How not to design, deliver and promote an MA in Web Design David Watson University of Greenwich.
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Transcript of How not to design, deliver and promote an MA in Web Design David Watson University of Greenwich.
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How not to design, deliver and promote an MA in Web Design
David WatsonUniversity of Greenwich
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MA Web Design & Content Planning
• School of Architecture & Construction.• Department of Communication Media for Design.• Programme written & validated in 2000.• First cohort in September 2003.• Full-time & part-time modes.• This year 10 students will graduate.• 18 new students starting (60 applications).• Currently there is a teaching team of 6.
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Why bother?
• Early adopters of the web and interested in the potential for information/content sharing.
• Both run moderately successful websites and felt we had some experience we could share.
• There was a gap in the market for MA.• We felt we could do it better than the other
programmes on offer.
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Find a better way of doing it
Computer Science
Graphic Design
Web Design
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An analogy from the built environment
Engineering Specialist Contractors
Architecture
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Website Architecture
Computer Science
Graphic Design
Web Design
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Do think of a “good” name
• MA Website Architecture• Internal political problems• External misunderstandings• In 2008 we changed the name• MA Web Design & Content Planning
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Do adopt an Ancient Roman
• It’s good to have a philosophical framework when planning a new programme.
• In keeping with our architectural background, we chose Marcus Vitruvius Pollio (Vitruvius) the Roman writer, architect and engineer.
• We thought that a website was much like a building...
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Vitruvian principles
• In his Ten books on architecture, Vitruvius states that a structure must exhibit:
• Utilitas (Commidity) = Function, UX...• Firmitas (Firmness) = Web Standards, HTML...• Venustas (Delight) = Aesthetics...• To which, we added...• Business
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Do ask: who is the programme for?
• 10 years ago, we thought that all professional organisations would need individuals with web design skills.
• Lawyers would become eLawyers.• Teachers would become eTeachers.• Journalists would become eJournalists.• So, we designed the programme for
professionals who needed these skills.
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Do analyse who actually turns up
• To some extent our approach worked but it had a wider appeal than expected.
• Currently, our students fall into 3 main groups:1. Existing professionals who want to add web
design to their skill set.2. Self-taught web designers who want a formal
qualification.3. People looking for a career change.
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Do consider mode of teaching
• Most of our students work full-time.• Therefore a “blended” teaching mode is best.• Face-to-face on one day per week.• + online activities = forum, blogs etc.• Perhaps a VLE could help...
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Do use your university VLE
• It seemed sensible to use our VLE (WebCT)• Sadly, it’s only benefit was to demonstrate
how not to design a user interface and how not to code a website.
• We soon rejected the VLE and decided upon DIY instead.
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Do ask: how will teaching be delivered?
• We use a range of teaching/learning activities:– Lectures– Seminars– Studio critiques for project work– Workshops– Set reading (online and offline)– Online discussions– Essays and blog posts
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Dealing with the pace of change
• The web design subject area changes quickly.• Course content often looks out-of-date 12
months after it was designed.• There are 2 key issues arising:
1. How can I keep programme documentation up-to-date?
2. How can I keep myself up-to-date?
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Do make programme & course documentation flexible
• Be as non-specific as possible.• Describe aims and outcomes rather than topics.• For example:
“Students will learn how to code webpages using current industry standard methods.”
• Is better than:“Students will learn how to code webpages using XHTML 1.0 Strict and CSS 2.1.”
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Do make programme & course documentation flexible
• 12 months later:“Students will learn how to code webpages using current industry standard methods.”
• 12 months later:“Students will learn how to code webpages using XHTML 1.0 Strict (and maybe a bit of HTML5) and CSS 2.1 (but using some CSS3 techniques).”Oh no, “progressive enhancement” isn’t specified in the course description - are we still allowed to teach that?
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Do not think you can keep yourself completely up-to-date
• There is no point assuming you can keep on top of everything.
• Accepted norms and standards can easily change with the publication of a blog post while you’re delivering a lecture.
• Consider your role to be team leader rather than teacher and learn with your students.
• Gathering information requires the efforts of all students and teachers – provide a mechanism to facilitate this.
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Do not promote the programme yourself
• Do not rely on your university to promote your programme.
• Take the opportunity to practice what you teach and build your own promotional website.
• It can have a dual purpose – use it as a teaching aid.
• Applications have increased 4-fold since our website launched.
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Do not promote the programme yourself
• Provide as much information about the programme as you can – including access to teaching/learning materials.
• Prospective students want to know what they’re getting for their hard-earned cash.
• Applications have increased 4-fold since our website launched.
• The DIY approach is best.
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Do not consider a tacky catchphrase
• Earn while you learn• Some of our students have now earned more
from the websites they created during our programme than they paid in fees.
• We’re currently considering how best to capitalise on this fact.
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Do think about the future
• We still have plenty to do:– Provide more web business content.– Interface with the industry.– Deliver the programme in an online mode.– Lots of things I haven’t thought of yet.
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A copy of this presentation can be found at: www.websitearchitecture.co.uk/webteachingday/