3.2 Appendix

3.2.1 Granularized Learning Objectives for Introduction to Web Native Filmmaking

These learning objectives were created in collaboration with Michelle Levesque and other Mozilla Foundation staff. They begin to define specific learning objectives needed to reach the meta-definitions of the first three Web Literacy categories as defined in Chapter 1.6.1. This list is currently under review.


Browser Basics is about knowing enough about a web browser to be able to navigate through webpages without getting lost.

• How to type in a URL and visit that webpage.

• How to click on things (eg: a link).

• How to navigate back to the page you were previously on

• How to retrieve the URL of the page you are currently on, in order to share it, paste it in an email, return to it later, etc.

• How to pause a current activity (eg: filling in a form) to do another activity (eg: open up another tab to look something up) and return to the original activity without losing state.

Web Mechanics

• Components of a URL – some host name which is a computer somewhere on the web, the path on that computer

• What actually happens when you type a URL into your browser and hit enter. – You are contacting a computer somewhere in the world

• Who owns the web? Who owns a web page? – Understanding that servers are rented (most of the time), understand that people put their content on rented servers

• What does “upload” mean? – Understanding you have to put your content onto a path


• Find the answer to a specific fact question, eg: What is the capital of Alberta?

• Find information about a topic, eg: How do we digest gluten?

• Find a process to answer a problem, eg: How do I repair a toilet that doesn’t flush properly?

• How to re-discover the answers to problems/questions you’ve previously solved.

• The difference between aggregators and direct content pages.

Bullshit Detection

• How much can you believe what you read online?

• Thinking through who authors things, and what that means about reliability.

• Crowd-sourced reliability

• Involves advanced social skills (eg: understanding “why would someone create a parody website of this company?”) to be able to fine-tune it.


Restaurant HTML The ability to identify HTML and know how it works. The ability to use basic html and understanding of how to create and format basic page structure using CSS, images, links, lists, sound and video.

Tags (the opening and closing thereof)

• Basic formatting tags (bold, paragraph, etc.)

• Links

• Images, video, audio

• Lists

• Where to find more tags, look up tag/attribute syntax

• CSS and classes

• CSS and ids

• How to find an example of formatting you want to copy, view its source, and then use the example to include it in your own page.

Linking/Embedding The ability to create hyperlinks between content, embed content and the understanding of nuances in linking terminology.

• Links vs Embedding

◦ absolute vs relative

◦ internal vs external

◦ anchors

◦ Navigational vs Non-Linear

• Attributes

◦ target

◦ href

◦ src

• Styling Links with CSS

◦ a:link

◦ a:hover

◦ a:active

◦ a:visited

Designing for the Web The ability to plan and organize content for an interactive series of webpages with adherence to the fundamental principles of design and acknowledgement of web limitations. Introduction to basic CSS as a tool for design. Does not include the ability to PROGRAM webpages or how to USE layout software.

• planning

◦ determining purpose

◦ designing for your audience

◦ content

◦ navigation

◦ accessibility

• Principles of design

◦ page elements

▪ Identification/Logo

▪ Fonts/Webfonts

▪ Masthead/credits

▪ Headlines

▪ Subheads/subtitles

▪ Pull-quotes, lead-ins and kickers

▪ Artwork/photographs

▪ anchors/links

▪ Breadcrumbs

◦ interface design

▪ Icons

▪ Logic versus reality

▪ Using metaphor

◦ grids

▪ Grids as Guidance

▪ Grid Design Methods

◦ typography

▪ Designing for the Reader:

▪ Reading with ease

▪ Defaults

▪ Webfonts

▪ Columns as Control

▪ The blech factor

▪ Capitalization

▪ Centering

Cascading Style Sheets

▪ Graphics as text

◦ color

▪ hexidecimals

▪ Color Association

▪ Color Terms

▪ Hue

▪ Saturation

▪ Brightness

▪ Neutral Colors

▪ Chromatic Hues

▪ Monochromatic Color

▪ Choosing Effective Colors

▪ Helpful sites

▪ consistency

◦ images

▪ formats

▪ gif

▪ jpeg

▪ png

▪ vector vs pixel

▪ background graphics

Remixing The ability to alter someone else’s content. An understanding of copyright and copyleft licensing. A grounded understanding of why allowing others to remix your content is advisable, and why the practice of remixing is a new derivative art form.

