Useful Links: Neuro web design, Web design update, HTML 5 differences

Links to a review of Neuro Web Design, the latest issue of the Web Design Update newsletter, the difference between HTML 4 and HTML 5.
More . . .

dotEdGuru, a blog I just discovered and which is now in my feed reader, wrote sex…Sex…SEX! Now I have your attention about a book called Neuro Web Design.

Neuro Web Design takes Neuromarketing one step further by discussing psychological concepts, which can then be applied to your website.  It’s a fascinating (and quick!) read that I recommend for anyone working on the web in any capacity.

In case you missed the Feb. 20, 2009 issue of the University of Minnesota at Duluth’s Laura Carlson Web Design Update newsletter, it’s bursting at the seams stuffed with so many great links I’m going to point to the archived copy of the newsletter. A lot has happened in the past week in accessbility, HTML 5, WCAG,  CSS 3, web standards, and more. Sometimes I cherry pick a few links from this weekly email to emphasize here, but this issue is so full of things you need to know that I thought I’d provide a link to the whole thing. You can subscribe to the listserv and get these valuable newsletters yourself.

HTML 5 differences from HTML 4 at the W3C not only details the differences in typical W3C-speak, but also explains the reasoning behind some of the changes. If you’re teaching HTML, this could be a great resource for you. Keep in mind that HTML 5 is still in the draft stage and not yet a recommendation.

Useful Links: The future of the web, shared passion, valuable blogs

The future of the web, shared passions about web education, and the most valuable blogs. More . . .

A battle of Beliefs: RDF, Natural Language Processing, and the future of the web at Burningbird pulls together information about HTML 5, RDF, the past, present and future—all with insight. Give it a look.

Shared Passion by Derek Featherstone shows that I’m not the only person who had a great time at Web Directions North 2009. He comments,

The premise was simple: bring together educators, web professionals and industry representatives to create a kind of think tank on improving the quality of education for the next generation of web professionals.

If  you care about the things that Derek mentioned, check out the Web Standards Project Education section and see where you can help.

The Twenty-Five Most Valuable Blogs from 247 Wall Street talks about the blogs that generate the most income and views, although they say themselves that it’s impossible to assign a value to a blog.

Dear Adobe, Here’s an idea for you

Dreamweaver and RDFa. Can they be friends? More. . .

Dear Adobe,

I know you’ve been learning about RDFa (Resource Description Framework). You guys pay attention. I’d love it if the folks working on Dreamweaver could add some RDFa support to the next version of Dreamweaver.

Here’s my vision of this. The already existing metadata developed by The Dublin Core Metadata Initiative could simply be added as a menu, perhaps a new DC menu. Using that menu, a developer could quickly select from a list of existing properties and insert them in semantically appropriate locations on a web page.

Here’s an example of some RDFa code from the W3C:

<div xmlns:dc="http://purl.org/dc/elements/1.1/">
<h2 property="dc:title">The trouble with Bob</h2>
<h3 property="dc:creator">Alice</h3>
...
</div>

Wouldn’t it be lovely if a busy front end developer using Dreamweaver could just grab the xmlns or one of the dc properties from a menu and apply it to the proper semantic element?

The other day I heard  Michael (TM) Smith say,

Semantic markup is markup that encodes meaning into content. Semantic markup transforms a document into an information source. The information becomes usable in unanticipated ways when the structure is reusable.

I know that the hand coders and the standardistas out here in web page land will take to RDF without your help. But what about Adobe’s core user group? Don’t those developers need to be describing their data with machine-readable structured meta data, too?

I  hope you will give the idea some consideration.

Sincerely,
Dreamweaver’s  biggest fan,
Virginia

Report from WDN 09: Educating the Next Generation of Web Professionals, V

Live blogging the final afternoon session . . .

This session was a conversation with the audience and a group of people in the trenches who had helpful ideas on how to talk to peers and create change in academia.

Panel

The panel included Glenda the goodwitch Sims, Jeff Brown, Leslie Jensen-Inman,  Nick Fogler and Bill Cullifer. Steph Troeth facilitated. They began by focusing on success stories.

Glenda mentioned having competitions around accessibility. Jeff mentioned having final exams. Leslie talked about teaching best practices every day. Bill told about web design contests for community college and high school students. WOW is now giving nine $20,000 scholarships each year to students who succeed in creating the best accessible web sites.

