In-Class Activities for December 6

December 5th, 2004

Goals

  • Work on the final versions of your Web sites.
  • Learn about accesibility standards and accessibility checkers.
  • Examine what accessibility checkers say about your group’s Web sites.
  • Give a presentation to the class on your Web sites.
  • Receive feedback on your Web sites from your peers.
  • Evaluate your performance and the performance of your group members.
Activities/HandoutsFinal Assignment
The Web address for your group’s Web site must be emailed to me by December 13.

Web Accessibility Activity

December 5th, 2004

Accessibility can have many different meanings. On the Web, it refers to making your site compliant with Web standards, making sure your site works in different types of browsers and platforms, and making sure that all users (including users with disabilities) have equitable access to your site.

This activity asks you to use some Web-based tools to see how your site works in different browsers and works in terms of being accessible by all types of users. As a group, work cooperatively to test your site using the tools below.

Different Screen Sizes

Visit the screen size tester and enter your site into the URL box. Test your site in different screen resolutions by clicking on the different screen resolution buttons. Use at least two of the screen resolution buttons on the site to test the appearance of your site at different resolutions, and then answer the following questions.

  • At what resolution(s) does your site look best?
  • At what resolution does your site look worst?At what resolution does your site become hard to navigate?How could you adjust your site to make it easier to navigate at smaller resolutions?

Different Browsers

Open your page in both Internet Explorer and Netscape Navigator. Compare them and answer the following questions.

  • Do you notice any differences? Describe them.How would you test your site in different browsers on more than one type of computer?

Different Types of Users

Visit the Bobby Web accessibility checker. Test a page of your site by pasting it into the URL box and clicking on the Submit button. Read over the report and answer the following questions.

  • What major problems did Bobby identify with your site?What do the descriptions of various problems tell you about the different issues that users face when examining a site?What issues related to writing and language use does Bobby bring up?

Presenting Your Site To The Class

December 5th, 2004

In class tonight, your group will give a short presentation to the class on your Web site. Your group will come up to the front, load your site on the projector, and each group member will say something about the site. You will then field questions from other group members and the instructor.

Use the list below to help you organize your presentation.

Purpose of the Site

Tell us about the purpose of the site. What type of site is it? What genres does it belong to? Why was it created?

Audience

Who is the audience for the site? How did you take that into consideration when designing the site?

Tour of the Site

Give us a tour of the site and explain the purpose of each page.

Special Features

Are there any special features of the site? Tell us about those.

What You Learned

What did you learn from making this site?

Also be prepared to give feedback and ask questions to other groups as they present their sites.

In-Class Activities for November 29

November 28th, 2004

Goals

  • Work on getting the prototyped versions of your pages finished.
  • Decide when you want the final version of your Web pages to be due.
  • Learn more about user-testing as it relates to Web pages.
  • Create a specific task for users to do on your pages.
  • Conduct a user test with approximately five users.
  • Write up the results of your user test.
  • Assess what still need to be done on your Web sites and make a plan for finishing.
  • Write an email to the instructor describing your group’s site and asking for specific feedback.
  • Continue to work on your Web sites in groups.

Activities

  • Continue working in groups on the working draft of your Web sites
  • User testing introduction
  • User-testing activity
  • Email to the instructor requesting feedback
  • Time to work in groups on the final version of your Web site

Assignments for Next Class

User Testing Activity

November 28th, 2004

User testing is an important part of understanding how the writing and design of a Web site work (or don’t work) in the hands of users. It allows you to identify and correct problems at all stages of the design process.

User testing involves three stages, which you will work through in this activity.

  1. Task Creation
  2. Task Observation
  3. Task Write-Up

Task Creation
First, your group needs to make a list of common tasks that users might do on your Web site. Use the following questions to help you make this list.
  • Why would users visit this site? What would they want to do or find on this site?
  • What information would users look for on this site that is not on the main page of the site?

