• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
UX × SEO
 

UX × SEO

on

  • 1,544 views

What happens when UX and SEO professionals stop fighting and start teaming up, from the beginning of a project? Big results. This presentation demonstrates how they can work together from strategy ...

What happens when UX and SEO professionals stop fighting and start teaming up, from the beginning of a project? Big results. This presentation demonstrates how they can work together from strategy through execution. Examples are taken from the higher education market but the lessons are applicable in any market.

Statistics

Views

Total Views
1,544
Views on SlideShare
1,510
Embed Views
34

Actions

Likes
0
Downloads
7
Comments
0

2 Embeds 34

http://www.insidenewcity.com 33
http://accessibility_checker.siteimprove.com 1

Accessibility

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Multiplying effect you get when UX and SEO work together to develop and execute strategy from the beginning of the process.\n\nEach multiplies the impact of the other.\n
  • \n
  • One of our favorite clients - Old Dominion University Distance Learning - demonstrates the impact you can get when UX and SEO work together.\n
  • Saw huge increase in traffic, but more importantly the rate at which students who filled out the enquiry form then enrolled jumped significantly.\n\nSEO can drive traffic, but UX helps you convert.\n\nWe’ll show you the process we followed to get these sort of results, and then we’ll give you more details of the ODU case study.\n
  • \n
  • \n
  • Most of us have spent the majority of our working career in higher ed during a period when enrollment was growing fast enough nationwide that you could screw up a lot of things and still grow enrollment.\n\nWe’re moving into a period where that will not be the case.\n
  • \n
  • Over the next decade, although higher ed enrollment among traditional age students is projected to increase approx. 9%, the actual number of high school graduates in the US is projected to decrease by approx. 3%.\n\nNote that this varies a lot depending on where you live. In some states graduates will increase, in some they will decrease. More on that in a minute.\n\n\n
  • So when you overlay the number of HS grads going on to college, you see that the percentage is increasing.\n\n\n
  • So when you overlay the number of HS grads going on to college, you see that the percentage is increasing.\n\n\n
  • But let’s look at the achievement levels of high school graduates. These percentages haven’t changed much in the last 15 years, so we shouldn’t expect them to change much in the next 10.\n\n
  • We’re making an assumption here that most students who are Advanced or Proficient are already going to college. So if the percentage of high school graduates who go on to college is going to increase, then it is more likely to come from the students who are on the lower end of the achievement scale.\n\n\n
  • We’re making an assumption here that most students who are Advanced or Proficient are already going to college. So if the percentage of high school graduates who go on to college is going to increase, then it is more likely to come from the students who are on the lower end of the achievement scale.\n\n\n
  • We’re making an assumption here that most students who are Advanced or Proficient are already going to college. So if the percentage of high school graduates who go on to college is going to increase, then it is more likely to come from the students who are on the lower end of the achievement scale.\n\n\n
  • \n
  • \n
  • So when you overlay the number of HS grads going on to college, you see that the percentage is increasing.\n\n\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Over the last year Google has incorporated more and more UX factors into how it ranks websites. So UX is becoming critical for good SEO.\n\n\n
  • \n
  • \n
  • \n
  • - Find out user info goals, what motivates them to act\n- How this affect search behaviors\n
  • \n
  • Among other things, you are trying to get out some goals that you can then track and measure and use SEO to support. \n\nSome other great resources for example stakeholder interview questions: Kevin Hoffman A List Apart article Aug. 2010 and Undercover User Experience Design\n\n
  • - Take feedback from and suss out goals that you can quantify for SEO. Follow-up with questions if needed.\n- Set arbitrary (but realistic) targets if you don’t have real numbers in mind.\n- You might have more definite goals: like increase enrollment of students- SEO can find out how much traffic you get \n\n\n
  • \n
  • -setting up at beginning\n-If using Google Analytics, doesn’t apply to past data\n-different types of profiles, traffic\n-comparing the right time periods\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Digging into your analytics can tell us what keywords users are using to get to your site, but it doesn’t always tell us what they were really looking for or what’s important to them\n\nExample?\n\nSo, let’s ask them!\n
