IN this final chapter (and this final blog for the class), the author refreshes our memories when they say, "No matter what type of job you are interested in, before you can be ready for that first interactive position, you need to master a number of challenges. These challenges have been discussed in this book. They include:
*Creative challenges
*Technical challenges
*Productivity and organizational challenges
HE then says to get a college degree. He goes into the whole internships and designing your portfolio, which I find interesting is the exact last homework piece in this class. Also, he mentions that its a good idea to have your work on "a CD-ROM or other disk to show clients if your web site material catches their interest." It was that last "add-on" homework, so-to-speak, for the class.
IT just ends with him talking about ways of finding a job and complimenting many sites in the process. "Good Luck," as the final, bolded header would say, and to all in the class a farewell.
Sunday, April 25, 2010
Friday, February 26, 2010
Chapter 12 Case-Study-Research Portal Web Site and the Online Feature Story: Britannica.com and the Harlem Renaissance
This chapter starts off talking all about the Britannica.com web site and how well it competes with Yahoo!, which is an already well established 'portal' web site, one of the major ones attracting millions of page viewers per day. He says that "Britannica.com filled a niche somewhere between Yahoo.com and Discovery Channel Online" (177).
He says that Britannica.com is useful to study for anyone trying to figure out how to make money from a content site, because originally the site was free and the way they were going to obtain money was through those who wished to advertise on their site, but now a user gets a brief summary of articles on their database and has to be a paying customer to view the whole article etc. I personally hate those kind of sites that give you half the reading, but never finish. It's horrible for research papers.
He says that the Harlem Renaissance was a 'spotlight' for them. It was to create interest in Black History, kind of like a feature story in print journalism. One thing I found interesting through his discription of this 'spotlight' was when he said that they subtly tinted each section a different color for variations on the mood. But, he then says there was editing problems with that in that you had to redue pretty much the whole section if you wanted to change simple text, but it acheived its goal, which was to make the era come to life.
He mentions "Hot Spots" map as a clickable menu.
"To connect with a site user, it is important to 'write as if you are talking to an INDIVIDUAL, not a collective group of anonymous Web surfers'" (183).
He says that Britannica.com is useful to study for anyone trying to figure out how to make money from a content site, because originally the site was free and the way they were going to obtain money was through those who wished to advertise on their site, but now a user gets a brief summary of articles on their database and has to be a paying customer to view the whole article etc. I personally hate those kind of sites that give you half the reading, but never finish. It's horrible for research papers.
He says that the Harlem Renaissance was a 'spotlight' for them. It was to create interest in Black History, kind of like a feature story in print journalism. One thing I found interesting through his discription of this 'spotlight' was when he said that they subtly tinted each section a different color for variations on the mood. But, he then says there was editing problems with that in that you had to redue pretty much the whole section if you wanted to change simple text, but it acheived its goal, which was to make the era come to life.
He mentions "Hot Spots" map as a clickable menu.
"To connect with a site user, it is important to 'write as if you are talking to an INDIVIDUAL, not a collective group of anonymous Web surfers'" (183).
Wednesday, February 24, 2010
Chapter 13: E-Learning Lessons
In this chapter, you have to be proficient, use a variety of textbooks, be an expert at summarizing things, and reach a variety of audiences.
It talked about storyboards and how effective they are to use. It just is a really simple way to show the beginning, middle, and end (the whole process).
Scripting is important because you will have everything that will be said written down before-hand. It's always good to organize. You can never do too much.
It talks about chunking, which is almost like Chapter 11 when it talks about how to make changes. You do it in little amounts at not close intervals.
It is always good to have more skills. This chapter just reapplies that knowledge by saying to get graphic skills, not just be a good writer.
It talked about storyboards and how effective they are to use. It just is a really simple way to show the beginning, middle, and end (the whole process).
Scripting is important because you will have everything that will be said written down before-hand. It's always good to organize. You can never do too much.
It talks about chunking, which is almost like Chapter 11 when it talks about how to make changes. You do it in little amounts at not close intervals.
It is always good to have more skills. This chapter just reapplies that knowledge by saying to get graphic skills, not just be a good writer.
