Web Design Competitive Analysis

8/10/2019 Web Design Competitive Analysis

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English DepartmentWeb DesignCompetitive Analysis

Elizabeth FinleyNatasha SaidikowskiNoah Adler


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2 | Web Design Competitive Analysis

Table of Contents

Methods

Executive Summary

Results & Discussion

Conclusion

Appendix A

4

3

8

12

13

16 Appendix B

17 Appendix C


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Carnegie Mellon University

Executive Summary

Employers o pro essional and technical writers are increasinglylooking or the unicorn candidate: one that can write, design, andcode in ormation online. At Carnegie Mellon, students learn aboutonline in ormation design in the 76-787 Web Design course thathas both lecture and laboratory components. In order to assess howCarnegie Mellon Universitys MAPW program compares to sisterinstitutions, we conducted a competitive analysis o our Web Designcourse against corresponding programs courses. Trough thiscompetitive benchmarking, we were able to assess the relevance andnecessity o ostering a unicorn environment or our students. Is itthe goal o the MAPW to create said unicorns? As it turns out, manyother programs are pushing their students to achieve this writer,designer, coder tri ecta.

As is, Carnegie Mellons Web Design course ocuses on themethodology o developing effective in ormation architecture(including organizational schemes, navigational design, labeling,

orm design, and visual design). Students work in groups to develop awebsite prototype that is user-tested at the end o the semester. Becausour Web Design course ocuses so heavily on the oundations andtheory o website design, students are not trained to build websitesthrough coding languages or sofware such as H ML, XML, CSS,JavaScript, and Dreamweaver. As you will see in our spectrum on page7, many other institutions teach at least some basic coding in theirwebsite design courses.

In our assessment, we categorized sister schools programs underthree categories: Teory, Application, or Hybrid. Courses in theTeory category are structured like our Web Design they offer more

oundational theory and little to no coding or sofware knowledge.Courses in the Application category teach students one or more codinglanguages or sofwares. Courses categorized as Hybrid seemed to teachstudents both oundations and coding.

Te goal o a pro essional Masters program like the MAPW is toprepare students to competently and condently enter the work orce.By per orming this competitive analysis, we assessed what otherschools are doing to either ignore or en orce the unicorn student.


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Methods

In order to determine whether Carnegie Mellons Web Design (76-787)course provides students with a strong enough oundation in hardskills such as coding and using web design plat orms, we utilized athree-part system o inquiry:

1. Competitive benchmarking with sister schools and analyzingtheir online in ormation design and web design courses;2. Categorizing the courses rom our sister schools in order todetermine what trends, i any, were apparent; and3. Creating a spectrum on which to plot our sister schools and todetermine where Carnegie Mellon alls amongst them.

Our Web Design course currently underscores principles o researchmethods and usability research testing. As you can see on page 7,more o the schools we researched emphasize hard skills in theirweb design course or sequence o courses. Troughout our analysis,we acknowledged that while our Web Design course ocuses mainlyon research methods, it is taught in tandem with a Web Design lab, inwhich students develop more o the hard skills that oster the growto a unicorn student and are o more interest to potential employersin the web design industry.

We determined a total o 16 sister universities that had Mastersprograms comparable to the MAPW at Carnegie Mellon. From these

16 universities and programs, we ound 32 courses that correspondedto web and in ormation design based on course descriptions. Weutilized a specic search pattern with terms including and limited to:web design, in ormation design, and in ormation architecture.We used these terms in order to narrow down our results and weed outirrelevant courses related to social media. Because we wanted to lookat and analyze courses most similar to our own Web Design course,we also disregarded undergraduate- and Ph.D.-level courses. Figure A(page 5) shows a word cloud displaying the most prevalent terminologused in the 32 course descriptions we analyzed.

Our entire list o universities, their courses or sequence o courses, anthe course descriptions can be ound in Appendix A.


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Categorizing CoursesAfer determining which courses to include inour analysis, we divided the courses into threecategories that would help us identi y any trends.

o do this, we read course descriptions, contactedthe respective program directors and pro essors

or more in ormation, and used the materials they

provided. Te three categories we created are: Teory,Application, and Hybrid.

TheoryWe ound that these courses ocus more on theguiding theories and undamentals o web design,research methods or user experience, and usertesting. Coding or hands-on projects are eitherperipheral or nonexistent. Many o these courses

ocus on the students understanding o principlesbehind research methods and what elements odesign increase usability.