Based on this list, write a description of a task that users could do when they visited your Web site. Here are some examples:

Find the product page for the FreebleMaster 6000 and add a FreebleMaster to your shopping cart.
Use the site to locate information about the current movies playing at the Arty Art Theatre.

After you’ve written a description of the task, prepare several computers in your area for task observation by pulling up the appropriate page in a Web browser and getting ready to take notes.

Task Observation

In the task observation phase, your group will take turns observing users performing your task and being users for another group’s task. Your group should attempt to observe at least four, and ideally five users completing the task you designed in the first phase.

Each member of your group should observe one user. (If you have less than five people in your group, you may need to do more than one). As the observer:

  1. Explain the task to the user.
  2. Watch as the user completes the task and take notes on what the user does.
  3. Thank the user for their time when they are done.

After each group member has completed observing a user, you should regroup and either participate in the other group’s user test or proceed to the task write-up stage.

Task Write-Up

After you have observed all of your users and participated in the other group’s user test, your group needs to write up your results. Use your notes and observations and the following template to create a brief memo to the instructor about the results of your test.

To: Dr. Karper
From: Your Group Member’s Names
Date: November 29, 2004
Subject: User-Testing Write Up

Description of the Site

(Provide a description of the site and its purpose.)

Description of the Task

(Describe your task and explain why you chose it.)

Description of the Test

(Describe how you conducted the user test.)

Description of Results

(Describe the results of the test and what you learned about your site from the test.)

Recommendations

(Describe any recommendations for changes to the site that should be made based on the testing.)

E-mail your memo to the instructor.

Question of the Week for December 6

November 28th, 2004

What have you learned about Web writing during the semester? What do you think the most important or significant difference is between Web writing and other forms of writing?

In-Class Activities for November 22

November 19th, 2004

Goals

  • Learn about principles for writing good Web text.
  • Review principles for writing and editing Web copy.
  • Review the text of other groups and give feedback on general concerns.
  • Copyedit their text and the text of their peers in order to ensure a greater level of correctness.
  • Learn about headings, bulleted and numbered lists, and other text formatting methods in FrontPage (and in Web design in general) and practice applying various types of text formatting to a practice page.
  • Work in groups to produce a working version of your Web sites for the next class.

Activities

Assignments for Next Class

Web Formatting Activity

November 19th, 2004

This activity asks you to practice different Web formatting methods in order to present text. To do these activities, you will need to take the following steps first:

  1. Start FrontPage.
  2. Create a new Web page.
  3. Save the page (using File and Save As…) as practice.htm
Next, copy and paste the following italicized text into your page. (Quote taken from “How To Ask Questions The Smart Way”)

Before You Ask

Before asking a technical question by email, or in a newsgroup, or on a website chat board, do the following: Try to find an answer by searching the Web. Try to find an answer by reading the manual. Try to find an answer by reading a FAQ. Try to find an answer by inspection or experimentation. Try to find an answer by asking a skilled friend. If you are a programmer, try to find an answer by reading the source code.

When you ask your question, display the fact that you have done these things first; this will help establish that you’re not being a lazy sponge and wasting people’s time. Better yet, display what you have learned from doing these things. We like answering questions for people who have demonstrated that they can learn from the answers. Use tactics like doing a Google search on the text of whatever error message you get (and search Google groups as well as web pages). This might well take you straight to fix documentation or a mailing list thread that will answer your question. Even if it doesn’t, saying “I googled on the following phrase but didn’t get anything that looked useful” is a good thing to be able to put in email or news postings requesting help. Prepare your question. Think it through. Hasty-sounding questions get hasty answers, or none at all. The more you do to demonstrate that you have put thought and effort into solving your problem before asking for help, the more likely you are to actually get help. Beware of asking the wrong question. If you ask one that is based on faulty assumptions, J. Random Hacker is quite likely to reply with a uselessly literal answer while thinking “Stupid question…”, and hoping that the experience of getting what you asked for rather than what you needed will teach you a lesson. Never assume you are entitled to an answer. You are not; you aren’t, after all, paying for the service. You will earn an answer, if you earn it, by asking a question that is substantial, interesting, and thought-provoking — one that implicitly contributes to the experience of the community rather than merely passively demanding knowledge from others. On the other hand, making it clear that you are able and willing to help in the process of developing the solution is a very good start. “Would someone provide a pointer?”, “What is my example missing?” and “What site should I have checked?” are more likely to get answered than “Please post the exact procedure I should use.” because you’re making it clear that you’re truly willing to complete the process if someone can simply point you in the right direction.

