Recently in Writing Right for the Web Category

Web content editors... 500+ to train and learn from

Early in November I traveled to Denmark to the J.Boye Aarhus 2009 conference in Aarhus for a presentation on "Rating Higher Education Websites: The Student Experience" that's posted now at my SlideShare site.

Rie Zimmer Rasmussen, web coordinator in the project office at University of Southern Denmark (17,000 students in 5 major academic areas), joined me to outline how that university works with more than 500 "web editors" throughout the university to achieve visitor-friendly web content. My first impression: this was a more organized program than any I've seen here in the United States.

Review the complete web management system

The university enjoys a well-structured web management system. Rie has sent a 6-page PDF that outlines it. You can read online or download a copy from SlideShare.

What first attracted me was the plan to improve the skills of the web editors and the recognition that doing this throughout the University was an essential part of building an effective website.

Web editors learning together

Web editors are not full time. Rie notes that "at least" 70 percent of their work time is spent on other tasks. Editors have access to the CMS, but not without training. The flexible program allows for different existing skills on the part of people about to become web editors.

• First step often is an introduction by a local "web coordinator" in the area where the web editor will work, including web content guidelines.
• An alternative option (sometimes combined with the coordinator's intro) is a 6-hour basic course offered about 6 times a year for up to 10 people at a time. Content of the course is outlined near the end of the SlideShare document.
• A "web editor's workshop" is offered as an advanced course for people who are already working with the CMS. Content is set with the participants and might include anything from stucture/navigation, graphics, text, search engine optimization and more.

Two key (and obvious?) lessons

First, it takes many people to keep a website up-to-date for the people who use it and they will benefit from a structured program that gives them the skills needed at the start.

Second, it makes great good sense to plan a way for people to share what they've learned and to identify new areas where additional training is needed. The advanced course can meet that need.

How about your university? What would it take to implement a web editors program like this? If you have something similar, let me know in an email to bob@bobjohnsonconsulting.com

Next J.Boye Conference in Philadelphia

The next conference for those who work on websites is in Philadelphia, May 4-6. A higher education track is included and there is extra value is meeting people building better websites from areas outside the college and university sector. Check the program as it develops. 

That's all for now.

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Web Content Coordinator Postion

Time for another addition to the list of position descriptions for web content editors and similar spots. Today's comes from a 2-year SUNY college. Applications are being taken now. If you're interested, visit the original listing at SUNY Orange.

More than 12 other descriptions are here on the blog.

From "Duties in Brief":

• "Managing a strategic web editorial program" from the Advancement area.
• A "primary focus" on "information content, site currency, and visual design."
• "Oversight" of social networking communication strategy.
• "The ideal candidate will possess superior writing and editing skills and a keen eye for compelling visual design."

Among the "Qualifications":

• "A proficient knowledge of HTML, social networking platforms, and web accessibility standards, as well as demonstrated proficiency in MS Office Suite and PhotoShop."
• "A working knowledge of Dreamweaver and Flash software programs."
• "An ability to analyze web traffic data and an understanding of CSS and Fireworks software programs."
• At least a bachelor's degree; master's preferred.

Salary: Minimum of $39,000.

If you don't yet have a position like this on your campus, keep pleading, praying, and proposing. Despite scarce resources, or perhaps because of them, web content is getting more attention than ever before as print publications are moved online. 

New Writing Right for the Web Webinar 

Web Writing... Direct Action Calls Increase Results

Web writing that includes a clear call to action brings more results than words that do not. Direct marketers have known for decades that when you tell people to do what you want them to do, more people will do it if they are at all inclined to take the step. Works online and everywhere else.

Gerry McGovern, Customer Carewords founder and partner, sent along another example of that this morning.

4 Steps to Increase Conversions from 4.7% to 12.81%

Dustin Curtis wrote on his blog about his success in gathering more Twitter followers with relatively slight but clear changes in the wording. Here are the various efforts and the improved conversion from various renditions:

• "I'm on Twitter"... 4.7%
• "Follow me on Twitter"... 7.31%
• "You should follow me on Twitter"... 10.09%
• "You should follow me on Twitter here"... 12.81%

Pretty clear results that will work for much more than Twitter followers. Note the boost from adding "here" to the list. While "here" isn't needed in every text link, more marketers should use it when making specific calls to action like this. Create a right column web design that makes the call to action prominent on the page.

Carleton University Alumni Magazine Gets It Right

The Carleton University alumni magazine gets it right with a strong call to "Interact!" that's highly visible in the right hand column of the online magazine. I've been including this in my "Writing Right for the Web" presentations for years. The Curtis results suggest that Carleton might benefit from a change to "Interact here!"