Steph asked how we determine which technologies are long lasting and which are trends. Nick said he thinks the battle to accept web standards has been won, and now the question is how do we professionalize the profession. Bill said that introducing this into middle and junior high school would be good. Make it digestible skill development. Jeff said we should teach non-vendor specific technology: the concepts transcend. Leslie talked about teaching students how to teach themselves. Glenda talked about getting advisory boards of customers who want students after they graduate. Bill pointed out that most web professionals work for small business and advisors can add a lot when they describe what kind of training they need.

There was discussion about whether or not there should be certification. Interesting but nothing close to universal agreement on the issue.

Report from WDN 09: Educating the Next Generation of Web Professionals, II

Live blogging the second morning session . . .

Chris Mills listed the core competencies to teach about markup: basic functions of all the elements, good document structure, how and when to extend semantics, principles of accessibility, advantages of using standards, and SEO. Make markup sexy for students by giving them something personal to work on hands-on, get to the practical quickly.

Mills listed some books good for teaching markup, all of which are on my list of Recommended Books.

A validator in development that gives better error messages is validator.nu. This may be helpful in teaching students how to understand validation error messages. Some of these features are being added to the W3C validator. W3C has a semantic data extractor that may help students. Students also need to understand when it’s ok for a page not to validate. Keep in mind that validators check for errors, but not for semantics.

Dave Shea on CSS

Dave Shea was the next speaker. What fun, learning CSS from Dave Shea.

Start with semantic HTML. Then add CSS layout.

DaveValid HTML is esential for CSS. In CSS, semantics means using appropriate class names. CSS can style only HTML elements, id elements and class elements.

He explained the Cascade using some simple code examples that demonstrated what he meant by inheritance and specificity. An excellent way to teach it.

In terms of positioning, he talked about document flow and positioning. Positioning gives you the ability to selectively remove elements from the document flow. He used concrete examples to demo various positioning schemes.

He gave some examples of float and clear. Then he built a layout using floats to create a two column layout.

Shea said that display: table is on the way as a way to create layout. This has been around for almost 10 years, but it finally being supported. Something else coming is CSS3’s multi-column module. Neither is backwards-compatible and neither is supported in IE 6/7.

Design essentials Shea talked about were image replacement, sliding doors, faux columns, and CSS sprites (essentially, applied image replacement).

Teaching applications

Aarron came back to talk about some things in the assignment handout that relate to Dave’s talk. He said CSS empowers students, especially image replacement, but floats and positioning are a challenge.

Aarron suggests lab exercises to develop a sense of how floats and positioning work. He recommends positioniseverything.net. He also said that it’s a challenge to help students keep things simple when they start learning CSS because they want to keep adding things instead of going for simplicity. He says a good lab assignment is CSS Zen Garden, or a redesign of a small non-profit.

The books he mentioned as useful are all included on my Recommended Books page, except Andy Clark’s Transcending CSS.

Twitter, ad infinitum

Twitter is proving itself to be infinitely expandable are capable of amazing things. One of the most interesting uses for Twitter is raising money for worthy causes. Could it raise awareness for web standards education? More . . .

Twitter is proving itself to be infinitely expandable and capable of amazing things. Within the last month or two we’ve seen a coal ash disaster in Tennessee and a plane crash in the Hudson River reported first on Twitter. And arguably with better information than the media could get for several hours.

Gez Lemon recently used Twitter to survey people about whether or not alt should be required in HTML5. This is the tweet that started it all:

Should alt be required for img in HTML5? Please use the hashtag #althtml5 if you respond, so I can find the responses.

You can see the responses using a Twitter search for the hashtag #althtml5. (You’ll see several responses from me, since I originally misunderstood the question to mean that an alt attribute could not be emtpy, as in alt=””. With a little hand-holding from Laura Carlson, I finally realized that he was asking if the alt attribute should be required to be there, even if it’s empty. To which I respond: yes, indeed.)

On a small, local level, a couple of web developer friends recently organized a successful Webuquerque meeting with nothing more than a Facebook page and Twitter.

Twitter is now used to raise money for charity. The latest example is Twestival. Twestival is a world wide Tweet Up to raise money for clean water. You can organize a Twestival in your city, attend an event in your city, or participate online. The event will be on Feb. 12. I predict that it will be a landslide success.