Use this practice page (which you do not need to publish to the Web) for the following activities.

Creating Breaks in the Text

Begin by breaking the text up into short paragraphs that you feel would be readable by a Web user. To do this:

  1. Click where you feel a paragraph should start.
  2. Hit enter to create a paragraph break.
Creating a Bulleted List

Turn the text between “Try to find an answer by searching the Web” and “If you are a programmer” into a bulleted list.

To do this:

  1. Highlight those statements.
  2. Click on the bulleted list icon.
  3. Make sure that each sentence has its own bullet.
Bulleted (and numbered) lists can be used to show a related series of information or a series of ordered steps.

Creating Headings and Sub-Headings

Format the text that says “Before You Ask” so that it is in Heading 2 style.

To do this:

  1. Highlight the text.
  2. Click on the drop-down list on the toolbar that says “Normal”
  3. Choose Heading 2 from the menu.
Next, create an appropriate heading above one of the paragraphs in your text. Now, format that heading so that it is in Heading 3 style.

To do this:

  1. Highlight the text.
  2. Click on the drop-down list on the toolbar that says “Normal”
  3. Choose Heading 3 from the menu.
Headings and sub-headings can be used to signal levels of organization in a Web document.

Trying Other Types of Formatting

Experiment with the other text formatting tools. See if you can figure out how to:

  • Change the font size of your text.
  • Change the font type of your text.
  • Change the font color of your text.
  • Create a numbered list.
  • Create different sizes of headings.
  • Turn text into links to other Web sites.

When you have finished with this activity, work with your group to apply these techniques (as necessary) to formatting text on your Web pages.

Question of the Week for November 29

November 18th, 2004

What are the most important tasks that users need to be able to accomplish on your site? Write a paragraph about what those tasks are and how you can use usability testing to figure them out.

In-Class Activities for November 15

November 14th, 2004

Goals

  • Review strategies for creating effective navigation and site planning.
  • Learn more about user-testing and analyzing an audience’s response to Web page design.
  • User-test your navigation schemes.
  • Designate one person to be the “file holder” for your Web content.
  • Learn how to create and upload folders to your Niagara Web space.
  • Work in groups to create templates for your index and body pages that incorporate what you have learned from user testing.
Activities/HandoutsAssignments for Next Class
  • Answer the Question of the Week
  • Reading: Hot Text, Chapters 5 and 6
  • Group work: write the copy (written stuff, including links) that should go on your Web page

User-Testing Activity

November 14th, 2004

A key part of creating good Web pages is understanding how your audience understands and uses them. User testing is conducted in order to understand possible problems with navigation or other misunderstandings that can make a site unusable.

User testing involves:

  • Creating a mock-up of a site or page.
  • Coming up with a specific task for users to do or a list of questions to ask users about the site.
  • Having users complete the task or answer questions while you observe and take notes.
  • Using the results to help you make adjustments to your site.
Creating a Mock-Up
In your groups, you should choose a mocked-up version of a Web page design to be tested. This mock-up can be an actual Web page (even if it is not uploaded yet) or a drawing of a Web page.

If you are using a Web page that is already on the computer, you will want to determine a specfic task for your users to do. Please follow the instructions in “Determining a Task.”

If you are using a drawing of a Web page, you will want to come up with some specific questions for your user to answer. Please follow the instructions in “Determining Questions.”