"Writing Right for the Web" in December 

I'll be adding the Curtis example and more new content to my next "Writing Right for the Web" webinar with Academic Impressions on December 8. Review the content now and register right here.

That's all for now.

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WordPress for "Very Readable" Web Content at Charleston Southern

After the recent blog post here about Alfred University and The Johns Hopkins University using WordPress to format magazines for online reading, John Strubel, director of integrated marketing at Charleston Southern University, sent along this note that's worth repeating:

• "Wordpress offers a nice selection of 'magazine' style formats. It's very readable and easier to navigate than the pdf providers. I encourage any university relations/development department to consider the cost-effective options. We've also been able to connect to archives and cross-promote other online publishing platforms, etc."

Charleston Southern had indeed made a strong entry in what those of us fond of online reading can only hope is a growing movement. Really folks, the effort is well worth it to get results like this that are far better than anything I've yet seen using a "flip" tech approach.

Love your readers. Don't just "flip" the print version of your magazine to your website. 

Read the current issue of "CSU Magazine" and see for yourself.

Web Writing Webinar in December

Join me December 8 for my next "Writing Right for the Web" webinar. Check the outline and register soon.

That's all for now.

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Writing Right for the Web: Online Magazines in Blog Format

The discussion/debate continues among those responsible for website content: quite a few favor a "flip" technology solution to get printed publications online. Proponents note that creating a "flip" book from a print publication like an alumni magazine is easy to do. And some add that it replicates the original print design in the new online format.

Fortunately for people who actually might want to read online publications, there is another school of thought that says "flip" techniques create something that is just not reader friendly on a website.

Since my first "Writing Right for the Web" session about 4 years ago, I've taken a clear stand on this one: PDFs and flip techniques are an evil way to place things online if we really expect people to read them.

Alfred University, The Johns Hopkins University

And in that spirit, recognition should go to those who move in a different direction, Each of these examples uses blog software (Wordpress in this case) to create an interesting, entertaining, and readable online magazine. 

• The Alfred University magazine at http://alfredmagazine.alfred.edu/
• The Johns Hopkins magazine at http://magazine.jhu.edu/

You'll note, of course, that these two universities are quite different in size and resources. Where there's a will, there's a way, is there not? 

Congratulations to the responsible people at Alfred and Johns Hopkins.

And if you have people on your campus interested in learning more about "Writing Right for the Web," invite them to join you at my next webinar on December 8. Read the content outline and register soon.

That's all for now.

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Web content: What role for "flip" technology in moving print publications to the web?

Two unrelated events are driving increased interest in moving print publications online:

• Growing pressure to reduce print production costs.
• Increasing preference for getting information from online sources.

Perhaps that's what generated a June discussion among higher education web developers on on the virtue of "flip" technology to move print publications to an online format.

The discussion started with a question about Issuu's product, which isn't the only technology available to make this move. The original question, from Brian Page at Springfield College, brought 24 replies from 13 people.

People weighed in with pros and cons. If you've ever been at one of my "Writing Right for the Web" sessions, you'll know why I think that Paul Dempsey at Dickinson College got right to the heart of things:

• "At the risk of sounding like a curmudgeon...Has anyone actually tried to read a magazine or article posted in this format? I don't find it usable at all. The display looks exciting, and it's a neat way to show what a publication looks like (particularly in terms of design). But I don't think it makes sense to take something designed for one medium and try to force it into another. The two or three column format of most publications, for example, doesn't translate at all to the web, where a single column of text works better."

Experience both print publications online from "flip" technology and publications prepared as Dempsey recommends and decide for yourself from the two collections included here.

Publications Using "Flip" Technology

This group of links to "flip" publications was sent by people who participated in the web developers discussion: 

• http://www.terp.umd.edu/spring2009.html
• http://www.sage.edu/publications/crossroads/spring09/
• http://www.flash-view.com/pub/ebooks/8968c7965e/view_book.html
• http://jamesmadisonuniversity.v1.myvirtualpaper.com/MadisonMagazine/2009031201/en/?
• http://issuu.com/umson/docs/university_of_maryland_nursing

Publications in Web-Friendly Format

Here is a varied group of publications from my Link of the Week selections:

• http://www.terp.umd.edu/
• http://www.risd.edu/undergraduate/Default.aspx
• http://www.alumnae.mtholyoke.edu/blogs/blog/mount-holyoke-alumnae-quarterly
• http://www.publicaffairs.ubc.ca/annualreports/2008/profiles.php
• http://magazine.uchicago.edu/
• http://magazine.carleton.ca/

Note that Terp magazine from the University of Maryland is available online in more than one format. You won't find a more direct comparison than that.