  • Example of results we got in a recent survey. You see lots of overlap in the words survey takers used; e.g., reputation, ranking, prestige, quality...\n\nIt also reveals a common search behavior pattern: searching on major, searching by “best program in ____”\n\nBut we like to dig in on these keywords; SEO can send traffic to our site by optimizing on those search terms, but can we “convert” those users by making sure we answer the content questions they have.\n\nWe primarily do this by talking to users. The intercept survey I just showed you is a great way to contact students for follow-up on responses to their answers. Follow-up with you said reputation, atmosphere, and academics were the 3 most important items to you. Ask them what do those things mean to you? Size can mean many things for example—class size, student-to-teacher ratios, can I walk to classes? will I feel overwhelmed? are you big enough for me to feel energized?...\n
  • \n
  • You don’t need to do academic research here. You are just trying to get a better idea of what students are looking for and how they talk about it. \n\nKJs\nFocus Questions\n- What do you come to the website to find or do? (Vote for your top 6)\n- How do you know a college fits? What things do you look for? (Vote for your top 3)\n\nOne-on-one interviews\n- Cover some of the same questions: what do you look for on the website, what are your top criteria?\n\nThe UX research often takes this interview data and sums up the findings in personas and task maps....\n\nTake note of the language they use—this is a great place to start researching keywords and looking at search behavior.\n\n\n\n
  • Maria, a solid A/B student who is already thinking about career\n
  • WHAT will they search? (right terms to attract qualified leads)\nWHEN will they search? (time)\nWHY will they search? (goals - bad goals)\nHOW will they search? (methods / mediums)\n
  • Took all the feedback from KJs and a collection of one-on-one interviews conducted over the course of a very intense week. \n\nThis is showing a sample of top information goals around courses (majors). Prospective students were really concerned about digging into the core of what the major entailed—\n• what topics will be covered, \n• what will my professors be like, \n• will I learn what I want to learn\n\nSEO can look at these information goals and see what areas are ideal for optimization\n
  • SEO can highlight the items Jessica: top things to optimize\nEach of these could be an entry point where prospective students would begin their journey\n
  • \n
  • We ask current students, among many other things, what have been the best parts of their program?\nUse this to identify potential content for top optimization\n
  • These can inform users’ search terms\n
  • \n
  • Gerry McGovern, Customer Carewords: ask users which 10 keywords would they click on when visiting your site.\n\nWe use the words from the KJs, user research, and keywords from early SEO research to survey suers on what they would click \n\nIn this example for University of Portsmouth, we see the prevalence of course related content—which we also found in the KJ session. In the KJ session, we found top information goals around courses \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Using the search phrase about 3-5 times for a 200 - 500 word page.\n\nUse phrase in page title\n\nUse it in the meta description tag because this is what Google shows as the page description in your search results. Even though this doesn’t help your ranking per se, it can help your click throughs.\n\n\n
  • -content\n-title\n-meta description\n-links / anchor text\n-alt tags\n\nData shows that appearing in both the organic results (center) and paid results (right column) increases your likelihood of getting a click.\n
  • \n
  • \n
  • \n
  • ODU’s site before we started.\n\n\n
  • Developed a series of personas based on user research.\n\n\n
  • One of the questions that all personas had was how distance or online learning really works. We knew we had to overcome this obstacle before anyone would convert, so we planned the content that would help make our case.\n\n\n
  • Designed version of this landing page\n
  • Google’s keyword research tool.\n\nWe use this and other keyword tools to identify keywords and phrases that a) real people are actually searching for, and b) match up with the programs ODU wants to promote\n
  • Carewords survey incorporates those keywords, helps us determine which links on the website people are most likely to click on.\n
  • Harder to optimize a home page since there is typically much less text. We created a home page where much of the interaction actually happens while still on the page. So from Google’s standpoint, there is more content on this page than you see when you first open it.\n
  • \n
  • More people search on “mod sim degree” which is an abbreviation of “modeling and simulation.” Notice how we worked “Mod Sim” into the body copy as an abbreviation.\n\nAlso, the content under each tab is actually part of this same page, so it makes it easier for us to optimize.\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n

