milwaukie, OR: Dark Horse Manga, 2005). ISBN 159307204X.
  NOTE: Manga (Japanese adult graphic novels) contain nudity, violence, and sexually explicit content. If this bothers you, do not choose this option.
• Tom Standage, The Victorian Internet (New York: Walker, 1998). ISBN 0802713424 Note: Students who have taken ITA 340, Introduction to Web Publishing, may NOT choose this book.
• Neal Stephenson, The Diamond Age (New York: Bantam, 1996). ISBN 0553573314
• Gavin Weightman, Signor Marconi's Magic Box (Cambridge, MA: Da Capo Press, 2004). ISBN 0306813785
• Tom Wheeler, Mr. Lincoln's T-Mails (New York: HarperCollins, 2007). ISBN 006112978X

Recommended Texts (may be helpful)

Jerry Peek, Grace Todino, and John Strang, Learning the UNIX Operating System, 5th ed. (Sebastopol, CA: O'Reilly, 2002). ISBN: 0596002610

Jennifer Niederst Robbins, Web Design in a Nutshell, 3rd ed. (Sebastopol, CA: O'Reilly, 2006). ISBN 0596009879
This book is an excellent resource, adding coverage of JavaScript and DOM scripting, multimedia and Flash Web content, and good coverage of CSS 2x (with appropriate caveats for noncompliant browser implementations). Chapter ## covers (very briefly) mobile content.

Erik T. Ray, Learning XML, 2nd ed. (Sebastopol, CA: O'Reilly, 2003). ISBN 0596004206
Those who plan to work with XML should consider this book.

Safari Online

Safari Online gives you access through UW Libraries to a wealth of tech books online. Many O'Reilly titles are available there.

Getting the Big Picture

Course Preview
10 Lessons
10 Assignments
10 Labs
4 Quizzes (optional)
1 Final Project

Course Goals and Objectives

By the end of this course, you will understand

• the evolution and development of mobile communication technologies;
• the physical and logical aspects and configurations of the relevant computing and communications networks and their hardware and software;
• aspects of usability, including accessibility, in the mobile context;
• aspects of information architecture in the mobile context;
• unique issues of privacy, security, and information ethics that apply to mobile content and devices;
• the basics of mobile project management;
• how use tools, validators, and other resources from manufacturers and standards organizations; and
• the socio-technological landscape: the ubiquitous, semantic Web.

You will practice

• working in a command line environment;
• working in the UNIX/Linux network operating system and with its utilities;
• creating standards-compliant documents in text editors (Notepad is a text editor in the Windows OS; TextPad is the Macintosh version; pico/vi/emacs are UNIX text editors);
• handcoding mobile-friendly cHTML, XHTML-MP, and WML;
• evaluating standards and recommendations; and
• working with manufacturers' specifications and technical assistance.

You will be able to

• demonstrate in writing your thoughts on course-related materials and readings,
• demonstrate your comprehension of the technological aspects of the mobile/wireless Web,
• demonstrate your understanding of how desktop and mobile/wireless computers relate to each other and to larger networks;
• create a concise argument supporting or opposing the creation and evolution of a ubiquitous and semantic Web;
• evaluate the accessibility (or lack of accessibility) of existing mobile Web pages and incorporate accessibility following national and international guidelines in your own mobile Web sites;
• use basic principles of mobile information architecture as you design a Web site;
• create standards-compliant mobile-friendly Web pages that work with fonts, headers, formats, styles, tables, and forms; and
• find and assess the usefulness of Web-based tech tutorials on emerging mobile/wireless technologies.

Lesson Activities and Contents

There are 10 lessons in this course, each on topics that are important for you to know about in preparation for working in mobile Web design and development. Some lessons are narrowly focused and technical; others are not. Each lesson has required reading (and/or audio/video presentation), an assignment, and a lab. Each lesson includes terms that are important to the concepts you will learn in the lesson and are intended to serve as guides to your study. These terms are boldfaced and italicized where they appear in the text, and are also shown in a sidebar. You will not be held responsible for key term definitions per se, but you will be expected to use the terms in your written work and presentation material whenever possible. You will find the terms defined either in the lesson commentary, the assigned readings, the course glossary, or all three.

Study Questions (Self-study Activities)

Each lesson contains Study Questions, which are self-study activities. You don't have to submit answers to these Study Questions, they are included to help you focus on the lesson content. Look for answers to the Study Questions as you read the lesson and the assigned chapters from your textbook. In addition, there are four informal quizzes in this course. You may do them or not, as you wish. They are strictly for your own use. I do not see your results, nor are they counted toward your course grade.

