Beyond Blah Blah at EdUI 2009

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Beyond Blah Blah: Creating Great Content for the Web.

The workshop covers 6 main topics:
1. Give them what they want – practical tools to figure out the top goals of your audiences.
2. Use words that smell like goals – an introduction to information “scent” and how to write links and organize pages so that people can find their way to their goals.
3. Write visually – how to structure content and lay out pages so to support scanning, understanding and retention.
4. Show don't tell – don't just tell readers what you want them to believe, give them evidence and let them come to their own conclusions.
5. Not everyone thinks like you – writing for the four archetypal temperaments.
6. Say something they’ll remember – how to get past the “blah blah filter” in your brain to reach the imagination, ultimately motivating action.

Participants immediately put lessons into practice through group exercises and projects.

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Beyond Blah Blah at EdUI 2009

  1. 1. CREATING GREAT CONTENT Beyond Blah Blah FOR THE WEB
  2. 2. Goals for Today PHOTO BY
  3. 3. Goals for Today Learn practical tips for creating web content that works. PHOTO BY
  4. 4. Goals for Today Learn practical tips for creating web content that works. Address questions you have about web content. PHOTO BY
  5. 5. Goals for Today Learn practical tips for creating web content that works. Address questions you have about web content. Have fun. PHOTO BY
  6. 6. Commonalities
  7. 7. Commonalities In 3 minutes and 3 seconds, write down as many things that your group has in common that are not immediately visible or obvious.
  8. 8. Commonalities In 3 minutes and 3 seconds, write down as many things that your group has in common that are not immediately visible or obvious.
  9. 9. A couple of things before we start
  10. 10. A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net
  11. 11. A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due
  12. 12. A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime.
  13. 13. A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime. Please silence your cell phone.
  14. 14. A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime. Please silence your cell phone. Don’t wait for a break.
  15. 15. A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime. Please silence your cell phone. Don’t wait for a break. Evaluation forms.
  16. 16. A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime. Please silence your cell phone. Don’t wait for a break. Evaluation forms. I’m @davidpoteet on Twitter.
  17. 17. What is Blah Blah? PHOTO BY JASON SCRAGZ
  18. 18. Written for whom?
  19. 19. Written for whom? It is an enjoyable task to conduct a tour of __________ Academy, though it presents a number of challenges: How can a tour guide convey the essence of our mission, which resides in people, programs, outreach, and inclusivity, when the physical properties of our land and educational spaces paint such an indelible first impression? How can we precisely describe the land itself, particularly to someone not from our state, as this land is simultaneously the school's history, its destiny, and its connection to our home in the Southwest, not to mention an ideal place to learn and to build a community with students and families?
  20. 20. What is Blah Blah?
  21. 21. What is Blah Blah? I can’t remember it for more than 5 minutes.
  22. 22. What is Blah Blah? I can’t remember it for more than 5 minutes. It makes no lasting impact on me.
  23. 23. What is Blah Blah? I can’t remember it for more than 5 minutes. It makes no lasting impact on me. It never engages my imagination or emotion.
  24. 24. “Words are the most effective weapons of death in man's arsenal, but they can also be powerful tools of life. They may be the only ones. Today I am convinced that the only thing that saved those 1,268 people in my hotel was words. Not the liquor, not the money, not the U.N., just ordinary words directed against the darkness.” – Paul Rusesabagina
  25. 25. 6 Tips for Using “Ordinary Words” for Lasting Impact
  26. 26. Tip #1: Give them what they want.
  27. 27. “People come to your web site RUNNING” – Gerry McGovern
  28. 28. What are your audience’s key goals?
  29. 29. What are your audience’s key goals? Decide what is really important.
  30. 30. What are your audience’s key goals? Decide what is really important. Take away choices where I don’t need them.
  31. 31. What are your audience’s key goals? Decide what is really important. Take away choices where I don’t need them. Make choices clear & distinct.
  32. 32. How do you know what they’re looking for?
  33. 33. How do you know what they’re looking for? Listen to them.