UX × SEO UX × SEO Document Transcript

  • UX × SEO Thursday, September 27, 12 1Multiplying effect you get when UX and SEO work together to develop and execute strategy fromthe beginning of the process.Each multiplies the impact of the other.
  • A couple of things before we start Presentation will be on slideshare linked from EdUI site David Poteet, President @davidpoteet david@insidenewcity.com Melissa Beaver, Director of UX @misb melissa@insidenewcity.com Jessica Behal, Director of Internet Marketing @jes525 jessica@insidenewcity.com Questions at the endThursday, September 27, 12 2
  • Thursday, September 27, 12 3One of our favorite clients - Old Dominion University Distance Learning - demonstrates theimpact you can get when UX and SEO work together.
  • ODU DISTANCE LEARNING - RESULTS Enquiry Traffic to Enroll Fall of 2011 140/day 3% Fall of 2012 3,064/day 20% Thursday, September 27, 12 4Saw huge increase in traffic, but more importantly the rate at which students who filled out theenquiry form then enrolled jumped significantly.SEO can drive traffic, but UX helps you convert.We’ll show you the process we followed to get these sort of results, and then we’ll give you moredetails of the ODU case study.
  • Definitions User Experience Search Engine Optimization (SEO) or “Organic” Search Engine Marketing (SEM) or “Pay Per Click” Analytics Conversion FunnelThursday, September 27, 12 5
  • Why This MattersThursday, September 27, 12 6
  • US ENROLLMENT TRENDS (MILLIONS) 15 9% 13.1 12.5 12.1 10 32% 8 7.5 5.5 5 4.6 4.1 3.4 3.5 2.8 2.5 0 1995 2009 2020 (projected) 18-24 25-34 35 and over Source:  Na+onal  Center  for  Educa+on  Sta+s+cs h5p://nces.ed.gov/pubs2011/2011026.pdf   Thursday, September 27, 12 7Most of us have spent the majority of our working career in higher ed during a period whenenrollment was growing fast enough nationwide that you could screw up a lot of things and stillgrow enrollment.We’re moving into a period where that will not be the case.
  • HIGH SCHOOL GRADUATES 3,500,000 -3% 3,000,000 32% 2,500,000 2,000,000 1,500,000 1,000,000 500,000 0 1995 2009 2020 (projected) Source:  Na+onal  Center  for  Educa+on  Sta+s+cs h5p://nces.ed.gov/programs/coe/current_tables.asp   Thursday, September 27, 12 8Over the next decade, although higher ed enrollment among traditional age students is projectedto increase approx. 9%, the actual number of high school graduates in the US is projected todecrease by approx. 3%.Note that this varies a lot depending on where you live. In some states graduates will increase, insome they will decrease. More on that in a minute.
  • HIGH SCHOOL GRADUATES ATTENDING 2 OR 4 YEAR COLLEGE 3,500,000 -3% 3,000,000 32% 2,500,000 80% 2,000,000 70% 1,500,000 62% 1,000,000 500,000 0 1995 2009 2020 (projected) Source:  Na+onal  Center  for  Educa+on  Sta+s+cs h5p://nces.ed.gov/programs/coe/current_tables.asp   Thursday, September 27, 12 9So when you overlay the number of HS grads going on to college, you see that the percentage isincreasing.
  • 12TH GRADE ACHIEVEMENT LEVELS IN 2009 Reading Math 5% 3% 27% 24% < Basic 37% 35% ≥ Basic ≥ Proficient Advanced 33% 36% Source:  Na+onal  Center  for  Educa+on  Sta+s+cs h5p://nces.ed.gov/programs/coe/current_tables.asp   Thursday, September 27, 12 10But let’s look at the achievement levels of high school graduates. These percentages haven’tchanged much in the last 15 years, so we shouldn’t expect them to change much in the next 10.
  • HIGH SCHOOL GRADUATES ACHIEVEMENT LEVELS 3,500,000 -3% 3,000,000 32% 2,500,000 2,000,000 1,500,000 1,000,000 500,000 0 1995 2009 2020 (projected) Advanced Proficient Basic or below Source:  Na+onal  Center  for  Educa+on  Sta+s+cs h5p://nces.ed.gov/programs/coe/current_tables.asp   Thursday, September 27, 12 11We’re making an assumption here that most students who are Advanced or Proficient are alreadygoing to college. So if the percentage of high school graduates who go on to college is going toincrease, then it is more likely to come from the students who are on the lower end of theachievement scale.