• Definition of remixing

• How to remix. (eg: view source)

• Ability to recognize remixes on the web as remixes.

• Licensing

◦ Copyright

▪ per country stipulations

▪ fair use policies

◦ Copyleft

▪ CC licenses

▪ as an ethos

◦ Ability to tag one’s own work for remixing by others

Forking and Copying Code

• Changing Content

◦ Creativity

Open Web The ability and foresight to advocate for an Open Web. Includes the understanding of its difference from the closed web, the understanding and usage of open content/code and adherence to open standards.

• History Lesson: The Web was Built to be OPEN

◦ Intro to Open Standards

◦ Decentralization

◦ Transparency and hackability

◦ innovation

• Why you should care


Linking vs Copying When you make a copy of something, there are now two versions in the world. If you change one, the other does not get changed. When you link something, there is still only one version in the world. If you make changes to it, everyone sees that change.

• The difference between emailing someone an attachment versus emailing them a link

• The difference between editing and forkingcopying then editing

• When linking is appropriate, when copying is appropriate


• The use of permalinks to send someone to a specific part of the web

• Broadcast versus one-to-one communication

• Online social network knowledge

Designing for your Audience

• Thinking about how your audience wants to consume your content

• Age-appropriate / geographic-appropriate / attention-span-appropriate content

• Accessibility, data portability, etc.

Community Etiquette

• You’re on a forum and have a question. Is it okay to post a question here? Is there a FAQ you should look up first?

• Being an active participant versus being a consumer

• Each community has its own (usually unspecified) set of rules, and how to suss them out

Collaborative Making Harnessing the collaborative, open nature of the web to produce something authored by more than one person. Also see: open web.

• Using the web to produce something in collaboration with someone else

• Asynchronous collaboration (eg: git, wikis)

• Synchronous collaboration (eg: etherpad, etc.)

• Working with people you’ve never met (eg: open wikis)

• Best practices and etiquette, see Community_etiquette

3.2.2. Survey for the Learners

How much did you know about Web Native Filmmaking before the course? (rating scale)

How much did you learn about Web Native Filmmaking during the course? (rating scale)

What was your favorite popcorn project?

• Make a MadLib

• Hack a Commercial

• Report the News

• other (text box)

Who was your favorite guest speaker?

• Week 1 – Kick Off – with Damian Kulash of OK Go

• Week 2 – Media Literacy – with Cory Doctorow

• Week 3 – Intro to Remix – with Jonathan McIntosh

• Week 4 – Web Literacy – with Michelle Levesque

• Week 5 – Media Empowerment – with Anita Sarkeesian

• Week 6 – Leveling Up – with Greg Pak and Tommy Pallotta

Why? (text area)

How much do you feel you learned of the following:

• How to use Popcorn

• Open web and open video standards

• Web mechanics – cutting and pasting, browsing, searching

• Digital storytelling

• Media aggregation

• Copyright

• Remixing

• Other

The tool was easy to use. (rating scale)

I got stuck. (rating scale)

I had fun at an Introduction to Web Native Filmmaking. (rating scale).

I’d go to another advanced Web Native Filmmaking course. (rating scale)

I am going to use Popcorn again. (rating scale)

If we were to do this again – what feedback would you have for us? What worked? What didn’t?

Everything you say influences how we work. Your feedback shapes our software, our resources, our goals. Tell us more! (Open ended)

3.2.3. Survey for Facilitators

How many participants did you facilitate during the course? (text area)

How closely did you follow the teacher guide during the course? (rating scale)

How useful was the guide? (rating scale)

How can the guide be improved? (text area)

I found the Mozilla projects and materials helpful. (rating scale)

I felt supported by the Mozilla Team. (rating scale)

The participants enjoyed themselves and were excited about doing more. (rating scale)

I feel like my participants learned a lot. (rating scale)

I learned a lot. (rating scale)

I plan to teach with Popcorn in future events / courses. (rating scale)

I would be happy to host another Mozilla Webmaker event. (rating scale)

What did you enjoy most about the course? (text area)

Any tips we should keep in mind for future coursess? (text area)

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