  34. 34. How do you know what they’re looking for? Listen to them. Interviews & focus groups
  35. 35. How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums
  36. 36. How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums Search logs
  37. 37. How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums Search logs Mental Models
  38. 38. How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums Search logs Mental Models Carewords Survey
  39. 39. How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums Search logs Mental Models Carewords Survey KJ Session
  40. 40. Mental Models READ MORE // http://www.rosenfeldmedia.com/ books/mental-models/
  41. 41. Mental Models Methodology developed by Indi Young and Adaptive Path READ MORE // http://www.rosenfeldmedia.com/ books/mental-models/
  42. 42. Mental Models Methodology developed by Indi Young and Adaptive Path Used to see the whole story of someone’s experience, from the user’s perspective READ MORE // http://www.rosenfeldmedia.com/ books/mental-models/
  43. 43. Mental Models Methodology developed by Indi Young and Adaptive Path Used to see the whole story of someone’s experience, from the user’s perspective Helps identify best structure and key features of a product READ MORE // http://www.rosenfeldmedia.com/ books/mental-models/
  44. 44. The Mental Model Process 1. Conduct one-on-one interviews with 4-8 people from each audience 2. Analyze interviews to extract tasks 3. Group related tasks into Task Groups 4. Group Task Groups into broad Goals 5. Derive top level architecture from Goals and Task Groups 6. Match existing content or product features to Mental Model 7. Identify high-value content or features that are lacking
  45. 45. Overall Goals Task Groups Tasks Content missing! Content Slotting – match content and features from your site to mental model
  46. 46. “ You see because I’m not in the UK I can’t take a walk around Imperial & appreciate the architecture or meet the professors or take the inside scoop from any of the students there. It’s a different case with me, I’m on a different continent. So, I can’t connect with people on face. And even interacting through the phone is kind of impractical. So internet is the only medium I can gather more information ” apart from, say, the British Council Library. So the website is the only source of information for me in that regard.
  47. 47. “ I’m proactively going out and looking for somebody in a certain discipline... ” actually searching for someone with some expertise at the moment doesn’t really work.
  48. 48. “ On the website it was mentioned that apart from having the core courses then also electives. It’s not like if you’ve taken Computer Engineering than you can’t have a course on social sciences. The wide gamut of courses & the ” flexibility & the inter-disciplinary approach, I think all these click for me… a lot.
  49. 49. ANALYZING TRANSCRIPTS .doc uate A ergrad nt Und Curre …? e and just sat and thought t year it just ted th all day and didn’t do very tion 1s was ’s invi that’s definitely changed much but, I assure you, nscrip g or and he . With something called the RAE, are you familiar iew tra recrui tin eum with the RAE? Interv here e Mus they Scienc ollege Were to the rial C IV1 Okay. ming e Impe No. as co . use th IV e I w ents you ey se ud s that A Research Assessment Exercise No, th puting st reason and this is a governm A om main having performance metrics for universities for their research ent incentive for rial C e the department didn’t come Impe hat ar top last time and so the so actually my ht. W upset so he’s been putting head of department was Oh rig college to get the top ratings a lot of pressure on and very there’s a lot of pressure IV in web site? in the RAE. tes. for no ain? d with IV2 And to get the top ratings Just gs ag tes an at is it a combination of publicati A e thin yo ur no emails th on ons and… e sam king ple the ing A For th s of chec am wha t’s go That’s right, that’s exactly right. The number of students r ex time, all sorts of things. IV in termr than, fo in about graduated on hool he u Yes. d to sc ything ot of clue yo A relate an nd IV2 So does that in turn, do lly it’s is there would ki you think, puts requirem Basica ork and ts that attract students, to attract funding? ents on the website to IV co ursew out even at’s it. your t sent ab c? . Th A Yes. The key thing really, et send you ge campus ts they can put something in place I think, is attracting good e even that somehow attracts good students so if we on th ainly something that I wouldn’t students; funding is it’s m necessarily think would Well of necessarily on the website be so important, I can’t think from a funding council looking A el l. wouldn’t think they would as w necessarily be heavily intereste at the website, I O kay. etables d… IV k tim chec IV2 For funding coming from I use it to urses? industry as well as from… for co A mean A Yes, that’s true. You Okay. IV yes. IV2 urses, So what rtinent we’re thinking is, For co research going on, the science is there a need to relate better between at’s pe A ion th ing on allow generally and the enginee well. rmat t’sneeds and eck industry to find that science go ring, to industry Okay. rs as r info ha of ch easier? pape ing fo about w you kind IV exam y look ls at A past inatel t the emai r ways th Yes, basically. If you want to just be able to come and And edom ge he find the people, and it’s immediately A u’re pr hen you e any ot ld not just useful I guess for So yo en w e ther academou inht be nt it w ics college might want to be able to easily industry, just other Okay. ies and th that. Ar e fro there mig find who else is doing IV m on th work similar to me in other departments so it or ur