Smaller Twitter fund raising projects have been reported by Mommy Gossip Cares in How Is Mom It Forward Changing the World One Mom at a Time? where $1400 for Thanksgiving dinners were raised with Twitter.

Beth Kanter realized the value of Twitter early on. Recently, she did a thorough analysis of using Twitter for charity in Twitter As Charitable Giving Spreader: A Meta Analysis, which reports on a number of events. She’s successfully raised money using Twitter. She tells more micro-fund raising stories in Twestival: Here Comes Everyone to Raise Money on Twitter for Charity: Water.

When millions of people all over the world are interconnected by the same technology, there’s no telling what can be done with it. New and wonderful uses  appear, ad infinitum.

Since Twitter can be harnessed to do good, can it be harnessed to improve education? I’ve been working for months with a group from the Web Standards Project (WaSP) on a standards-based modular curriculum framework for web design education. It’s under discussion in places like A List Apart, The Magazine for People who Make Websites. The curriculum will be released to the public at SXSWi.

I’m wondering if we should release it with a world-wide Tweet Up. The Tweet Up wouldn’t raise money, but it could raise awareness and send educators to the not-yet-public web site housing the first round of completed courses.

Or perhaps an organized Tweet Up isn’t even necessary. What if every person attending the WaSP annual meeting at SXSWi and every person attending the No Web Professional Left Behind: Educating the Next Generation panel at SXSWi sent out a tweet about the curriculum?

Philanthropy 2173’s Give Fast, lists benefits of Twitter for fund raising:

  • Community building (you can identify other donors, everyone blogs about it), instant infrastructure (giving managed by chip-in, Paypal enables the back office);
  • Quick commitment – set a goal, reach it, move on;
  • Little gifts – and lots of them – are the holy grail;
  • Creativity matters – next year you’ll need a new twist;
  • Anyone at an organization might be the leader of your next campaign;

Change those benefits to describe education or any other topic you want, the benefits still apply. The quick commitment – set a goal, reach it, move on item seems particularly relevant.

What could you accomplish with a conference audience of several hundred people if all of them tweeted the same topic at an event? For the attendee, it’s a quick commitment, just 140 characters, yet still a contribution. The results are big, even though the individual effort is small.

Cross posted at BlogHer.

Education leads the latest issue of A List Apart

Two of the important members of the WaSP Education Task force who have been hard at work on the WaSP Curriculum Framework (WCF) were featured in this weeks issue of A List Apart. More . . .

Two of the important members of the WaSP Education Task force who have been hard at work on the WaSP Curriculum Framework (WCF) were featured in this week’s issue of A List Apart.

Brighter Horizons for Web Education is by the WaSP Edu TF head Aarron Walter.

If you’ve interviewed candidates for positions in the web industry, you’ve probably heard firsthand the heartbreaking stories of recent graduates who are woefully unprepared to enter the workforce. When this happens, we usually respond by cursing the school that miseducated the applicant and return to our work, only to relive the experience with every new round of interviews.

No industry can sustain itself if it doesn’t master the art of cultivating new talent—an art that requires close ties between practitioners and educators. Passively watching education struggle to bridge the divide only contributes to the problem.

. . .

In our ongoing fight to establish wide adoption of standards in our profession, those of us involved in The Web Standards Project have begun trying to tackle the education issue. Industry experts and veteran educators on the WaSP Education Task Force are currently working to develop the WaSP Curriculum Framework (WCF), a modular curriculum that can be used to improve existing curricula or serve as the foundation for emerging programs.

Aarron also describes similar programs from Opera, the Information Architecture Institute, IxDA, and Web Directions North.

Elevate Web Design at the University Level by Leslie Jensen-Inman.

About a year ago, I embarked on a journey to discover where we are in web education and where we need to go.

I interviewed thirty-two web design and development leaders. Each of them expressed interest in the formal education of the next generation of web professionals. Most emphasized a challenge common to higher education: technology moves too fast for curriculum to keep up with it.

. . .

I understand these frustrations. We’re not preparing students and that has a lot to do with the educational bureaucracy and institutions. However, educators should have help shouldering the burden. In partnership, web educators and web professionals can be pioneers for change.

Leslie mentions a number of ways web professionals, businesses, and educators can work together for change.