The really good news? None of the web developers recommended a practice that's still more common than it should be: just converting the print piece into a PDF and placing that online. PDFs have their place for online content, but it isn't with long, multi-colored viewbooks, annual reports, and alumni magazines like those listed here.

Happy reading!

That's all for now.

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Web Content Editor: Description Details for Cornell College

Web content on your website will improve if you invest in staffing a web content position. That's been a message in my Writing Right for the Web seminars for years. And that's the reason I include job descriptions for position like this on the blog.

This entry comes from Dee Anne Rexroat, director of communications at Cornell College. How well does she think this position has worked? "We redid our site from square one almost two years ago, and added a full-time Web Content Editor, and that position makes all the difference."

Dee Anne had just sent along a link to show how Cornell has adopted the blog format for online press release presentation. Visit http://news.cornellcollege.edu/ to see the strong results of that change.

If you haven't yet moved in this direction, perhaps these details from Dee Anne will help you move things in that direction. Yes, budgets are tight. But websites remain the core of your online communication strategy. For strong marketing impact, you can't afford not to have capabilities like this on your marketing team.

Web Content Editor Position at Cornell College 

Postition Summary:

This position provides content creation, content management, and strategic external and internal communications services for Cornell's website. Oversees content of the official, top level pages of the college website, and provides support and guidance to departments and offices on their web presence. Coordinates and collaborates with all departments of the college to ensure new and migrated content is accurate, up to date, and represents the college well to all constituencies.

Principal Duties and Responsibilities - (Essential functions of the position) 

1. Collaborates with the Director of College Communications to develop effective strategies for communicating through the institutional Web site.
2. Researches and writes original material; edits existing material, including reworking material developed for other college communications in a way that makes it effective for electronic media; proofreads text for electronic media; and monitors new and existing pages for accuracy and timeliness.
3. Collaborates with the Director of Media Relations, Director of College Communications, Admissions Office, and others to develop and select images, video, and other visual/audio representations of campus activities for the Web site.
4. Oversees content of official college pages--pages with the purpose of speaking for the college and its official programs and departments and not for individual members of the college community.
5. Works with "information providers" who are authorized to contribute content as part of the college's content management system to help ensure that they publish content that meets the college's standards for quality and style.
6. Monitors and analyzes electronic-media usage patterns to help ensure that the media is effective in supporting institutional priorities. This work involves collaborating with colleagues in Information Technology to use applications that measure and monitor e-mail and website traffic.
7. Oversees work-study students; collaborates with consultants, staff, and faculty to fulfill goals and objectives.
8. Performs other duties as directed by the Director of College Communications.

Education and Experience:

Bachelor's degree, preferably in English or journalism or related field.

Demonstrated success in writing for electronic media, particularly in writing layered information for the Web. Experience in communications including demonstrated experience in research, writing, editing, and copy editing as well as writing for publication on deadline.  Demonstrated working knowledge of web management and design concepts as evidenced by creation of website content, creation of special web projects. Work experience in higher education, liberal arts specifically. Experience working with content management systems.

Knowledge and Abilities:

Knowledge of journalistic practices and their application to the web environment, general knowledge of web application issues, knowledge of best practices for website design and presentation, knowledge of content management systems and their use in the web environment. Understanding of supporting application platforms and software and related issues.

Ability to develop and execute web communications strategies that balance substantive content, visually appealing design, high levels of usability, and integrated technologies. Ability to implement basic marketing and communication principles in creation of new web pages. Ability to initiate ideas, develop concepts, review web site management and design process and ensure professional standards and high quality with all communication efforts. Ability to assess web communication needs of internal clients and suggest appropriate measures to meet these needs. Ability to identify, organize, and accomplish tasks in priority order, and keep several projects moving ahead simultaneously--all with a minimum of supervision. Ability to keep information confidential as necessary.

Web Content and Alumni Magazines

Everyone has fantasies... one of mine is to play the role of a firefighter in Ray Bradbury's Fahrenheit 451 and discover and burn out 4-color print publications (alumni magazines, annual reports, admissions viewbooks) put online as a PDF.

That "find and delete" goal has been a constant in each of my 25 Writing Right for the Web presentations over the last few years.

Schools making the change deserve recognition that will perhaps serve as inspiration to others to move in the same direction. In the last two weeks I've found two new entries for your viewing and reading pleasure:

• Check the Winter issue of Amherst College Magazine and note the "online only" features added in the left column.
• Visit Flagler Magazine where you can connect from an individual article to 7 social media sites to spread the word about something you enjoyed.

