Faculty Syllabus

The grade will be assigned based both on concepts and their practical application.

An overall grade will be assigned based on the following:

Grading Method

Weekly assignments  = 50%

Weekly quizzes          = 20%

Portfolio Reviews       = 10%

Final Portfolio             = 20 %

                  TOTAL = 100 %

Grading Scale

90% - 100% = A

80% - 89% = B

70% - 79% = C

60% - 69% = D

0% - 59% = F

Textbook

HTML and CSS
Author: Rheinwerk Publishing, Inc, Jurgen Wolf
Publication Information O'Reilly Media, Inc.,
Publication Date June 2025
View Now:  O'Reilly Media
Format: Electronic Resources

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An Introduction to the Internet with emphasis on using the World Wide Web to locate, transfer, and publish information.

• History and Evolution of the Internet
• How the Internet Works
• Web Technologies
• Information Literacy
• Online Safety
• Privacy and Digital Footprints
• Legal and Ethical Issues
• Internet Culture and Etiquette
• Current Trends and Technologies

History and Evolution of the Internet

By the end of this section, students will be able to:

• Identify the key historical milestones in the development of the internet from ARPANET to the modern web
• Explain the role of major organizations (DARPA, NSF, W3C) in internet development
• Compare the original purposes of the internet with its current applications
• Analyze how technological advances have shaped internet evolution over time

How the Internet Works

By the end of this section, students will be able to:

• Describe the basic architecture of the internet using client-server models
• Explain how data travels across the internet using protocols (TCP/IP, HTTP/HTTPS)
• Identify the function of key internet components (routers, servers, ISPs, DNS)
• Demonstrate understanding of how domain names translate to IP addresses
• Trace the path of information from one computer to another across the internet

Web Technologies

By the end of this section, students will be able to:

• Distinguish between the internet and the World Wide Web
• Identify the basic components of web pages (HTML, CSS, JavaScript)
• Create web pages using HTML and CSS
• Explain how web browsers interpret and display web content
• Navigate effectively using URLs, hyperlinks, and web addresses
• Use browser tools and features to enhance web browsing experience

Information Literacy

By the end of this section, students will be able to:

• Evaluate the credibility and reliability of online sources using established criteria
• Identify characteristics of misinformation, disinformation, and fake news
• Apply fact-checking techniques and tools to verify online information
• Recognize bias in online content and media sources
• Select appropriate search strategies for different types of information needs

Online Safety

By the end of this section, students will be able to:

• Create and manage strong, unique passwords using best practices
• Identify common online threats including phishing, malware, and social engineering
• Implement security measures to protect personal devices and accounts
• Recognize warning signs of suspicious online activities and scams
• Respond appropriately to potential security breaches or threats

Privacy and Digital Footprints

By the end of this section, students will be able to:

• Assess their current digital footprint and online presence
• Configure privacy settings across various online platforms and services
• Explain how personal data is collected, stored, and used by online services
• Make informed decisions about what personal information to share online
• Implement strategies to minimize unwanted data collection and tracking

Legal and Ethical Issues

By the end of this section, students will be able to:

• Apply principles of copyright and fair use when using online content
• Distinguish between legal and illegal online activities
• Evaluate the ethical implications of digital actions and decisions
• Identify consequences of cyberbullying, harassment, and other harmful online behaviors
• Demonstrate understanding of terms of service and user agreements

Internet Culture and Etiquette

By the end of this section, students will be able to:

• Practice appropriate netiquette in various online communication contexts
• Adapt communication style for different online platforms and audiences
• Participate constructively in online communities and discussions
• Recognize and respect cultural differences in online interactions
• Address conflicts and misunderstandings in digital communications effectively

Current Trends and Technologies

By the end of this section, students will be able to:

• Identify emerging internet technologies and their potential applications
• Explain the basic concepts of cloud computing and its impact on daily life
• Evaluate the benefits and risks of Internet of Things (IoT) devices
• Analyze how social media and mobile technologies have changed internet usage patterns
• Predict potential future developments in internet technology and their societal implications