  • Your mileage will vary CHANGES IN HIGH SCHOOL GRADUATION LEVELS BY STATEThursday, September 27, 12 12
  • Source:  Na+onal  Center  for  Educa+on  Sta+s+cs h5p://nces.ed.gov/pubs2011/2011026.pdf  Thursday, September 27, 12 13
  • HIGH SCHOOL GRADUATES 2,000,000 1,750,000 1,500,000 1,250,000 1,000,000 750,000 500,000 250,000 0 1995 2009 2020 (projected) White Black Hispanic Asian/Pacific Islander Source:  Na+onal  Center  for  Educa+on  Sta+s+cs h5p://nces.ed.gov/programs/coe/current_tables.asp   Thursday, September 27, 12 14So when you overlay the number of HS grads going on to college, you see that the percentage isincreasing.
  • REALITY CHECK You will have to work harder to reach the best students.Thursday, September 27, 12 15
  • So Why SEO?Thursday, September 27, 12 16
  • HOW STUDENTS BUILD THEIR LIST OF POSSIBLE SCHOOLS Source:  Noel  Levitz  2012  E-­‐Expecta+ons  Report h5ps://www.noellevitz.com/papers-­‐research-­‐higher-­‐educa+on/2012/2012-­‐e-­‐expecta+ons-­‐report  Thursday, September 27, 12 17
  • WHO’S DOING IT? 100 75 50 25 0 Organic PPC Using Analytics 4 Yr Private 4 Yr Public 2 Yr Public Source:  Noel  Levitz  2012  E-­‐Recrui+ng  Prac+ces  &  Trends  at  Four-­‐Year  and  Two-­‐Year  Ins+tu+ons h5ps://www.noellevitz.com/papers-­‐research-­‐higher-­‐educa+on/2012/2012-­‐e-­‐recrui+ng-­‐prac+ces-­‐and-­‐trends-­‐at-­‐four-­‐year-­‐and-­‐two-­‐year-­‐ins+tu+onsThursday, September 27, 12 18
  • Why they fightThursday, September 27, 12 19
  • Why UX & SEO Fight SEO expert usually brought in after the site has already been built. Seen by rest of the team as adding “keyword spam” Often just focused on “traffic” without understanding of real user goals. UX plans sites without considering needs of SEO and analytics Not enough content in the right places to optimize Links and titles don’t match the way people search Hard/impossible to track clickstream through to conversionThursday, September 27, 12 20
  • SEO Needs UX Why high bounce rates? Why dropoff in conversion funnels? Inbound keywords can indicate user goals When more traffic ≠ more conversions Wrong traffic? UX problems?Thursday, September 27, 12 21
  • UX Needs SEO Prioritize based on measurable demand Use common language keywords and phrases Quantify $$ impact Settles political debates Reveals untapped market demandThursday, September 27, 12 22
  • GOOGLEBOT EATS UX!! Content strategy Brand strength Navigation & overall Clear concise message experience http://www.seobook.com/learn-seo/infographics/brand-branding-brands.php Thursday, September 27, 12 23Over the last year Google has incorporated more and more UX factors into how it ranks websites.So UX is becoming critical for good SEO.
  • PROCESS OVERVIEW What are we trying Who are our users? Develop site to make happen? What do they want? architecture & and campaign strategy What’s happening How do they search? How can we track goals now? and patterns? Create human & Design & test Launch robot friendly content Prototype & test Build & test Measure & improveThursday, September 27, 12 24
  • RESEARCH & STRATEGY What are we trying Who are our users? Develop site to make happen? What do they want? architecture & and campaign strategy What’s happening How do they search? How can we track goals now? and patterns? Create human & Design & test Launch robot friendly content Prototype & test Build & test Measure & improve Thursday, September 27, 12 25- Find out user info goals, what motivates them to act- How this affect search behaviors
  • What are we trying to make happen? UNCOVERING BUSINESS GOALS THROUGH STAKEHOLDER INTERVIEWSThursday, September 27, 12 26