stud gs fro ebsite resting research themes that you needs something that is for yo link to thin on? rial w inte can click on and I believe obvious you’ ll go ing th e Impe at looks that hidden somewhere all? at the moment but it’s not there is something like hat’s I go to t here th te. you on theat r you front page. So yes, I would back something that jumps out out w when even ebsi age fo that certainly. at etimesme sort of d to the w homep IV2 Som late as a ve so Just one more thing on what A ally ha t it’s not re peria l site good students? How do you’ve just said. How would norm out bu the Im you know they’re good at you attract that stage? Is it implying a flyer u have there that you’re not attractin g enough good students Do yo that? ? Is that why you say Okay. ters. compu IV e lab on th ters. IV1 Remember you’re anonym Only compu IV2 ous! A e lab Yes, I should have said that. on th Okay, IV home. Not at A
  50. 50. ANALYZING TRANSCRIPTS .doc uate A ergrad nt Und Curre …? e and just sat and thought t year it just ted th all day and didn’t do very tion 1s was ’s invi that’s definitely changed much but, I assure you, nscrip g or and he . With something called the RAE, are you familiar iew tra recrui tin eum with the RAE? Interv here e Mus they Scienc ollege Were to the rial C IV1 Okay. ming e Impe No. as co . use th IV e I w ents you ey se ud s that A Research Assessment Exercise No, th puting st reason and this is a governm A om main having performance metrics for universities for their research ent incentive for rial C e the department didn’t come Impe hat ar top last time and so the so actually my ht. W upset so he’s been putting head of department was Oh rig college to get the top ratings a lot of pressure on and very there’s a lot of pressure IV in web site? in the RAE. tes. for no ain? d with IV2 And to get the top ratings Just gs ag tes an at is it a combination of publicati A e thin yo ur no emails th on ons and… e sam king ple the ing A For th s of chec am wha t’s go That’s right, that’s exactly right. The number of students r ex time, all sorts of things. IV in termr than, fo in about graduated on hool he u Yes. d to sc ything ot of clue yo A relate an nd IV2 So does that in turn, do lly it’s is there would ki you think, puts requirem Basica ork and ts that attract students, to attract funding? ents on the website to IV co ursew out even at’s it. your t sent ab c? . Th A Yes. The key thing really, et send you ge campus ts they can put something in place I think, is attracting good e even that somehow attracts good students so if we on th ainly something that I wouldn’t students; funding is it’s m necessarily think would Well of necessarily on the website be so important, I can’t think from a funding council looking A el l. wouldn’t think they would as w necessarily be heavily intereste at the website, I O kay. etables d… IV k tim chec IV2 For funding coming from I use it to urses? industry as well as from… for co A mean A Yes, that’s true. You Okay. IV yes. IV2 urses, So what rtinent we’re thinking is, For co research going on, the science is there a need to relate better between at’s pe A ion th ing on allow generally and the enginee well. rmat t’sneeds and eck industry to find that science go ring, to industry Okay. rs as r info ha of ch easier? pape ing fo about w you kind IV exam y look ls at A past inatel t the emai r ways th Yes, basically. If you want to just be able to come and And edom ge he find the people, and it’s immediately A u’re pr hen you e any ot ld not just useful I guess for So yo en w e ther academou inht be nt it w ics college might want to be able to easily industry, just other Okay. ies and th that. Ar e fro there mig find who else is doing IV m on th work similar to me in other departments so it or ur stud gs fro ebsite resting research themes that you needs something that is for yo link to thin on? rial w inte can click on and I believe obvious you’ ll go ing th e Impe at looks that hidden somewhere all? at the moment but it’s not there is something like hat’s I go to t here th te. you on theat r you front page. So yes, I would back something that jumps out out w when even ebsi age fo that certainly. at etimesme sort of d to the w homep IV2 Som late as a ve so Just one more thing on what A ally ha t it’s not re peria l site good students? How do you’ve just said. How would norm out bu the Im you know they’re good at you attract that stage? Is it implying a flyer u have there that you’re not attractin g enough good students Do yo that? ? Is that why you say Okay. ters. compu IV e lab on th ters. IV1 Remember you’re anonym Only compu IV2 ous! A e lab Yes, I should have said that. on th Okay, IV home. Not at A
  51. 51. MENTAL MODELS
  52. 52. MENTAL MODELS
  53. 53. MENTAL MODELS
  54. 54. imperial college london – collaborative wireframing Photo by JD Vogt
  55. 55. imperial college london – collaborative wireframing Photo by JD Vogt
  56. 56. Top questions for prospective students
  57. 57. Top questions for prospective students What can I study? (Do you have a major in _______?)
  58. 58. Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost?
  59. 59. Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program?
  60. 60. Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like?
  61. 61. Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like? Academic
  62. 62. Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like? Academic Social
  63. 63. Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like? Academic Social Sense of place - both campus and community
  64. 64. Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like? Academic Social Sense of place - both campus and community What opportunities will I have after I graduate?