And for those who want to explore, here are three others I've been using in various versions of "Writing Right for the Web" over the years:

• University of Chicago, where you'll find a blog included with the online version.
• Carleton University with strong calls to action in the right hand column.
• Mount Holyoke College where you can click on a map to see locations of visitors.

These five will serve as a good introduction to different ways to change print content to web content. Each style is a significant improvement over the PDF experience.

If you have an online alumni magazine, put the link in a Comment or send me an email at bob@bobjohnsonconsulting.com

To schedule a presentation of Writing Right for the Web on your campus, contact me by email or call at 248.766.6425 

That's all for now.

• Follow me on Twitter at http://twitter.com/HighEdMarketing
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"Writing Right for the Web"

"Writing Right for the Web" has been my most frequent presentation topic over the last three years... 9 conference sessions, 5 webinars, and 11 on-campus workshops.

In the next few weeks I plan to start writing at least a "White Paper" and perhaps something longer on the key elements that will help people turn web pages that are impossible to read into web pages that engage visitors within 5 seconds of their arrival on the page. Take longer than that and you are in serious risk of a quick departure or "bounce" from the page.

To prepare, I've revisted the Question and Answer reports that were done for people attending the webinars... there's never time to answer all the questions that are asked during a webinar. We do that in writing after the event and send them along to those who registered. In fact, the Q&A for my last March 30 webinar is on the blog now.

For the next few weeks I'll resurrect some of the questions with the most staying power and post and discuss them here.

When is a web paragraph too long?

The first question one dates back to the first webinar in February 2006... on a point that's been included in every presentation since then:

Q: What do you mean when you say that improving a website "starts with a cursor?"

 

A: Just the ability of a web writer or editor to put their cursor in the middle of a long block of text, hit "Enter" and create a new and shorter paragraph.

Dense text increases quick page bounces

The question is from an early slide that says the best way to start improving the readability of website content is to break long paragraphs into small ones. Do that and readers are not presented with long blocks of dense text when they first arrive on a page. Long blocks of dense text are guaranteed to increase the number of people who flee your page.

What size is best? Aim for not more than 5 lines in a paragraph that runs across about one-half to two-thirds the width of a normal web page. Yes, some paragraphs can be a bit longer and there's no harm in a single line paragraph. Remember to leave white space in between the paragraphs.

You'll find a great example of short paragraphs that allow easy scanning in the BBC obituary for Gene Pitney that has been in every presentation since the second one.

New "Writing Right for the Web" Sessions in 2009

Three new conference presentations are scheduled for this summer. To plan an on-campus session, call me at 248.766.6425 or email to bob@bobjohnsonconsulting.com

• June 4-5, Chicago, IL: Aslanian Group, Web Marketing to Adult Students. Register at http://www.aslaniangroup.com/events/default.asp Use "Bob100" in the discount code box and save $100 from the registration fee.
• June 10, Lake Placid, NY: SUNY College Admissions Professionals. Annual conference. Register online
• June 21-25, San Antonio, TX: College Sports Information Directors of America, Annual Conference. Conference details are here.

That's all for now.

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For about 3 years now I've been doing "Writing Right for the Web" web conferences with Academic Impressions in Denver. This time we're sharing answers to 11 questions sent in during the March 30 event with readers of this blog. 

The next conference presentation of "Writing Right for the Web" is June 4-5 in Chicago at Carol Aslanian's next event. (If you register, enter "Bob100" in the discount box and save $100.) 

For an on-campus Writing Right for the Web workshop, contact me at bob@bobjohnsonconsulting.com or call at 248.766.6425.

11 Writing Right for the Web Q&A

• Not 100 percent sure that I'm understand this one, so feel free to do an email follow-up. Custom-content per individual user is a worthy goal but not something that most websites I review should be spending priority time on. Many visitors to your site (I'm always first thinking potential students here, then alumni) have very common goals and the first priority should be to make sure people can easily find the most desired content, and that the content is presented as clearly as possible.
• For instance, everyone is interested in at least one academic program area. Best to devote time to improving the quality of basic academic program pages and creating navigation that links for the academic program pages to related content such as professional school and employment outcomes and student stories about their experience in the program. And that in effect, is a form of "custom content" in that each person will find what meets their interests.
• Similarly, net cost estimators will serve the same purpose. The estimator itself is the same for everyone, but the information returned is "custom" for each person using it.

That's all for now.

• Join me on Twitter at http://twitter.com/HighEdMarketing
• Subscribe to "Your Higher Education Marketing Newsletter" at http://www.bobjohnsonconsulting.com/