  • What are we trying to make happen? What are the priorities for your institution? What (3 things) should the website accomplish for your institution? How will you personally define success for this project? Thursday, September 27, 12 27Among other things, you are trying to get out some goals that you can then track and measureand use SEO to support.Some other great resources for example stakeholder interview questions: Kevin Hoffman A ListApart article Aug. 2010 and Undercover User Experience Design
  • Identify Measurable Goals Goal: Increase enrollment - How can the website support yield? - How much? By what date? From a particular region? In specific majors? - Higher GPAs, better SATs Goal: Promote new program - Generate web traffic—how much? Increase inquiries? Track “buzz”? Goal: Balance portrayal of fun with academic rigor Goal: People in business know what we do Thursday, September 27, 12 28- Take feedback from and suss out goals that you can quantify for SEO. Follow-up with questionsif needed.- Set arbitrary (but realistic) targets if you don’t have real numbers in mind.- You might have more definite goals: like increase enrollment of students- SEO can find out how much traffic you get
  • What’s really happening right now? DIGGING INTO ANALYTICSThursday, September 27, 12 29
  • Setup Google Analytics Thursday, September 27, 12 30-setting up at beginning-If using Google Analytics, doesn’t apply to past data-different types of profiles, traffic-comparing the right time periods
  • How current insights help UX Identifying PatternsThursday, September 27, 12 31
  • How current insights help UX Top pages and paths Sources & keywords give clues about goalsThursday, September 27, 12 32
  • How UX research guides SEO strategy INTERCEPT SURVEYS, KJ SESSIONS, USER INTERVIEWSThursday, September 27, 12 33
  • Intercept Survey What did you come to sitename.edu looking for today? Are you a... [audience group]? Optional Top 3 Criteria Name & E-mail Using Ethnio.com Thursday, September 27, 12 34Digging into your analytics can tell us what keywords users are using to get to your site, but itdoesn’t always tell us what they were really looking for or what’s important to themExample?So, let’s ask them!
  • WHAT ARE YOUR TOP 3 CRITERIA? Thursday, September 27, 12 35Example of results we got in a recent survey. You see lots of overlap in the words survey takersused; e.g., reputation, ranking, prestige, quality...It also reveals a common search behavior pattern: searching on major, searching by “best programin ____”But we like to dig in on these keywords; SEO can send traffic to our site by optimizing on thosesearch terms, but can we “convert” those users by making sure we answer the content questionsthey have.We primarily do this by talking to users. The intercept survey I just showed you is a great way tocontact students for follow-up on responses to their answers. Follow-up with you said reputation,atmosphere, and academics were the 3 most important items to you. Ask them what do thosethings mean to you? Size can mean many things for example—class size, student-to-teacherratios, can I walk to classes? will I feel overwhelmed? are you big enough for me to feelenergized?...
  • KJ SESSION AT ST. VINCENT’S COLLEGE Thursday, September 27, 12 36You don’t need to do academic research here. You are just trying to get a better idea of whatstudents are looking for and how they talk about it.KJsFocus Questions- What do you come to the website to find or do? (Vote for your top 6)- How do you know a college fits? What things do you look for? (Vote for your top 3)One-on-one interviews- Cover some of the same questions: what do you look for on the website, what are your topcriteria?The UX research often takes this interview data and sums up the findings in personas and taskmaps....Take note of the language they use—this is a great place to start researching keywords andlooking at search behavior.