ApplicationTese classes ocus more on developing hard skillsby incorporating lessons in coding, specicallyH ML, CSS, and XH ML. Students in somecourses are also expected to learn how to use webdesign plat orms such as Dreamweaver, althoughinstances o these courses are ew. Note that somethe Application courses have either a Teory pre- orco-requisite course or require the student to haveprevious knowledge o website design sofware.

HybridWe also ound courses that incorporate bothTeory and Application elements. For example,students study research methods or usability whilealso developing and enhancing their coding skillsthrough hands-on projects. Some o these courseslean towards more Application or Teory and we

will discuss how many and which courses do so.

Figure A: Word cloud displaying the most prevalent terminology rom our 32 course descriptions.


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Creating A SpectrumAfer categorizing all o the 32 relevant courses intoeither Teory, Application, or Hybrid, we spreadthem out into a spectrum that ows top-to-bottom

rom most theory-based schools and courses to mostapplication-based schools and courses. Te list osister institutions and their web design courses is

ound in Figure B on page 7.

As we conducted our analysis o other schoolscourses, we ound that there was not always a 1:1ratio. Tat is, not every school has one catch-all webdesign course like we do at Carnegie Mellon. Severalo the schools offer a string o courses pertaining towebsite design and online in ormation design thatare pre- or co-requisites. For the universities thathave a string o multiple website design courses, we

listed the classes in the same ashion as we listedthe universities with the most theoretical classestowards the top, and the most Application-basedclasses towards the bottom.

Presumably, a prospective graduate student will belooking at programs that are the most relevant to theirchosen career path. Students who are not sure o theirspecic career path or students who know they donot want to do much website design work will opt ora program that is more ocused on research methodsand in ormation architecture rather than developinghard skills, such as coding with H ML or JavaScript.Contrariwise, students who are specically interestedin website design or online in ormation design workwill want to choose a school with one or more coursesdevoted to website design application, a schoolwhere they can gain valuable writing skills while alsobecoming competent with coding languages andsofware.

We constructed our spectrum with career-orientedstudents in mind. In the end, a student can onlychoose one school, and Carnegie Mellon is competingwith other schools that might be more ocused inwebsite design application. As you will see in FigureB on page 7, Carnegie Mellon University alls towardsthe top within the more Teory-based portion othe spectrum. As the spectrum grows closer toApplication, schools begin to have strings o courses.Tis suggests that both Teory and Applicationcannot be taught in one class alone.

Unexpected Trend: Class SequencesWe also ound that two o our sister institutionsincorporate a sequence o classes. In stringingtogether courses that cover both Teory andApplication, universities are having students learnboth research methods and programming in anuncompressed environment. Students have the timeto hone their research skills in one semester, and thendelve urther into Application in the next semester byworking with H ML and other web design sofwares.Upon completing the sequence o classes, studentswill be able to use research and communicationmethods to build websites that are user-centered.

Te courses create a balanced and versatile educationthat students can use as a competitive edge orthemselves in the web design industry. Recent

graduates rom these programs who take these classsequences may be more marketable because theycomplete the tri ecta and become the unicorns oonline in ormation design: they are efficient writers,designers, and coders.

Chatham University has a chain o web designcourses in their program that students can take or aconcentration in Web Content Development. Te ullsequence o courses rom Chatham University can b

ound in Appendix B.

Te University o Washington also incorporatesa sequence o classes ocused on web design andin ormation architecture. Afer an introduction toresearch methods in the earlier classes, studentstake courses that develop their skills in prototyping,wire raming, site mockups, and hands-on productionIt is in these Application courses that studentslearn how to utilize the theoretical concepts ouser-centered design in conjunction with hands-on

coding. Te sequence o courses at the University oWashington can be seen in Appendix B.


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Theory

Application

University o Washington

New Jersey Institute o echnology

University o Memphis

University o Massachusets - Dartmouth

Southern Polytechnic State University

Clemson University

Emerson University

George Mason University

Rensselaer Polytechnic Institute

Chatham University

Utah State University

University o Minnesota

North Carolina State University


Auburn University

University o Chicago

exas ech

Studies in Writing or Digital Media Production *

Online In ormation Design and Evaluation *

Web Design *

Writing with Digital echnologies *

Electronic Publishing Overview *Web Development or Electronic PublishingCreating Electronic Publications or the Web & E-Readers

Web Development *

In ormation Structure and Retrieval *

Online Publishing

Te Rhetoric o Web Publishing *Digital Rhetorics Across Media & In ormation echnologiDigital Publishing echnologies, Teories in Practice

Web Authoring *

Web Design / Online Writing

Web Authoring and Design

Writing or Digital Media *Principles o In ormation ArchitectureVisual Inter ace DesignWeb Design IWeb Design and Development II

In ormation Design *Website Design

Communication Design or the WWWResearch Design and Analysis or New MediaCommunication Design or the World Wide WebWeb and Database Programming

Research Methods or In ormation DesignAdvanced In ormation Design

In ormation Design *User-Centered Web DesignComputational Concepts and Human-Centered DesignEngineeringWeb Design Studio

* denotes classes that do not teach coding.