  65. 65. Carewords Survey READ MORE // http://www.gerrymcgovern.com
  66. 66. Carewords Survey Uncover the words your readers READ MORE // http://www.gerrymcgovern.com
  67. 67. Carewords Survey Uncover the words your readers care about READ MORE // http://www.gerrymcgovern.com
  68. 68. Carewords Survey Uncover the words your readers care about search for READ MORE // http://www.gerrymcgovern.com
  69. 69. Carewords Survey Uncover the words your readers care about search for WILL CLICK ON READ MORE // http://www.gerrymcgovern.com
  70. 70. Carewords Survey Uncover the words your readers care about search for WILL CLICK ON Developed by Gerry McGovern READ MORE // http://www.gerrymcgovern.com
  71. 71. CAREWORDS SURVEY
  72. 72. iclrs carewords analysis.oo3 CAREWORDS SURVEY Imperial College London Research Support - Carewords Analysis Weight Full Economic Costing (FEC) 1566 Full Economic Costing (FEC) 279 Full Economic Costing (FEC) 230 FEC 49 Costing and pricing 191 Adapting the FEC for different sponsors 156 Grant costing 143 InfoEd 136 Calculating direct costs 118 Exchange rates and budgets 112 Exchange rates and budgets 64 Foreign exchange rates and budgets 48 Stipend rates, HR Costing 107 PhD Students - stipend rates 44 HR Costing 35 Salary Scales 28 Research proposal costing 95 Facilities and charge out rates 85 InfoEd Guidance 60 Questions about InfoEd 53 Pricing 31 Preparing Funding Proposals (wording?) 1064 Funders' guidance and rules for application 190 Funders' guidance and rules for application 87 Rules about different sponsors 57 Problems encountered with different funding agencies 46 Checking an application before submission 143 Je-S (Research Councils UK - Joint Electronic Submission) 137
  73. 73. Research proposal costing 95 Facilities and charge out rates 85 InfoEd Guidance 60 Questions about InfoEd CAREWORDS 53 SURVEY Pricing 31 Preparing Funding Proposals (wording?) 1064 Funders' guidance and rules for application 190 Funders' guidance and rules for application 87 Rules about different sponsors 57 Problems encountered with different funding agencies 46 Checking an application before submission 143 Je-S (Research Councils UK - Joint Electronic Submission) 137 Internal approval and authorisation process 87 College information to include in proposals 86 Examples of successful proposals 74 Submitting grants 66 Successful funding applications (examples) 63 Terms and conditions of grants 61 Creating an application for research funding 60 Interdepartmental submissions 52 Application submission to research funders 45 Calls of funding 654 Calls of funding 172 Calls of funding 113 Funding calls 59 Funding Opportunities 156 European Funding (CEC FP6 and FP7) - funding opportunities, regulations and 89 policies Grants 66 Research grants 59 FP7 55 Receive funding opportunities via email 42 Funding agencies 15 Managing Projects (wording?) 381
  74. 74. CAREWORDS SURVEY
  75. 75. KJ Method Technique for gaining rapid group consensus Inventor Jiro Kawakita Can be used for strategic planning, problem solving, brainstorming and yes, information architecture
  76. 76. Let’s Try It
  77. 77. Choose a site from one of your group members
  78. 78. KJ - Step 1 Make a list of your key audiences (together)
  79. 79. KJ - Step 2 Answer individually on your sticky notes with a marker: What would someone come to your web site to FIND or DO? FIND – looking for certain information, answering a question DO – accomplish some task, use some sort of application
  80. 80. KJ - Step 3 Put all your sticky notes on the wall. Without talking, read each others notes. When you see two things that go together, move them next to each other. If they say EXACTLY THE SAME THING put them on top of each other.
  81. 81. KJ - Step 4 Discuss the groups and name them. Don’t worry about getting the names exactly right, you can work on that later. Look for any orphans – find a place for them or make them a group of one.
  82. 82. KJ - Step 5 Use your dot stickers to vote on the notes or groups you think are most important to your audiences. You can put more than one dot on the same note. A dot on an individual note counts as a vote for the whole group too.
  83. 83. Using KJ for Information Architecture Start by identifying and prioritizing your audiences. Find participants from those audiences. OR people who know their needs well and can role play. Consider doing both and comparing the results.