Determining a Task

If you are using a Web page that is already on the computer, you will want to determine a specfic task for your users to do. Specific tasks could include:

  • Locating a link to particular content
  • Being able to find a specific piece of information on a page
In your groups, write a description of the task that you wish your users to do (for example: “Please locate and click on a link to a page that will give you product information.”). You will give them this description as their instructions for the task, so it is important that you do not tell them exactly HOW to do the task.

Now, move on to the section called “Completing the Task.”

Determining Questions

If you are using a drawing of a Web page, you will want to come up with some specific questions for your user to answer. These questions should be related to how a user could use the page. They could include questions about:

  • What the user thinks a link might take them to (“If you clicked on the link marked Information, what would you expect to find?”)
  • What users find easy to use or confusing about a site (“If you visited this site, what would you look for first?”)
Now, move on to the section called “Answering Questions.”

Completing the Task

Once you have determined your task, you will need to test your site with at least two users. To do this:

  1. Invite someone from another group to view your Web page.
  2. Give them the task and answer any questions they might have.
  3. Sit or stand behind the user while they use the computer.
  4. Observe while they complete the task and take notes on what they do.
  5. Thank the user for their time.

When you have finished, move on to Thinking About Your Results.

Answering Questions
Once you have determined your questions, you will need to test your site with at least two users. To do this:

  1. Invite someone from another group to view your Web page drawing.
  2. Ask the user questions while they look at the drawing.
  3. Observe and take notes on their answers.
  4. Thank the user for their time.

When you have finished, move on to Thinking About Your Results.

Thinking About Your Results

In your groups, compare your notes and answer the following questions:

  • What did you think was a problem before you started the user test?
  • What were the major problems that users had with the task or the answers they gave to your questions? How could you fix them?
  • What surprised you about this process?

Question of the Week for November 22

November 12th, 2004

Based on your reading about the qualities that Web text should have and your experiences with writing and reading on the Web, do you think that other forms of media (such as newspaper and magazine articles and books) are changing to be written more like Web writing in response to the increasing popularity of the Web? Why or why not?

In-Class Activities for November 8

November 7th, 2004

Goals

  • Learn more about strategies for audience analysis.
  • Discuss strategies for site planning.
  • Brainstorm ideas for your group Web sites.
  • Learn about site planning strategies for large-scale Web sites.
  • Build a list of pages and a preliminary site map.
  • Learn about placement of elements on a page.
  • Analyze bad strategies for site design and navigation (using “Web Pages That Suck”).
  • Start work on creating a prototype page that indicates where elements will be placed.
ActivitiesAssignments for Next Week

Question of the Week for November 15

November 7th, 2004

What do you think are strategies for developing effective navigation on a site? How will you use these on your group’s site?

In-Class Activities for November 1

October 29th, 2004

Goals

  • Additional time to do last minute work on their online portfolios.
  • Learn about the collaborative Web project assignment.
  • Brainstorm ideas for possible clients.
  • Vote on clients and form groups based on interest.
  • Discuss different genres of Web sites and determine what genres your sites fit into.
  • Discuss user-centered design.
  • Read and think about strategies for collaborative work.

Activities

  • Online portfolio work
  • Discussion of the collaborative Web project assignment
  • Brainstorming activities for clients
  • Voting and group formation
  • Discussion of genres (redux)
  • Genre classification activity (and class presentations)
  • User-centered design discussion
  • Reading (section four and section five) about collaborative work and discussion of how your group will work
  • Additional online portfolio time

Assignments

  • Answer the Question of the Week.
  • Readings on Audience and Audience Analysis: Chapter 1 of Hot Text; Chapter 4 of Information Architecture
  • Have a group member get in contact with your client and see if they will agree to be interviewed or to provide information

Question of the Week for November 8

October 29th, 2004

Using the information in the first chapter of Hot Text that discusses creating personas, describe and create a persona for an individual or group that you feel will be using your site.