Assignments and Labs

Each lesson has an associated assignment and lab. Some of these labs and assignments will be more closely linked with a lesson topic than others. For example, the lab in Lesson One has you set up your UW NetID, while the assignment is an essay discussing the adoption of a paradigm-shifting technology. The assignments and labs are located intentionally; just work them as you encounter them and trust that all will make sense at the end of the course. You must submit work for all assignments and labs. Instructions on how to submit a given assignment or lab are included on the "About Your Instructor" page of your online course syllabus. If you have questions about whether you need to submit something, please ask.

Topics

Among the topics that will be covered in this course are the following:

2G/2.5G/3G/4G	iMode	Smartphones
802.xx	Industrialized Countries	SMS
Accessibility	J2ME	Social Issues
AJAX	JavaScript	Standards
Apple	JINI	SVG
Bluetooth	Laptops	Symbian
BREW	Linux	Tablet PCs
Browsers	Location Awareness	TDMA
CDMA	Mapping & GIS	Technology Landscape
Cellular Technology	Markup	Telecommunications
Convergence	mCommerce	Telematics
CSS (CSS 1.2, CSS-MP, WCSS)	Messaging	Testing
Developing Countries	Microsoft	Tools
Development	MIDP	Transmission
Digital Divide	Mobile Devices	UMTS
DoCoMo	Navigation	Usability
EDGE	Networks	User Experience
Environmental Issues	Nokia	VoiceXML
Ericsson	Operating Systems	VoIP
Futurecasting	Palm	VoWIP
Games	PAN	WALL
GPRS	PCS	WAP
GPS	PDAs	Warchalking / Wardriving
GSM	Pocket PCs	Wireless Broadband
Hardware	Protocols	WLANs
HDML	Regulation & Legislation	WML
History of Information / Communication Technologies	RSS	WURFL
*HTML (cHTML, XHTML-MP, XHTML Basic)	Samsung	XML

Additional Resources

Your instructor will inform you of any additional resources that may be useful or interesting. They are not required reading or work.

Is This Course for You?

This course is designed for people who

• want to acquire or improve their handcoding skills, specifically in mobile-content markup languages;
• may have some experience with HTML editors (such as Dreamweaver, FrontPage, PageMill, ColdFusion Studio, and so on) and want to know how to make their markup "mobile friendly";
• want to become familiar with the technologies associated with developing and delivering mobile content; and
• want to begin or expand their skills in mobile/wireless Web-related technologies.

To succeed in this course you should already have

• familiarity with personal computers (any platform: Windows, Macintosh, UNIX/Linux, and so on);
• basic ability to handcode standards-compliant XHTML;
• basic familiarity with UNIX, including ftp, lynx, file permissions, file/directory management, .htaccess;
• basic familiarity with XML or one of its related languages (RSS, SVG, etc.) besides XHTML;
• ability and willingness to access and use Web and print resources for assignments;
• ability to work independently; and
• willingness to proactively seek assistance when needed.

You must also have access to

• a personal computer (any platform) with a Web browser;
• a text editor (such as NotePad or TextPad);
• a floppy drive OR read/write CD-ROM OR a USB traveldrive; and
• Internet access.

Course Materials

UWICK Connectivity Kit: Throughout this course you will be working on the University of Washington's network, in a UNIX environment. In order to access the network and the campus computing resources, you'll need to download and install the University's tool for remotely using the on-campus machines: the UW Internet Connectivity Kit (UWICK). Once you have created your UW NetID, you can download UWICK, or purchase it on CD/DVD from the University Bookstore. When downloading UWICK files, be sure to select the right files for your computer and Internet service. The UW computing environment offers students a variety of resources, and it is very secure. Directions for using the dial-up software are included in the UWICK package. If you are still having trouble dialing in, contact UW's Computing and Communications Helpdesk for assistance.

When you set up your UW NetID, read the directions carefully! You'll be configuring your user profile to permit you to do e-mail and to create Web pages on the Dante student server. (If you are UW staff or faculty, you will set up your Mobile Web Design and Development course files on your Homer or Ovid server.)

The Online Environment

Your online course offers several advantages to the traditional classroom, including a comprehensive Online Learning Student Handbook, the ability to communicate electronically with students and with your instructor, and links to a rich array of online resources.

Online Student Handbook

The Online Student Handbook answers questions about your online learning course, such as how to purchase your text, schedule an exam, obtain a transcript, and get technical help if you need it. The handbook also provides additional resources, such as how to order books or journals from the library and how to study for an online course

Communication with Your Instructor and Student Peers

E-mail is the quickest and most efficient way to communicate with your instructor about feedback you've received on an assignment.

Your instructor will inform you about ways that you can communicate with other students in the course. Since this is an asynchronous, individual-start course, at any given time there will be students at every stage of the course. Other students are encouraged to respond to questions and share information they find useful or interesting. In fact, other students may have already asked your question and you may benefit immediately from the answer they received. Many online students comment that they get more support and individual attention about assignments in their online class than in a traditional classroom.