Tis table is ordered rom most Teory-basedschools to most Application-based schools,and rom the most Teory-based to the mostApplication-based classes.

Figure B: Spectrum listing schools and their respective courses rom most theoretical to most application-based.


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Results &Discussion

Within the 16 sister universities and colleges we surveyed, we ound32 courses that were either based on building hard skills throughApplication or based on building a oundation o the Teory andmethodology o website design. We then categorized those 32 coursesby the emphasis the course placed on Teory versus Application usingthe selected terminology discussed in our Methods section (see FigureA). Trough lumping similar courses into three respective categories(Teory, Application, and Hybrid), we can determine which courses atother universities are most similar to our Web Design course.

As our course currently stands, students receive a stronger oundationin the guiding principles o research methodology and theory, eventhough it is taught in tandem with a lab that incorporates more o

the hard skills such as working and designing with coding. FigureC shows the percentage o courses out o all 32 classes that all undeTeory, Application, and Hybrid. Not including Carnegie Mellons WebDesign course, 28% o all comparable courses ocus on Teory. O theremaining courses rom other schools, 41% ocus on Application whi31% incorporate both Teory and Application in a Hybrid course.

Te selection o Hybrid courses offered by other schools is especiallyinteresting. Tese Hybrid courses merge research methods o user-centered design with designing and producing websites throughcoding sofware. We ound that Hybrid courses provide students witha oundation in both Teory and Application, which combines the besto both worlds to make students who complete these courses moremarketable or employers in web design industry, effectively producinthe unicorn candidate.

Figure C: Pie chart displaying the percentage o courses that allunder each o our three categories.


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TheoryTe overall objective or Teory courses is to developstudents skills in research methods or user-centeredweb design. With a strong understanding o the

undamentals o in ormation architecture, studentswho complete courses within the Teory categorybuild a solid oundation o research methods and

design testing. In addition, students in Teory coursesexamine patterns o user experience interactiondesign and can later implement their oundationalexperience towards Application courses either withinor outside o the English department i they so wish.

Nine o the 32 courses we located all into the Teorycategory. Tese courses tend to emphasize researchmethods, the abstract theories that support theconcepts o web design, and the undamentals odesigning a user-centered website rather than thehands-on process o designing and creating websites.

wo examples o the overall Teory pattern wewant to highlight are the Principles o In ormationArchitecture course at Chatham University andResearch Methods or In ormation Design at theNew Jersey Institute o echnology, both o whichappear in the Teory table in Appendix A. Both othese courses ocus heavily on underlying principleso design and research methods.

Te students in Chatham Universitys Principleso In ormation Architecture course learn aboutthe evolution o the theoretical basis behind user-centered design and the undamentals o task analysisand scenario development. While this course isprimarily rooted in studying the principles o webdesign more than the hands-on application o codingand working with clients, students do engage in a ewpractical exercises in which they apply the conceptsthey study in the class.

Te Research Methods or In ormation Designcourse at the New Jersey Institute o echnologyintroduces students to user research methods suchas contextual inquiry. Te course acts as a survey ornumerous research methods, rather than providingstudents with a ocus on just one or two techniques.

Te seven other courses we ound ollowed much thesame pattern, with a ew that break the Teory trendby including a nominal amount o programming anddesign instruction, such as Utah State UniversitysStudies in Writing or Digital Media Production.Students examine the process o publishing online

documents or a user-centered environment andstudy digital media and genres. Other topics or theclass vary and range rom examining the researchmethods or help les to websites and interactiveanimations. Students also develop, create, and run acollective website or the duration o the course.

ApplicationTe overall objective or Application courses is

to teach students to design and produce websitesthrough varying sofware plat orms and codinglanguages with user-centered theory as a guidingprinciple. Most o these courses either devote a smalpercentage o coursework to understanding theconcepts o usability be ore moving on to hands-onapplication, or require that students already knowabout user-centered design and go straight intoprojects that include working on various plat ormsand developing prototypes or mockups.

Students who take these courses may desire amore hands-on approach to their education, andwant to hone their programming skills to makethemselves more marketable to employers in webdesign industry. While a oundation in web designtheories and principles can help students betterunderstand concepts, many students may want totake Application courses to produce work or theirport olios and sell themselves as unicorns toprospective employers.