Friday, February 5, 2010
Chapter 11 Case Study--Corporate Web Site: T-Rowe Price: Reflection
In this chapter, he lists the five categories of websites and personally, I would like to create the Personal one if I could. That is only because I would have more fun perfecting it and I would know the material, which is me!
One profound statement in this chapter is the fact that you have to make changes without losing a large portion of your audience, because people don’t want to have to re-learn how a site works every six months or so. That, to me, sounds so difficult to keep up on.
You want to start building your website section by section, starting from the top most important on down and you want to make sure it is a user-centered design. So, I guess my Personal website wouldn’t do, right?
One thing I would have forgotten (if the website I ultimately create needs it) is the search feature. I always appreciate a site that has a search box. It’s so much more helpful and straightforward.
One profound statement in this chapter is the fact that you have to make changes without losing a large portion of your audience, because people don’t want to have to re-learn how a site works every six months or so. That, to me, sounds so difficult to keep up on.
You want to start building your website section by section, starting from the top most important on down and you want to make sure it is a user-centered design. So, I guess my Personal website wouldn’t do, right?
One thing I would have forgotten (if the website I ultimately create needs it) is the search feature. I always appreciate a site that has a search box. It’s so much more helpful and straightforward.
Wednesday, January 27, 2010
Chapter 5 Script and Proposal Formatting: Reflection
It was enlightening to learn about different scripting software. I would like to try out the CopyWrite (Mac) and Final Draft Screenplay and Movie Magic software programs, but it's good to know that a MSWord program still works just fine, because I dont have a whole lot of money to spend or time to learn these new programs and besides, the book says that projects usually don't start with scripts. One should try first a written document, such as an outline to give to the client, which is understandable.
The basic outline for the outline is:
Title, Image, Text, Links, Navigation, and Functionality.
An outline is all the details a flowchart cannot show.
I liked to see the examples of the different ways to do a script, such as a single-column vs. a three column format with narration and text transcript. It even goes up to a six column script for immersive exhibits in museums or complex presentations at major conferences and events.
The chapter wraps up with the fact that there is no 'one way' to format, but to just make sure it's clear and simple.
The basic outline for the outline is:
Title, Image, Text, Links, Navigation, and Functionality.
An outline is all the details a flowchart cannot show.
I liked to see the examples of the different ways to do a script, such as a single-column vs. a three column format with narration and text transcript. It even goes up to a six column script for immersive exhibits in museums or complex presentations at major conferences and events.
The chapter wraps up with the fact that there is no 'one way' to format, but to just make sure it's clear and simple.
Monday, January 25, 2010
Chapter 7 Defining and Achieving Goals for Inform. Multimedia and Web Sites: Reflection
Chapter 7 is all about business web sites, non-narrative, just information.
There is a whole lot of questions; you have to carefully consider each one for the answers and get a good web site developed. A few examples of questions are: where are the resources, brand, doc. types, formats, corporate goals, info. needs, research modes, expertise, techology, culture and language?
The chapter also let us know that the user is very specific.
In this chapter, it started to explain what a use case was. That worries me. It reminds me of a hacker who knows exactly what web sites you went to and what key strokes you have made, obtaining your bank account number, pin, and answer to your own personal safeguard question, effectively stealing your money, destroying credit, identity take-over... your very life is ruined by this function if used improperly.
Don't forget your goal: to persuade, entertain, enable transactions, create sense of community, inform, and teach. Notice how inform and teach (to me the most important) are at the very end of the list.
That is pretty much what I got out of this chapter.
There is a whole lot of questions; you have to carefully consider each one for the answers and get a good web site developed. A few examples of questions are: where are the resources, brand, doc. types, formats, corporate goals, info. needs, research modes, expertise, techology, culture and language?
The chapter also let us know that the user is very specific.
In this chapter, it started to explain what a use case was. That worries me. It reminds me of a hacker who knows exactly what web sites you went to and what key strokes you have made, obtaining your bank account number, pin, and answer to your own personal safeguard question, effectively stealing your money, destroying credit, identity take-over... your very life is ruined by this function if used improperly.
Don't forget your goal: to persuade, entertain, enable transactions, create sense of community, inform, and teach. Notice how inform and teach (to me the most important) are at the very end of the list.
