I provide detailed handouts about how to put their project on the Web, and the course Web page includes a template illustrating how the project should look. Providing clear instructions on the technical aspects of the project and a model of the project relieves a great deal of apprehension for individuals who have never attempted to create their own Web page. Unfortunately, making sure all students have the technical knowledge to complete the project may reduce some of the time instructors have for teaching course content. One way to avoid this may be to utilize computing services workshops outside of class. After completing the project, students upload their projects to the Web and the course Web page links to their project Web pages.
Students can then see other student projects through the course Web site.
In addition to student resistance to technology, another problem with this type of project is that students are often not critical consumers of information in general. In assigning a project which requires some Web research, professors much teach students to evaluate their findings. This project creates a perfect opportunity to teach students to examine Web sites critically. I discuss the handout during class and instruct students to reconsider using a Web source if they answer no to any of these questions. Another way to deal with this issue is to give each group examples of Web resources and have the groups explain to the class how they can discern whether the resources are questionable or legitimate.