O the 32 courses we ound, we placed 13 in theApplication category. Based on available coursedescriptions and materials provided by pro essors,we saw a trend in these courses that leans moretowards emphasizing the tools used to build a websiteRather than having content that solely relates tothe principles o research methods and the theorieso user-centered design, these courses incorporatemore hands-on projects in which students utilize themechanics o programming, coding, and sofwareplat orms to develop websites.


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wo o the 13 Application courses we wantedto highlight include: Web Authoring rom theUniversity o Massachusetts Dartmouth andComputational Concepts in Human-centered DesignEngineering at the University o Washington. Both othese courses are included in the able o ApplicationCourses in Appendix A.

Te primary aim o University o Massachusetts Dartmouths Web Authoring course is to authorhypertext and hypermedia documents or the web;in doing so, students learn how to produce effectivenon-linear writing as well as effective design tocreate efficient, user-centered inter aces. Te courseprovides students with a oundation in authoring anddesign across a range o sofware plat orms, includingDreamweaver, which the University o Massachusetts Dartmouth specically uses or many o their

website design courses.Computational Concepts in Human-centered DesignEngineering, which is offered by the University oWashington, goes a step urther by teaching studentsto analyze data or user research. It introducesstudents to basic programming skills in order toproduce interactive, user-centered in ormationsystems. Te course draws on a range o topics,including log analysis, visualization, prototyping (e.g.wire raming), and data mining. Rather than studythe underlying concepts and principles o researchmethods and the theories o user-centered design,students ocus on, develop, and enhance their hardskills in programming and coding.

Many o the Application courses we ound couldbe taken by students at any time in their graduatecareer. However, we did nd some courses thatbroke this pattern by requiring prior coursework orequivalent experience in the undamentals o webdesign. For example, Southern Polytechnic StateUniversity has an Application course titled WebsiteDesign, which requires students to have taken theirIn ormation Design course be ore registering orthe class. In ormation Design (see Appendix A)is a course in design theory that is not exclusiveto web design; rather, it ocuses on the underlyingprinciples o usability and the design o documentsas a whole, including (but not limited to) webpages.In In ormation Design, Southern Polytechnic Statestudents examine the oundations o design theory

whereas the Southern Polytechnic State WebsiteDesign students ocus on using coding languages ansite-building sofware plat orms.

HybridHybrid courses provide students with a balanced

skillset that has roots in both Teory and Application.For the most part, these courses teach studentshow to apply the core concepts they learn so thatthey can easily transition rom school to workingin the web design eld. Te courses also providestudents with a basic understanding o how the toolso web design work in conjunction with principleso human-computer interaction, which may makethem a valuable asset to uture employers. Studentswho take these courses want a more comprehensiveunderstanding o both the why and the how oweb design, rather than a specic ocus on Teory orApplication. Hybrid classes give students an edge inthe competition o the job market.

In our research, we ound that 10 o the 32 coursesemploy a mixture o Teory and Application (seeAppendix A). In these courses, students are taughtboth the undamental principles o user-centereddesign and research methods along with the toolsused to build webpage content, such as coding in

H ML and CSS.wo examples o Hybrid courses wed like to

highlight are the University o Chicagos In ormatioStructure and Retrieval course and North CarolinaState Universitys Online In ormation Design andEvaluation course. Students in these classes learnboth the underlying principles o user needs analysisand in ormation architecture as well as the rawcoding that goes into multimedia in ormation designand prototyping or human-computer interaction.

Te University o Chicago provides its students witha strong Teory background and teaches them howto apply those theories through hands-on applicationin the In ormation Structure and Retrieval course.In ormation Structure and Retrieval ocuses ontheories that support user-centered approaches todesigning and accessing in ormation. Students thendemonstrate their understanding o these theories byutilizing hard skills, including coding through XML


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and JSON plat orming. Students draw on rhetoricaltheories by designing and producing interactivedesigns across multiple electronic plat orms (e.g.laptop computers, mobile phones, e-readers) inorder to make websites and visual in ormation moreeffective and efficient or users.

North Carolina State Universitys Online In ormationDesign and Evaluation course introduces studentsto concepts and hands-on practices or multimediain ormation architecture and design. Te coursegives students a background in research methods,web design principles, and usability strategies thatthey then apply to their projects. By the end o thecourse, students can expect to know how to test siteusability, conduct audience research, and plan andconstruct websites through the use o plat orms suchas Dreamweaver.