Course-Wide Learning Outcomes

Upon successful completion of this course, students will be able to:

• Navigate the internet confidently and effectively for personal, academic, and professional purposes
• Evaluate online information critically and make informed decisions about digital content
• Protect themselves and others from online threats and privacy violations
• Participate ethically and responsibly in digital communities and online interactions
• Adapt to new internet technologies and platforms as they emerge

1. Introduction

This policy establishes guidelines for the use of Generative Artificial Intelligence (GAI) tools in our Introduction to the Internet course. As we explore the history, functionality, and impact of internet technologies, GAI serves as both a learning tool and a subject of study. This policy balances the educational benefits of GAI with the need to ensure authentic learning, particularly in developing critical information literacy skills essential for navigating the digital landscape.

2. Rationale

GAI is Permitted when it:

• Enhances Research: Helps students explore complex internet concepts or historical developments
• Supports Learning: Assists with understanding technical concepts, terminology, or processes
• Demonstrates Current Technology: Provides hands-on experience with emerging internet technologies
• Aids Accessibility: Supports diverse learning needs and language barriers

GAI is Prohibited when it:

• Replaces Critical Thinking: Substitutes for students' own analysis of information literacy concepts
• Undermines Assessment: Prevents evaluation of students' understanding of internet safety, privacy, or ethical issues
• Compromises Authenticity: Creates work that cannot demonstrate genuine learning about digital citizenship

3. Definition of GAI

In this course, Generative AI (GAI) refers to internet-based artificial intelligence systems that create content based on user prompts. This includes:

Primary GAI Tools:

• Text generation models (ChatGPT, Claude, Gemini, Bing Chat)
• Search-integrated AI (Perplexity, AI-enhanced search engines)
• Code generation tools (when studying web technologies)
• Image generation tools (DALL-E, Midjourney - relevant to web content creation)

Course Context: GAI represents a significant current trend in internet technology and serves as a practical example of how internet infrastructure supports advanced applications while raising important questions about information reliability, privacy, and digital ethics.

4. Resources

Approved GAI Platforms:

Free Alternatives: ChatGPT (free tier), Google Gemini, Claude, and others as approved

Educational Resources: (will be provided as we move through the course)

• GAI Prompt Writing Guide: Best practices for effective AI interaction
• Source Verification Checklist: How to fact-check GAI-generated information
• Digital Ethics Framework: Guidelines for responsible AI use in internet contexts
• Privacy Considerations: Understanding data sharing when using GAI tools

Support Resources:

• Tutoring Tech Help Sessions: Hands-on GAI tool assistance
• Information Literacy Workshops: Skills for evaluating AI-generated content
• Office Hours: Ask GAI-related questions and concerns

5. Assessment

GAI Use Documentation:

Students must include a "GAI Usage Statement" when GAI tools are used, specifying:

• Which tools were used and how
• What prompts or queries were made
• How the GAI output was verified, evaluated, or modified
• What was learned through the GAI interaction process

Assessment Criteria:

• Information Evaluation Skills (25%): Ability to critically assess GAI-generated information using course concepts
• Source Verification (20%): Demonstration of fact-checking GAI output against reliable internet sources
• Ethical Awareness (15%): Understanding of GAI implications for privacy, accuracy, and digital citizenship
• Technical Understanding (15%): Comprehension of how GAI fits into internet infrastructure and current trends
• Original Analysis (25%): Personal insights and conclusions that go beyond GAI-generated content

Specific Assessment Methods:

• Information Literacy Portfolios: Collections showing progression in evaluating online information, including GAI sources
• Technology Timeline Projects: Research combining traditional sources and GAI assistance with proper verification
• Digital Ethics Case Studies: Analysis of GAI-related privacy, safety, and ethical scenarios