That is pretty much what I got out of this chapter.
Sunday, January 24, 2010
Chapter 3 High-Level Design, Manag., and Tech Skills Useful to the Interactive Writer: Reflection
I started to like the course material for this class because the book has a way of making me feel rather intelligent, and an interactive writer who holds her own. The book was saying that the student's in this class had to be both the editor and the writer in chapter 2, but in chapter 3, it let us know we should also develop additional skills to increase our chances of success. To put it into specific terms, "the more tools in your arsenal, the better." This made me see that this class was going to take a lot of work. It's not enough to be just told, "You're the editor and writer of your work now," you have to actually learn things, like Flowcharting and have basic HTML skills.
Oh boy.
Oh boy.
Thursday, January 21, 2010
Chapter 2 Writing for Many Media: Reflection
“Limit page information only to what information is needed on that page. Do not add extraneous information unrelated to the page’s purpose.”
That seems like a very simple instruction to follow, but if you think about it, organization is really hard if you have a lot to say. I have so much trouble writing a story in an order that’s understandable to a reader. People get confused because I don’t transition from one paragraph to the next—as flowing as it aught to be—and that’s only because the writer (me) is getting all of the thought process down first, then organizing afterwards, tightening all that information up with links, bullets, headings and subheadings.
Chapter 2 stood apart from Chapter 1 in its use of whole sections of dialogue, little captions of visually stimulating narration. It’s great use of how to ‘show’ the multimedia participant what you mean rather then overload them.
That seems like a very simple instruction to follow, but if you think about it, organization is really hard if you have a lot to say. I have so much trouble writing a story in an order that’s understandable to a reader. People get confused because I don’t transition from one paragraph to the next—as flowing as it aught to be—and that’s only because the writer (me) is getting all of the thought process down first, then organizing afterwards, tightening all that information up with links, bullets, headings and subheadings.
Chapter 2 stood apart from Chapter 1 in its use of whole sections of dialogue, little captions of visually stimulating narration. It’s great use of how to ‘show’ the multimedia participant what you mean rather then overload them.
Wednesday, January 13, 2010
Digital Literacy/Technology Autobiography activity
Reflection Questions:
As far back as I can remember, I first started to learn how to use the computer in middle school, or at least learn how to use the keyboard properly.
The internet is standard. Everyone should know how to use it really and most figure it out on their own.
Facebook was just recent of this year. I still have trouble figuring things out with that, which is silly. I do not have a MySpace account, of which I am proud of. I have been invited by one person to Twitter, but have not accepted.
Utilizing online information is advantageous when you have school work to do, such as essays. Its a great communicator, a plethora of information at your fingertips, although not all properly sited. For instance, wikipedia.com.
There is so much space for the individual inside of the online 'community'.
You can limit disadvantages by properly researching the source of the information, and watching where you click. If it says free, its not. If you want legitimate information--a credible source--always go with the .edu or .org sites instead of .com. You can maximize its advantages by posting your work and receiving thousands of critiques. Its a publishing tool, an advertising unit. Also, you can use it to double and triple reference any source, or to find alternative documentation to back up the information you've already acquired.
As far back as I can remember, I first started to learn how to use the computer in middle school, or at least learn how to use the keyboard properly.
The internet is standard. Everyone should know how to use it really and most figure it out on their own.
Facebook was just recent of this year. I still have trouble figuring things out with that, which is silly. I do not have a MySpace account, of which I am proud of. I have been invited by one person to Twitter, but have not accepted.
Utilizing online information is advantageous when you have school work to do, such as essays. Its a great communicator, a plethora of information at your fingertips, although not all properly sited. For instance, wikipedia.com.
There is so much space for the individual inside of the online 'community'.
You can limit disadvantages by properly researching the source of the information, and watching where you click. If it says free, its not. If you want legitimate information--a credible source--always go with the .edu or .org sites instead of .com. You can maximize its advantages by posting your work and receiving thousands of critiques. Its a publishing tool, an advertising unit. Also, you can use it to double and triple reference any source, or to find alternative documentation to back up the information you've already acquired.
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