  84. 84. KJ Method
  85. 85. KJ Method 1. Gather 4-7 people for ~1 hour
  86. 86. KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question
  87. 87. KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes
  88. 88. KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note
  89. 89. KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note ‣ use a fat-tipped marker
  90. 90. KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note ‣ use a fat-tipped marker 4. Put Sticky Notes on the wall
  91. 91. KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note ‣ use a fat-tipped marker 4. Put Sticky Notes on the wall 5. Group similar items (without talking)
  92. 92. KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note ‣ use a fat-tipped marker 4. Put Sticky Notes on the wall 5. Group similar items (without talking) 6. Discuss & Name the groups
  93. 93. KJ: Focus Question for Information Architecture
  94. 94. KJ: Focus Question for Information Architecture What would someone come to your web site to FIND or DO?
  95. 95. KJ: Focus Question for Information Architecture What would someone come to your web site to FIND or DO? FIND – looking for certain information, answering a question
  96. 96. KJ: Focus Question for Information Architecture What would someone come to your web site to FIND or DO? FIND – looking for certain information, answering a question DO – accomplish some task, use some sort of application
  97. 97. Finding holes - VT Financial Aid’s KJ
  98. 98. Finding holes - VT Financial Aid’s KJ
  99. 99. VT FINANCIAL AID KJ EXAMPLE
  100. 100. VT FINANCIAL AID KJ EXAMPLE
  101. 101. Organization-oriented or Goal-oriented?
  102. 102. Bottom-Up Instead of Top-Down Site Structure Task Question TaskQuestion Question Task Question Comment Comment Goal Task Motivation
  103. 103. Bottom-Up Instead of Top-Down Don’t start with the buckets at the top and fill them. Site Structure Task Question TaskQuestion Question Task Question Comment Comment Goal Task Motivation
  104. 104. Bottom-Up Instead of Top-Down Don’t start with the buckets at the top and fill them. Start with one bucket of all the tasks, questions and motivations of your audiences. Site Structure Task Question TaskQuestion Question Task Question Comment Comment Goal Task Motivation
  105. 105. Bottom-Up Instead of Top-Down Don’t start with the buckets at the top and fill them. Start with one bucket of all the tasks, questions and motivations of your audiences. See what patterns emerge. Site Structure Task Question TaskQuestion Question Task Question Comment Comment Goal Task Motivation
  106. 106. Tip # 2: Use words that smell like goals.
  107. 107. SQUIDOO EYE-TRACKING STUDY http://www.youtube.com/watch?v=ilq9qeyVjT0
  108. 108. SQUIDOO EYE-TRACKING STUDY http://www.youtube.com/watch?v=ilq9qeyVjT0
  109. 109. Readers are like bees READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
  110. 110. Readers are like bees Information Scent Theory READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
  111. 111. Readers are like bees Information Scent Theory People hunt for information like bees seeking nectar or hounds on the trail of a fox. READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
  112. 112. Readers are like bees Information Scent Theory People hunt for information like bees seeking nectar or hounds on the trail of a fox. “Scent” or “Trigger” words READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
  113. 113. Readers are like bees Information Scent Theory People hunt for information like bees seeking nectar or hounds on the trail of a fox. “Scent” or “Trigger” words What words would be in someone’s mind if they were pursuing a particular goal? READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
  114. 114. Sometimes they even add their own
  115. 115. What they DON’T do PHOTO BY LOUISE DOCKER
  116. 116. What they DON’T do Read left to right, top to bottom. PHOTO BY LOUISE DOCKER
  117. 117. What they DON’T do Read left to right, top to bottom. Look at all the options and choose the best one. PHOTO BY LOUISE DOCKER
  118. 118. What they DON’T do Read left to right, top to bottom. Look at all the options and choose the best one. PHOTO BY LOUISE DOCKER
  119. 119. What they DON’T do Read left to right, top to bottom. Look at all the options and choose the best one. Instead, they SCAN and SATISFICE. PHOTO BY LOUISE DOCKER
  120. 120. Write for scent
  121. 121. Write for scent Each link needs to have strong scent for the content that lies beyond it.
  122. 122. Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal.
  123. 123. Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific.
  124. 124. Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific. When users click on trigger words, they expect to see those words on the next page.
  125. 125. Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific. When users click on trigger words, they expect to see those words on the next page. Don’t let clever kill clear. Trigger words need to be readily understandable.
  126. 126. Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific. When users click on trigger words, they expect to see those words on the next page. Don’t let clever kill clear. Trigger words need to be readily understandable. Users go to search only when they can’t find their trigger words on a page.
  127. 127. Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific. When users click on trigger words, they expect to see those words on the next page. Don’t let clever kill clear. Trigger words need to be readily understandable. Users go to search only when they can’t find their trigger words on a page. Use search logs to find trigger words!
