Overview

I taught Information Retrieval, Hypermedia and the Web from 2001-2003, covering web technologies, information systems, and retrieval techniques to 3rd year undergraduate students. This was during the early growth phase of the Web, making it a particularly exciting time to teach these topics.

Historical Context

The Early 2000s Web:

• Google recently emerged (1998)
• Web 2.0 concepts developing
• Social networking beginning (Friendster 2002)
• Semantic Web initiatives launching
• Broadband becoming widespread
• Mobile web in infancy

Teaching web technologies during this era meant covering rapidly evolving concepts and helping students understand both current practice and future directions.

Course Content

Core Topics

Information Retrieval:

• Boolean retrieval models
• Vector space models
• TF-IDF weighting
• Relevance feedback
• Evaluation metrics (precision, recall)
• Web-scale IR challenges

Hypermedia Systems:

• Hypertext fundamentals
• Link structures and navigation
• Authoring and presentation
• Adaptive hypermedia
• Annotation systems

Web Technologies:

• HTML and document structure
• HTTP protocol
• Server-side technologies (CGI, early PHP)
• Client-side scripting (JavaScript)
• Early XML and data exchange

Web Architecture:

• Client-server models
• Caching and performance
• Scalability issues
• Distributed systems
• Early web services concepts

Search and Discovery:

• Search engine architecture
• Crawling and indexing
• Ranking algorithms (pre-PageRank disclosure)
• Directory vs search approaches
• Meta-search engines

Web Accessibility:

• Early accessibility guidelines
• Screen reader considerations
• Alternative content
• Semantic markup importance
• Universal design principles

Teaching Approach

Practical Focus

The course emphasized hands-on experience:

Lab Components:

• Building simple search systems
• HTML/CSS web page development
• JavaScript interactivity
• Server-side script writing
• Accessibility evaluation

Projects:

• Information retrieval system implementation
• Hypermedia application development
• Web accessibility audit
• Search interface design

Emerging Technologies

Covering cutting-edge developments:

• Early AJAX concepts
• XML and structured data
• Semantic Web vision
• Mobile web considerations
• Personalization and adaptation

Research Integration

As an active researcher in web accessibility, I brought current research into the classroom:

• Latest W3C developments
• Accessibility standards evolution
• My own research findings
• Conference paper discussions

Student Cohort

Self-Selected Advanced Students

3rd year optional courses attracted:

• Students interested in web development
• Those pursuing web-related careers
• Researchers considering HCI/Web PhDs
• Entrepreneurial students building websites

Varied Backgrounds

Students entered with different levels:

• Some with extensive web experience
• Others new to web development
• Varied programming skills
• Different accessibility awareness

Challenges

Rapid Technology Change

Challenge: Web technologies evolving faster than curriculum cycles Solution:

• Focus on fundamental principles
• Supplement with current examples
• Encourage independent research
• Flexible curriculum adjustments

Browser Wars Era

Challenge: Cross-browser compatibility issues (IE vs Netscape) Solution:

• Teach web standards approach
• Demonstrate browser differences
• Emphasize graceful degradation
• Focus on accessible markup

Limited Resources

Challenge: Early 2000s university computing resources Solution:

• Maximize use of available infrastructure
• Leverage free/open source tools
• Encourage home development
• Partnerships with industry for tools

Information Overload

Challenge: Vast amount of web content and technologies Solution:

• Curate essential topics
• Provide structured learning path
• Focus on transferable skills
• Create resource guides

Assessment

Coursework Components:

• Information retrieval system implementation
• Web application development project
• Accessibility evaluation report
• Technology review presentation

Examination:

• Theoretical foundations
• Concept application
• Critical evaluation
• Future trends discussion

Student Outcomes

Graduates of this course went on to:

• Web developer roles in industry
• PhD research in IR and web science
• Founding web-focused start-ups
• Accessibility specialist positions
• Search engine companies

Several students from these cohorts later became:

• Senior engineers at major tech companies
• Web accessibility consultants
• Academic researchers in web science
• Technical leads at digital agencies

Connection to Research

This teaching directly connected to my research focus:

Web Accessibility Research:

• Teaching informed research questions
• Student projects explored new ideas
• Classroom discussions generated insights
• Collaborative opportunities with advanced students

W3C Involvement:

• Brought standards work into teaching
• Students understood real-world impact
• Demonstrated research-practice connection
• Some students later joined standards discussions

Evolution Over Time

2001: Foundation Year

Focus:

• Establishing curriculum
• Basic web technologies
• Information retrieval fundamentals
• Building resource collection

2002: Expansion

Additions:

• Accessibility content expanded
• XML technologies introduced
• Search engine architecture detailed
• Guest speakers from industry

2003: Maturity

Refinements:

• Polished assessment structure
• Enhanced practical components
• Integrated latest research
• Student project quality improved

Legacy

Influence on Later Courses

This course laid groundwork for:

• COMP33511 (User Experience): Web accessibility and usability focus
• Web science curriculum: Information architecture concepts
• Research methods teaching: IR evaluation techniques

Teaching Materials

Materials developed for this course:

• Reused and adapted in later courses
• Formed basis for research tutorials
• Contributed to department resources
• Influenced curriculum development

Research Connections

Teaching this course strengthened my:

• Understanding of IR fundamentals
• Appreciation for scalability challenges
• Insight into user search behaviors
• Commitment to web accessibility

Reflections

What Worked Well

Practical Focus:

• Students built real systems
• Hands-on understanding developed
• Portfolio pieces created

Research Integration:

• Current topics kept course relevant
• Students saw research-practice connection
• Excitement about emerging technologies

Accessibility Emphasis:

• Early introduction to inclusive design
• Positioned accessibility as fundamental
• Created accessibility advocates

Lessons Learned

Technology Teaching:

• Principles over specific tools
• Balance current and foundational content
• Embrace change as learning opportunity
• Provide structured yet flexible path

Timing Challenges:

• Rapid change requires adaptability
• Curriculum must be revisable mid-year
• Student self-learning essential
• Resources quickly become outdated

Impact on Career

This teaching experience:

• Solidified web accessibility focus
• Connected teaching and research
• Built industry relationships
• Developed curriculum design skills

Historical Significance

Teaching web technologies in the early 2000s captured a crucial period:

What We Covered:

• Transition from Web 1.0 to 2.0
• Search engine revolution
• Standards movement emergence
• Accessibility awareness growing
• Broadband enabling new applications

What Students Learned:

• Foundational web principles still relevant today
• Understanding of web evolution
• Adaptability to technological change
• Critical evaluation of new technologies

Conclusion

CS3352 Information Retrieval, Hypermedia and the Web represented teaching at an exciting inflection point in web history (2001-2003).

During this period, the Web transformed from a primarily static information space to an interactive platform, and teaching these technologies meant helping students understand both established principles and emerging possibilities.

The course served 120-140 students annually, many of whom went on to influential roles in web development, search technologies, and accessibility, demonstrating the lasting impact of teaching fundamental web principles during this formative era.

The experience directly informed my research career, strengthening the connection between teaching practice and research inquiry that has characterized my academic work, while the accessibility emphasis established in this course became a defining feature of my subsequent teaching and research in web science.

Although the specific technologies have evolved dramatically since 2003, the fundamental principles of information architecture, user-centred web design, and accessible markup that were taught in CS3352 remain relevant to web development today.