See the "About Your Instructor" page of your online course syllabus for how to submit labs or assignments or ask questions about your grade, requests for extensions, or those dealing with registration.

Online Resources

As an online student, you have access to a wealth of Web resources compiled to provide fast, easy access to information that supports your online learning experience. Online Resources links you to sites with help for writing and research, language learning, and library reference materials. All links have been assessed for credibility and reliability, and they are regularly monitored to ensure their usability.

Assessment

The required assignments and labs in this course are designed to benefit you and help you develop your thinking or your skills. You are required to complete all of these. Each assignment or lab you turn in is worth 10 points, and you will earn all 10 points for each submission that fulfills the stated requirements. Since this is a credit/no credit course, the instructor only notes that you have completed the work, but provides these points for your benefit; you can use them as a low-level way to track your own progress.

Following are general standards for the various activities you'll be involved in during this course. A major aspect of your learning in the course is strengthening your independent learning skills (aka autonomy). In IT, you often have to learn new skills long before there are textbooks or courses available. Some of your coursework is designed to address this reality. Your instructor will grade all the assignments, including Short-answer Essays and the Ubiquitous Semantic Web Discussion, labs, and your Final Project.

Activity	Evidence of Satisfactory Completion	Evidence of Nonsatisfactory Performance (or Nonperformance)
All Required Work	You submit assignments and labs as required regularly, in a timely manner. If necessary, you ask questions.	You do not submit required work. You get stuck and do not ask the instructor for assistance. You submit all required work at one time near or after your course completion deadline. (DO NOT DO THIS!)
Online Tutorials	You can do the tasks covered in the tutorial(s).	You can't do the tasks covered in the tutorial(s).
Exercises/Labs	You can do the tasks covered in the exercise(s).	You can't do the tasks covered in the exercise(s).
Short-answer Essay Questions	You answer the question correctly in the format requested (for example, "2-3 sentences" or "a short paragraph." Your work is spelled correctly (use spell checkers!). You provide references when necessary.	You do not answer the question asked correctly within the requested parameters.
Ubiquitous and Semantic Web Discussion	You read and analyze the required articles. You compose your thoughts in response to the questions posed in the assignment. You support your opinion/arguments with specific references from readings and/or course materials, in addition to your own experience. You provide your opinion logically stated and free of technical errors (such as misspelled words or incorrect punctuation).	You do not read the required articles. Alternately, you do read the article, but fail to answer the required questions. Or you read the articles, and answer the required questions vaguely or without supporting references to articles or other course materials. You do not correct spelling and/or grammar errors in your work before submitting it for evaluation.
Final Project	You follow all the project specifications as required, and your page works when your instructor types the URL into any browser (Lynx, FireFox, IE, Safari, etc.).	You do not follow the project specifications as required. (ALL the specified items must be included in your Final Project.)

Grading

This is a credit/no credit course; no number grades (0.0-4.0) are assigned. Generally speaking, if you successfully complete the assignments at a satisfactory level, you get credit for the course. The assigned work plus the Final Project make up the required coursework used for grading. Any submitted work that is not satisfactory is returned to you with suggestions for bringing it to a satisfactory state. All assigned work is required. The specifications for the Final Project are absolute; your Final Project must meet them as written or the project will not be accepted. If your Final Project is unsatisfactory, you will not receive credit for the course until it is.

About the Course Developer, Zoe Holbrooks

After working in telecommunications for 20 years, I took a corporate buyout and went back to school to complete my undergraduate (Psychology and History, minor in Near Eastern Languages and Literature) and graduate (Library & Information Science) degrees. Since graduation, I have been a contractor; I have worked on information design, retrieval, and browse/search projects for a dotcom start-up, established IT corporations, and clients in the government, nonprofit, and education sectors. In addition, I teach classes and workshops in Web technologies through educational and professional organizations. Some of the projects I've been involved in include an XML-based corporate intranet; Microsoft Encarta Encyclopedia indexes; search engine development; designing and building a Web site for the Veteran's Administration EPIC team; creating browse and search taxonomies, thesauri, and online indexes for intranet and Web portals; and research for and development of an educational outcomes assessment database for the State of Washington. I've been an officer or board member of several organizations involved in community technology, including the Seattle/Pacific Northwest Chapters of Webgrrls and Digital Eve, Computer Professionals for Social Responsibility (CPSR), and Seattle Community Network (SCN). I've been a volunteer and member of the American Society for Information Science and Technology (ASIS&T), the American Society of Indexers, and the American Indian Library Association. Since 2004, I have been the the manager of Web sites, listservs, and IT-related projects for the National Science Foundation's Research Coordination Network on avian endocrinology and ecology at the UW Department of Biology.

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