  128. 128. DIFFERENT PAGES AT DIFFERENT LEVELS Home Scan, select Scan, select & move on & move on Scan & get Scan & get information information Give or verify information
  129. 129. DIFFERENT PAGES AT DIFFERENT LEVELS Am I in the right place? Home Are you credible? Where can I go from here? Scan, select Scan, select & move on & move on Scan & get Scan & get information information Give or verify information
  130. 130. DIFFERENT PAGES AT DIFFERENT LEVELS Am I in the right place? Home Are you credible? Where can I go from here? Help me make a Scan, select Scan, select choice and keep & move on & move on moving! Scan & get Scan & get information information Give or verify information
  131. 131. DIFFERENT PAGES AT DIFFERENT LEVELS Am I in the right place? Home Are you credible? Where can I go from here? Help me make a Scan, select Scan, select choice and keep & move on & move on moving! Now I’ll read! Scan & get Scan & get (if it’s good) information information Give or verify information
  132. 132. DIFFERENT PAGES AT DIFFERENT LEVELS Am I in the right place? Home Are you credible? Where can I go from here? Help me make a Scan, select Scan, select choice and keep & move on & move on moving! Now I’ll read! Scan & get Scan & get (if it’s good) information information Give or verify information Don’t expect me to read and fill out forms.
  133. 133. THE TYPICAL CMS TEMPLATE HEADER NAV NAV BODY
  134. 134. THE TYPICAL CMS TEMPLATE HEADER NAV Sweet NAV BODY
  135. 135. MID-LEVEL PAGES NEED TO BE... HEADER NAV NAV NAVIGATION Clear succinct choices (links or buttons) A little detail with links where needed (7-10 words) to help transparency, scent If you have more than 6 or 7 total choices, group related choices under a heading that describes the group.
  136. 136. Tip # 3: Write “visually.”
  137. 137. Do they ever read? – Source: Poynter Institute EyeTrack 2007 Study
  138. 138. Do they ever read? Yes, when they get to the content they’re looking for. – Source: Poynter Institute EyeTrack 2007 Study
  139. 139. Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: – Source: Poynter Institute EyeTrack 2007 Study
  140. 140. Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
  141. 141. Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
  142. 142. Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
  143. 143. Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
  144. 144. Do they ever read? – Source: Poynter Institute EyeTrack 2007 Study
  145. 145. Do they ever read? % of stories selected read to completion: – Source: Poynter Institute EyeTrack 2007 Study
  146. 146. Do they ever read? % of stories selected read to completion: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
  147. 147. Do they ever read? % of stories selected read to completion: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
  148. 148. Do they ever read? % of stories selected read to completion: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
  149. 149. Do they ever read? % of stories selected read to completion: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
  150. 150. Less is more?
  151. 151. Less is more? New York Times A/B test of an online restaurant guide
  152. 152. Less is more? New York Times A/B test of an online restaurant guide What differences do you see?
  153. 153. Less is more? READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
  154. 154. Less is more? Heat map shows eye fixation length READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
  155. 155. Less is more? Heat map shows eye fixation length Which do you think worked better? READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
  156. 156. Less is more? Heat map shows eye fixation length Which do you think worked better? Readers spent half the time READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
  157. 157. Less is more? Heat map shows eye fixation length Which do you think worked better? Readers spent half the time Remembered 34% more READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
  158. 158. Write visually
  159. 159. Write visually
  160. 160. Write visually Shorter sentences and short paragraphs
  161. 161. Write visually Shorter sentences and short paragraphs In most cases not more than 50 words per paragraph
  162. 162. Write visually Shorter sentences and short paragraphs In most cases not more than 50 words per paragraph Forget English class! A one sentence paragraph is OK.
  163. 163. Write visually Shorter sentences and short paragraphs In most cases not more than 50 words per paragraph Forget English class! A one sentence paragraph is OK. So are fragments.