6. Penalties

Violations will be addressed through an educational approach aligned with course learning objectives:

Minor Violations:

• Undisclosed GAI Use: Resubmission with proper documentation and reflection on information source transparency
• Insufficient Verification: Assignment revision demonstrating proper fact-checking of GAI content

Moderate Violations:

• Inappropriate GAI Reliance: Reduced grade and mandatory meeting with Instructor
• Privacy/Safety Oversights: Educational intervention focused on digital citizenship principles

Severe Violations:

• Academic Dishonesty: Presenting GAI work as entirely original without any attribution follows standard academic misconduct procedures
• Repeated Violations: May result in failing grade and academic conduct review

7. Exceptions

Accessibility Accommodations:

Students with documented learning differences may receive modified GAI guidelines, including:

• Extended permissions for writing assistance
• Alternative documentation methods
• Adapted assessment criteria

Technical Circumstances:

• Platform Outages: Alternative assignments during GAI tool unavailability
• Access Issues: Accommodations for students without reliable internet or device access
• Privacy Concerns: Alternative methods for students who cannot or prefer not to use GAI tools

Assignment-Specific Variations:

Individual assignments may have different GAI policies clearly stated in their instructions, particularly for:

• Controlled assessments measuring specific learning outcomes
• Historical research projects focusing on pre-GAI internet development
• Personal reflection assignments about digital experiences

Students should discuss potential exceptions with the instructor at least one week in advance.

8. Usage Permissions

Prohibited GAI Activities:

Academic Integrity Violations:

• Submitting GAI-generated work as entirely your own without proper attribution
• Using GAI during closed-book exams or assessments specifically testing personal knowledge
• Having GAI complete entire assignments without demonstrating your own learning process

Information Literacy Undermining:

• Accepting GAI information without verification when reliable sources are required
• Using GAI to write personal reflections about your own internet experiences or digital habits
• Relying on GAI for final conclusions in information evaluation exercises

Safety and Privacy Violations:

• Sharing personal information with GAI tools against course privacy guidelines
• Using GAI to generate content that violates internet safety principles taught in class

Permitted GAI Activities:

Learning Support:

• Explaining complex technical concepts (how DNS works, internet protocols, etc.)
• Generating practice examples for understanding web technologies
• Brainstorming research topics or approaches for internet history projects
• Getting help with technical terminology and definitions

Research Enhancement:

• Initial exploration of topics before consulting authoritative sources
• Generating questions to guide deeper research into internet trends
• Creating outlines or organizing frameworks for projects
• Translating technical content for better understanding

Skill Development:

• Practicing information evaluation by fact-checking GAI responses
• Comparing GAI explanations with course materials and reliable sources
• Using GAI as a starting point for understanding current internet technologies

Required GAI Activities:

Module-Specific Requirements:

Information Literacy Module:

• GAI Fact-Check Assignment: Students must use GAI to research a topic, then verify claims using reliable internet sources and document discrepancies

Current Trends Module:

• AI Technology Analysis: Hands-on exploration of how GAI tools work within internet infrastructure, including data flow and privacy implications

Digital Ethics Module:

• GAI Ethics Case Study: Required analysis of ethical dilemmas posed by GAI technologies in internet contexts

Important Note: This policy reflects the dynamic nature of internet technology. As GAI tools and internet trends evolve, policy updates will be communicated with appropriate notice and educational support.

Professor Ralph E. Hooper

Office Phone: 512-223-2599

Office Location: Room 1300.25 San Gabriel Campus

Virtual Office Hours available: Tue, Wed, Thurs 12 pm -- 2 pm via Zoom (email for appt.)

ACC email: ralph.hooper@austincc.edu -- Zoom will be available for meetings

Instructor Website: https://hooper.accprofessors.com/ 

Instructor Bio: I have been teaching at the college level for many years in both mathematics and computer science. My research interests are computational thinking and educational technology. I enjoy travel and baseball.