  • Personas, University of Portsmouth Maria Daniel • Works hard, has good college • Good student but has scores struggled academically • Wants to study International • Doesn’t test well due to Relations & Spanish slight dyslexia • Wants to work at an embassy • Not sure which course he’ll take, • Considering going on to a maybe computing & technology postgraduate degree • Can he get help & not be stressed out? Christian Sophie • International student • In her early 30s, took time finishing his IB out from school to start a • UK degree is more respected family by employers • Currently enrolled in college • Wants to be able to work • Wants to become a teacher outside his home country • Can only consider universities • Getting recommendations nearby from a local agency Thursday, September 27, 12 37Maria, a solid A/B student who is already thinking about career
  • Personas Maria • WHAT - international relations degree international relations postgraduate courses international relations uni postgraduate spanish courses • WHEN - 1 year before application early fall of final year • WHY - identify universities where I can study what I want to be identify universities with helpful, knowledgable and good lecturers identify universities with great potential for future careers identify universities where she will be supported • HOW - friends search engines family teacher recommendations Thursday, September 27, 12 38• WHAT will they search? (right terms to attract qualified leads)• WHEN will they search? (time)• WHY will they search? (goals - bad goals)• HOW will they search? (methods / mediums)
  • TOP USER TASKS Thursday, September 27, 12 39Took all the feedback from KJs and a collection of one-on-one interviews conducted over thecourse of a very intense week.This is showing a sample of top information goals around courses (majors). Prospective studentswere really concerned about digging into the core of what the major entailed— • what topics will be covered, • what will my professors be like, • will I learn what I want to learnSEO can look at these information goals and see what areas are ideal for optimization
  • TOP USER TASKS Thursday, September 27, 12 40SEO can highlight the items Jessica: top things to optimizeEach of these could be an entry point where prospective students would begin their journey
  • KEYWORD RESEARCHThursday, September 27, 12 41
  • KEYWORDS TO CAREWORDS Thursday, September 27, 12 42Gerry McGovern, Customer Carewords: ask users which 10 keywords would they click on whenvisiting your site.We use the words from the KJs, user research, and keywords from early SEO research to surveysuers on what they would clickIn this example for University of Portsmouth, we see the prevalence of course related content—which we also found in the KJ session. In the KJ session, we found top information goals aroundcourses
  • ARCHITECTURE What are we trying Who are our users? Develop site to make happen? What do they want? architecture & and campaign strategy What’s happening How do they search? How can we track goals now? and patterns? Create human & Design & test Launch robot friendly content Prototype & test Build & test Measure & improveThursday, September 27, 12 43
  • KEYWORDS TO CAREWORDS TO SITE ARCHITECTUREThursday, September 27, 12 44
  • Sanity Check How are we going to track everything that UX is planning? What patterns would we like to be able to track? Pitfalls Offline 3rd party tools Mobile Forms URL changesThursday, September 27, 12 45
  • What are we trying Who are our users? Develop site to make happen? What do they want? architecture & and campaign strategy What’s happening How do they search? How can we track goals now? and patterns? Create human & Design & test Launch robot friendly content Prototype & test Build & test Measure & improve CONTENT & PROTOTYPEThursday, September 27, 12 46
  • EXAMPLE OF PAGE EDITING Thursday, September 27, 12 47Using the search phrase about 3-5 times for a 200 - 500 word page.Use phrase in page titleUse it in the meta description tag because this is what Google shows as the page description inyour search results. Even though this doesn’t help your ranking per se, it can help your clickthroughs.