  164. 164. Write visually Shorter sentences and short paragraphs In most cases not more than 50 words per paragraph Forget English class! A one sentence paragraph is OK. So are fragments. Lots of headings & subheads support scanning
  165. 165. Get out of Prose Mode
  166. 166. Get out of Prose Mode Prose mode = long paragraphs of text
  167. 167. Get out of Prose Mode Prose mode = long paragraphs of text You can still get people to read prose if it is
  168. 168. Get out of Prose Mode Prose mode = long paragraphs of text You can still get people to read prose if it is Engaging
  169. 169. Get out of Prose Mode Prose mode = long paragraphs of text You can still get people to read prose if it is Engaging Relevant - in the right place and related to what user wants
  170. 170. Get out of Prose Mode Prose mode = long paragraphs of text You can still get people to read prose if it is Engaging Relevant - in the right place and related to what user wants Appears shorter - short paragraphs with space between each
  171. 171. LAYER THE INFORMATION
  172. 172. Using Images
  173. 173. Using Images Use pictures that mean something in context
  174. 174. Using Images Use pictures that mean something in context Use icons if meaningful
  175. 175. Writing visually
  176. 176. Writing visually Meet users’ expectations for visual formats, for example:
  177. 177. Writing visually Meet users’ expectations for visual formats, for example: Addresses
  178. 178. Writing visually Meet users’ expectations for visual formats, for example: Addresses Opening hours
  179. 179. Writing visually Meet users’ expectations for visual formats, for example: Addresses Opening hours Game scores
  180. 180. Writing visually
  181. 181. Writing visually Use lists
  182. 182. Writing visually Use lists Bulleted lists for items or choices
  183. 183. Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions
  184. 184. Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions Use tables
  185. 185. Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions Use tables When you have numbers to compare
  186. 186. Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions Use tables When you have numbers to compare For “if, then” or “to do this, do this” sentences
  187. 187. Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions Use tables When you have numbers to compare For “if, then” or “to do this, do this” sentences Assume users scan left column first
  188. 188. List disguised as a paragraph
  189. 189. List disguised as a paragraph The department houses first-rate instruments and facilities for modern chemical research. Department Instrumentation includes two high-field multinuclear NMR spectrometers (Bruker AVANCE 300 and AM 300), a JEOL scanning electron microscope with EDS capabilities, Nicolet and Mattson FTIR's, Hewlett Packard GC-MS and Bruker MALDI-TOF mass spectrometers, AA, AES, ICP, diode array UV-Vis and fluorescence spectrometers, several Digital Instruments scanning probe microscopes (STM, AFM), a wide variety of pulsed and CW laser systems for analytical and physical measurement, a variety of potentiostats for electrochemistry, and UHV surface analysis equipment (Auger, HREELS). The department also maintains a variety of HPLC's, capillary GC's, as well as a walk- in cold room, an in-house stockroom, professionally staffed electronics and machine shops, and a student machine shop. Additional instrumentation, such as three NMR spectrometers (400 MHz, 500 MHz and soon a 600 MHz), are available at the nearby Tufts Medical School, and a variety of instruments for the preparation and characterization of materials are available on campus at the Engineering School.
  190. 190. List disguised as a paragraph The department houses first-rate instruments and facilities for modern chemical research, including: • 2 high-field multinuclear NMR spectrometers (Bruker AVANCE 300 and AM 300) • A JEOL scanning electron microscope with EDS capabilities • Nicolet and Mattson FTIR's • Hewlett Packard GC-MS and Bruker MALDI-TOF mass spectrometers • AA, AES, ICP, diode array UV-Vis and fluorescence spectrometers • Several Digital Instruments scanning probe microscopes (STM, AFM) • A wide variety of pulsed and CW laser systems for analytical and physical measurement • A variety of potentiostats for electrochemistry • UHV surface analysis equipment (Auger, HREELS) • The department also maintains a variety of HPLC's, capillary GC's, as well as a walk-in cold room, an in-house stockroom, professionally staffed electronics and machine
  191. 191. Current page on ssa.gov
  192. 192. I’ve moved. Do I need to let you know? In this case The answer Do this is You now receive either Yes • Call 1-800-772-1213 ___ Social Security benefits A representative will take the information or and change our records. ___ Supplemental Security Income (SSI) • Change your address or phone number online. • Go to your local Social Security field office. Find your local field office. You do NOT receive any benefits or income No Nothing. from us. We do not keep your address on file. If we need your address in the future, we will use the one that the Internal Revenue Service (IRS) has on file for you. If you have moved, the IRS will update its records next time you file a tax return. – Ginny Redish’s proposed redesign www.redish.net
  193. 193. Tip # 4: Show don’t tell.
  194. 194. Show, Don’t Tell
  195. 195. Show, Don’t Tell “If you want the truth to prevail, you must cause people to realize the truth. This requires much more skill than is required to simply tell it.” – Roy Williams in The Wizard of Ads
  196. 196. Show, Don’t Tell “If you want the truth to prevail, you must cause people to realize the truth. This requires much more skill than is required to simply tell it.” – Roy Williams in The Wizard of Ads Give sensory details and substantive facts.
  197. 197. Show, Don’t Tell “If you want the truth to prevail, you must cause people to realize the truth. This requires much more skill than is required to simply tell it.” – Roy Williams in The Wizard of Ads Give sensory details and substantive facts. Let them come to their own conclusions.
