MMSP125 – Multimedia Content Form of San Francisco Instructor: A .Baltrip-Balagas
Glide.org and Schwab Learning Reading Discussion Questions Prepare to discuss the following questions based on the reading. Due: 29 Oct.
1: Identify the production teams for each: Glide and Schwab Learning.
Client: Glide.org, ProJect Manager: Kristin Ostby, Technical Direction: Tetragon, President: John Murray, Project Manager; Brian Armstrong, Senior Programmer: Claudia Lebish, Technical Architect: Aaron Wallace, Programmer: Lihua Zhao, Design: Hot Studio, Chief Creative Officer: Maria Giudice, Producer/Lead Information Architect:
Hyland Baron, Lead Designer: Mike Monteiro, Designer: Dohyun Kim, Technical Lead: Gregory Ramsperger, Programmer: Zanne De janvier, Writer: Chris Baty, Photographer: Alain McLaughlin
Schwab Learning team:
Client: SchwabLearning.org, Project Lead: Jeanene Landers-Steinberg, Editorial Lead: Brian lnglesby, Brand Lead: Jennifer Cowan, User profiling: Sapient, Design: Small Pond Studios, Account Manager: Annelise Staal, Creative Director: Samantha Tripodi, Brand Strategy: Seth Bain, Technical Director: Chris Jones, Information Architect: Darcy DiNucci, Designer: Cheryn Flanagan, Development Team: Yiva Wickberg-Brown, John George, Judi Hengeveld, Liz Harter,Will Ward
2: Discuss the needs/goals for the re-design of each of the web sites as identified in each reading.
- Website Upgrade
- Create a style and aesthetic for the site that reflects the spirit and culture of Glide.
i. Consider current Web site as a model
- Design the Web site so that Glide can have consistent information updates. This would involve creating the appropriate forms and calendars that can be updated from Glide.
i. Ability for non·technical (non-HTML proficient) staff to make information updates
ii. Glide currently has 52 programs, which operate under 18 umbrella programs, in 3 separate buildings
- Add/edit and delete entire programs
- Regular schedules updates
- Upcoming events- concerts, readings, special Celebrations
- Program and course descriptions
- Human Resources job postings
- Volunteer opportunities by program
- Donations needed (In-kind and cash)
- Interactive Web site Component
- Create an interactive site that is both useful and user-friendly.
i. Online application forms
- Volunteer opportunities
- Educational event applications
ii. Implement e-commerce
- Sell Glide merchandise
- Glide sells books, COs, clothing, audio and video tapes and occasional seasonal items
- Receive donations over the Web
iii. Increase linkages and relationships with related sites and search engines, so that people can access the Glide site more easily and from places such as the United Methodist Church site or the Yahoo search engine
iv. Make the Web site “searchable”
- Find a cost-effective solution, as well as an efficient tool
v. Interface with Glide’s email system
- Technical support in giving each program the ability to check their mail
vi. Ability to send electronic mass mailings and have an automated listserv to allow for people to add and remove themselves from various mailing lists
- Website integration with listserv
vii. Outline the process for developing chat rooms and live chat sessions. Create an implementation plan.
- Chat sessions may be open-access or invite only
- Ability to distribute 3-10 minute audio and video clips on the Glide site. We might post Cecil and Jan’s talks or Ensemble music on the Web. This is the first step in the direction of Webcasting.
i. Glide would provide internet company with edited source audio and video clips
ii. Need the ability to upload material and information about material
- User types and user characterizations: A description of the six types of users of Schwab Learning services, based on where those users were in the process of finding out about LDs (learning differences)
- Users’ needs: What each type of user needs to know
- Content and service offerings: Suggestions for content and services Schwab Learning could offer to meet those needs
- Offerings prioritization: For each content and service offering, a priority, based on such considerations as time and cost of development, value offered, and Schwab Learning’s current abilities
- Content categorization and features and functions mapping: A reinterpretation of the offerings in Web site terms—determining
- which content types might be a link to an outside resource versus an artide, FAQ, or forum, for example
- Task modeling: Flow charts showing the actions, online and off, that a parent might take to fulfill each need Without describing a Web site, the document cataloged
3: Discuss what you learned from these two readings in regard to design process.
From these two readings, I learned that they have slightly different names for the same job on their list of team members. Both team’s processes were different, Glide had all the staff and community put all their ideas and priorities in a neat document outline and Schwab Learning developed a definition document that was divided into six sections and they had a lot of visual models and bulleted lists. I learned that you should the a brief history of a company, what their product or service is, understanding the user group(s). Once you’ve collected the research information and realize the main goal, you proceed to turn your data and goal into a plan with bulleted list, models, diagrams, outlines. Along the way, you identify the pros and cons of ideas that come up. Then you test to see if they work or not and improve to make the final product. When improving or updating a website, you can do the same steps, but during the research need to find what works and what doesn’t work based on research and clients vision.
- Designers enter the community to understand the goals and the people of a faith-based charity organization
- Background research of Glide, collect Glide’s staff and communities wishes for new site
- Research, Immersion, and Invention
- create new architecture and look
- Managing Content with client’s vision in mind
- Client responses
Schwab Learning’s steps:
- An organization to support parents of children with learning differences teaches coping skills through its Web site’s interface
- Schwab’s background and Understanding Parents and Their Problems
- Turning Information into a Plan
- Exploring Conceptual Models
- Testing the Models
- Identity and Graphic Design
- Testing the Design
- Building the Site
- Follow-up Findings
Grading Guidelines for Glide and Schwab Learning discussion questions: (total 25 points)
On time: 5 points
Questions 1-3: 5 points each
In-class discussion: 5 points
Due: 29 Oct.