  • ORGANIC AND PAID LINKS FOR CHATHAM HALL Thursday, September 27, 12 48-content-title-meta description-links / anchor text-alt tagsData shows that appearing in both the organic results (center) and paid results (right column)increases your likelihood of getting a click.
  • What are we trying Who are our users? Develop site to make happen? What do they want? architecture & and campaign strategy What’s happening How do they search? How can we track goals now? and patterns? Create human & Design & test Launch robot friendly content Prototype & test Build & test Measure & improve AFTER LAUNCHThursday, September 27, 12 49
  • Ongoing Testing & Optimization Usability testing Mini-feedback surveys / intercept surveys A/B testing Tools UserTesting.com VisualWebsiteOptimizer.com Optimizely.com CrazyEgg.com Usabilia.comThursday, September 27, 12 50
  • Putting it all togetherThursday, September 27, 12 51
  • ODU DISTANCE LEARNING - BEFORE CURRENT DL.ODU.EDU SITE Thursday, September 27, 12 52ODU’s site before we started.
  • PERSONAS Greg, manager BS in Human Services Considering MA Tiffany, mom Wants to finish degree Beth, engineer in education Pursuing MS in Engineering Thursday, September 27, 12 53Developed a series of personas based on user research.
  • ADDRESSING THE BIGGEST QUESTION Thursday, September 27, 12 54One of the questions that all personas had was how distance or online learning really works. Weknew we had to overcome this obstacle before anyone would convert, so we planned the contentthat would help make our case.
  • “HOW IT WORKS” DESIGN Thursday, September 27, 12 55Designed version of this landing page
  • KEYWORDS Thursday, September 27, 12 56Google’s keyword research tool.We use this and other keyword tools to identify keywords and phrases that a) real people areactually searching for, and b) match up with the programs ODU wants to promote
  • CAREWORDS Thursday, September 27, 12 57Carewords survey incorporates those keywords, helps us determine which links on the websitepeople are most likely to click on.
  • OPTIMIZING CONTENT HOME PAGE “distance learning degree va” #1 Thursday, September 27, 12 58Harder to optimize a home page since there is typically much less text. We created a home pagewhere much of the interaction actually happens while still on the page. So from Google’sstandpoint, there is more content on this page than you see when you first open it.
  • ODU SEARCH RANKINGThursday, September 27, 12 59
  • OPTIMIZING CONTENT MODELING & SIMULATION DEGREE “mod sim degree” #1 Thursday, September 27, 12 60More people search on “mod sim degree” which is an abbreviation of “modeling and simulation.”Notice how we worked “Mod Sim” into the body copy as an abbreviation.Also, the content under each tab is actually part of this same page, so it makes it easier for us tooptimize.
  • OPTIMIZING CONTENT CRIMINAL JUSTICE (BS/BA) “virginia criminal justice distance learning” #2Thursday, September 27, 12 61
  • OPTIMIZING CONTENT ENGLISH (PhD) “online PhD in english” #4Thursday, September 27, 12 62
  • COMPREHENSIVE CAMPAIGNThursday, September 27, 12 63
  • ODU DISTANCE LEARNING - GROWTH IN VISITS NewCity kicks off campaign in April 2011Thursday, September 27, 12 64
  • ODU DISTANCE LEARNING - RESULTS Enquiry Traffic to Enroll Fall of 2011 140/day 3% Fall of 2012 3,064/day 20% Fall 2012 enrollment +26% Partner community colleges see enrollment increases as high as 38%Thursday, September 27, 12 65
  • Read more Killer Web Content Search Analytics by Gerry McGovern by Louis Rosenfeld http://www.gerrymcgovern.com/ http://www.rosenfeldmedia.com Letting Go of the Words Web Analytics 2.0 by Ginny Redish by Avinash Kaushik http://www.redish.net/ http://www.kaushik.net Call to Action by Bryan Eisenberg and Jeffery Eisenberg http://www.futurenowinc.com/Thursday, September 27, 12 66
  • Questions?Thursday, September 27, 12 67