Collaborative Web Project: Assignment Guidelines

October 28th, 2004

Overview

Throughout this class, we’ve been discussing different aspects of Web writing and Web design. You’ve been asked to practice with different forms of Web writing and to research different aspects of Web writing, as well as to create a small Web space that describes your professional accomplishment. The final project for this class asks you to combine the skills that you’ve learned in this class and will continue to learn throughout the semester. You’ll also be asked to work collaboratively in groups; since most if not all “real world” Web sites are a result of team efforts, this is not an unreasonable undertaking.

This assignment will require you to collaborate with your classmates to create a writing-intensive Web site for some aspect of the Niagara University community or the community around you. You will each participate in identifying the needs of the site audience, producing and revising writing, and creating a usable and attractive site design.

Guidelines

Since you will all be producing different Web sites for different audiences with different needs, it is difficult to provide exact guidelines for the content of your Web site. Here are some general guidelines for what your group will need to do:

  • Identify a specific group or individual who requires a Web site and ascertain the information and technical needs of this group or individual
  • Conduct an audience analysis for the site
  • Draft and revise copy for the site (which may include text, images, and other forms of media) using your understanding of how Web writing differs from other forms of writing
  • Create a site map and wireframes for site planning, and plan navigation and information architecture for the site
  • Create the site
  • Revise the site based on feedback from your classmates, the instructor, and your client

Activities in and out of class will help you work through these stages of site development.

In terms of content and Web page elements, your Web site should also contain, at a bare minimum:

  • A main index page
  • Navigation which demonstrates an understanding of information architecture
  • Subsidiary pages with substantial content (text, images, and/or other forms of media)
  • Use of Web-specific features
  • The incorporation of feedback mechanisms or contact information

You will need to devise a system for hosting and designing your pages and for dividing the workload fairly among your group members. Strategies for collaboration will be discussed in class.

Grading Criteria

Your project will be graded according to the following criteria:

  • How well it meets and exceeds the requirements for content and Web page elements.
  • How well it meets the needs of your client and your audience.
  • How well it uses Web-specific features.
  • How well it uses Web writing conventions and appropriate usage conventions for English.
  • How well your group worked together to create this project.

You will be asked to evaluate your own performance and the performance of your group members in evaluations that will be turned into the instructor. These evaluations will have an impact on your final grade for this project. If you encounter problems with working in your groups, please see the instructor as soon as possible so that she may help broker a resolution to the problem.

Due Dates

  • Audience Analysis: November 8 (in-class activity)
  • Site Map/Wireframes: November 15
  • Working Version of Site: November 22
  • Final Version of Site: December 6

In-Class Activities for October 25

October 24th, 2004

Goals

  • Ask questions and work on issues related to online portfolios.

  • Discuss “good” and “bad” qualities of a Web page and Web design.
  • Learn about about principles for layout and design: contrast, repetition, alignment, and proximity.
  • Give and receive feedback on the text and design of their online portfolios.
  • Continue to work on online portfolios.

Activities

Assignments for Next Week

Question of the Week for November 1

October 24th, 2004

For the rest of the semester, we’ll be working in groups to construct a medium-scale Web site for a local group or client. What local community (on-campus or off) departments, groups, businesses, or other organizations can you think of that might need a Web site created? What type of Web site would they need?

In-Class Activities for October 18

October 18th, 2004

Goals

  • Learn more about the creation of Web portfolios.
  • Discuss strategies for effective Web resumes.
  • Discuss strategies for document design: contrast, repetition, alignment, and proximity.
  • Discuss strategies for Web site creation and planning.
  • Learn about and practice site mapping and wireframing techniques for site design.
  • Learn about and practice uploading files to your Niagara Web space.
  • Use the site planning that you have done today to work on your online portfolio.

Activities

Assignments for Next Class

  • Read the chapter on online portfolios from Creating WebSites That Work (Summers and Summers) handed out in class.
  • Answer the Question of the Week.
  • Create a draft of your online portfolio.