  198. 198. Show, Don’t Tell “If you want the truth to prevail, you must cause people to realize the truth. This requires much more skill than is required to simply tell it.” – Roy Williams in The Wizard of Ads Give sensory details and substantive facts. Let them come to their own conclusions. They’ll realize it with far greater conviction.
  199. 199. Show, Don’t Tell Tell me about your study abroad program The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Students are given the opportunity to explore their academic and artistic interests through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a challenging and innovative experience for students who have the desire to expand their knowledge while immersed in a diverse and vibrant culture.
  200. 200. Show, Don’t Tell Tell me about your study abroad program The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Students are given the opportunity to explore their academic and artistic interests through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a challenging and innovative experience for students who have the desire to expand their knowledge while immersed in a diverse and vibrant culture.
  201. 201. Poster Project Part 1 Spoleto Study Abroad 2007 ARTS AND HUMANITIES PROGRAM Summer Session I: June 21 - July 15 Session II: July 19 - August 12 Vocal & Instrumental Music, Vocal Music, Creative Writing Visual Arts and Photography Visual Arts and Drama Type of program: Vocal and Instrumental music, visual arts, photography, drama and creative writing programs Participants: Coeducational, ages 15-19 Program dates: June 21-July 15 & July 19 - August 12 Program Directors: Jill and Lorenzo Muti, Co-Directors LOCATION The Spoleto Valley is an ideal starting point for students interested in an in-depth exploration of the visual and historical heritage of Italy. Cities like Assisi, Siena or Orvieto, all filled with incredible artistic treasures, are easily reached by car or train, and major centers like Rome or Florence are less than two hours away. Trevi and Spoleto are emblematic of central Italy, both historically and artistically. BACKGROUND AND PHILOSOPHY The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Our students are given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a collaborative community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and intellectual and personal growth. expression. Students participate in selected exercises designed to strengthen specific elements of writing. Journaling, a cornerstone of the PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose- Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary emphasizing artistic and technical growth. The program offers private magazine as the final project of the program. lessons with leading musicians in the field, chamber music sessions and orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their own. The course will focus on a variety of photographic techniques, Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show. painting and two-dimensional design. The theoretical aspects of the course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions. at the art show. Classes provide an overview of his system with practical exercises in observation, sensory awareness, and physical centering, which are explored in monologues and scenes. The final project is an hour-long performance that is specifically chosen to suit the talents of drama students. DAILY SCHEDULE Classes are scheduled four days a week and follow a typical Italian pace of life. 8:00 am Breakfast 9:00 am - 1:00 pm Classes 1:15 pm Lunch 2:30 pm - 5:00 pm Free time/applied lessons 5:00 pm Studio workshops and rehearsals 8:00 pm Dinner
  202. 202. Poster Project Part 1 Spoleto Study Abroad 2007 ARTS AND HUMANITIES PROGRAM On your own... Summer Session I: June 21 - July 15 Session II: July 19 - August 12 Vocal & Instrumental Music, Vocal Music, Creative Writing Visual Arts and Photography Visual Arts and Drama Type of program: Vocal and Instrumental music, visual arts, photography, drama and creative writing programs Participants: Coeducational, ages 15-19 Program dates: June 21-July 15 & July 19 - August 12 Program Directors: Jill and Lorenzo Muti, Co-Directors LOCATION The Spoleto Valley is an ideal starting point for students interested in an in-depth exploration of the visual and historical heritage of Italy. Cities like Assisi, Siena or Orvieto, all filled with incredible artistic treasures, are easily reached by car or train, and major centers like Rome or Florence are less than two hours away. Trevi and Spoleto are emblematic of central Italy, both historically and artistically. BACKGROUND AND PHILOSOPHY The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Our students are given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a collaborative community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and intellectual and personal growth. expression. Students participate in selected exercises designed to strengthen specific elements of writing. Journaling, a cornerstone of the PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose- Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary emphasizing artistic and technical growth. The program offers private magazine as the final project of the program. lessons with leading musicians in the field, chamber music sessions and orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their own. The course will focus on a variety of photographic techniques, Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show. painting and two-dimensional design. The theoretical aspects of the course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions. at the art show. Classes provide an overview of his system with practical exercises in observation, sensory awareness, and physical centering, which are explored in monologues and scenes. The final project is an hour-long performance that is specifically chosen to suit the talents of drama students. DAILY SCHEDULE Classes are scheduled four days a week and follow a typical Italian pace of life. 8:00 am Breakfast 9:00 am - 1:00 pm Classes 1:15 pm Lunch 2:30 pm - 5:00 pm Free time/applied lessons 5:00 pm Studio workshops and rehearsals 8:00 pm Dinner

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