Many Hybrid courses teach students the principleso web design while having the students apply thoseprinciples through class projects. As with many o theTeory and Application courses, the Hybrid courses

ocus mainly on the design and architecture oonline spaces, although there are a ew Hybrids thatbreak this pattern. One such class is the ElectronicPublishing Overview course taught at EmersonCollege. Primarily, the class provides students with anunderstanding o how to plan, develop, and managedigital content online. While the course aims toteach students how to lay out documents, it does notexpressly work with raw coding to build websites withthe use o a sofware plat orm. Rather, it incorporatesprinciples o usability theory with the underlyinggoal and practice o digital publishing. However,Emerson does offer another course that ocusesmore on working with tools such as H ML and CSS,incorporating in ormation architecture principles (seeAppendix A).

Comparison of Tools in Application and HybriAmong the courses that taught programming, it isinteresting to note which tools were emphasized.We per ormed a comparison o the 23 Hybrid andApplication classes to determine the most commonsofware programs and plat orms (see Appendix C).

Among those courses that specied which tools weretaught, we ound that:7 courses teach H ML,6 teach CSS,3 teach Dreamweaver,3 teach JavaScript,2 teach XH ML, and2 teach XML.

Additionally, we ound that some courses taughtstudents how to use DH ML, Git/GitHub, and SQL.Te Web and Database Programming course atRPI uses Microsof Visual Studio and teaches .NEdevelopment. North Carolina State UniversitysOnline In ormation and Evaluation class is the onlyclass that made special mention o teaching studentsboth SEO and Wire rames.

Based on the results o our comparison, we ound ththe course that teaches the most sofware accordingto its description is Southern Polytechnic State

University. Its graduates may be among the more versatile, marketable, and competitive web developerbecause they are taught how to use multiple plat ormthrough hands-on application.

o see a table o the programming and sofware thateach course teaches, see Appendix C.


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Conclusion

Overall, we ound a slight trend towards emphasizing application andhard skills in web design. Seventy-two percent o the courses wesurveyed included programming instruction, and even a ew o thetheoretical classes gave a basic introduction.

Additionally, we ound that several o the web design courses thatemphasize application do have co- or pre-requisites in classes thatteach in ormation architecture undamentals. Tese ndings suggestthat while many classes at our sister institutions are either ocusing onor incorporating aspects o application, they still retain a basis in thetheories o research methods.

While many classes have some aspect o hands-on application, ew o

them incorporate a client project. Chatham University includes a clientproject course in its concentration in Web Content Development, butthat is an individual course with the sole purpose o having studentscomplete a project or a client.

Alternatively, the Web Design course at Carnegie Mellon enablesstudents to apply the principles they learn about in a hands-onenvironment that ew other universities include in their curricula.Because it introduces students to building a webpage in a classroomenvironment, Carnegie Mellons Web Design course actually has acompetitive advantage over some o its sister schools, and may be morappealing to prospective students.

An interesting trend that we ound is the sequence o classes offeredby Chatham University and the University o Washington. Studentswho go through these sequences obtain a multi- aceted understandingo web design that may make them highly sought afer in industry.Recommending whether Carnegie Mellon should employ such a classstructure is not the objective o this report; however, analyzing thelinked nature o these classes at our sister universities may help shapethe uture o our Web Design course.


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Appendix ATheory SchoolsSchool Course Description keywordsUniversity of Washington Information Design Design principles and procedures

Print versus electronic mediaDesigning for page and screenInformation topologiesHypermedia

Utah State University Studies in Writing for DigitalMedia Production

Process of publishing onlineStudying digital media and genres

New Jersey Institute ofTechnology

Research Methods forInformation Design

User research methodsUsability testingFoundation for user-centered interaction design

Clemson University The Rhetoric of WebPublishing

SeminarTheory and practiceDesigning on WWWFocus on content strategiesExamines taxonomies of webpage typesPatterns of user experience interactions

Rensselaer PolytechnicInstitute

Communication Design forthe WWW

Design and use of websitesInitial gathering of user requirementsDesignDevelopmentEvaluation

Assessment of customer satisfaction

Research Design and Analysis for New Media

Practicum in researchMethodology for web usageComputer-mediated behaviorData-gathering

Chatham University Writing for Digital Media Strategies and skillsCompelling interactive experiencesEffective user-interface design

Conceptualization of multimedia applications

Principles of Information Architecture

Underlying principlesFundamentalsInformation architecture

Southern Polytechnic StateUniversity

Information Design Main design elementsInformation productsRhetoricalTheoreticalUnderpinnings for design decisionsDocument design theory


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Application SchoolsSchool Course Description keywordsUniversity of Massachusetts -Dartmouth

Web Authoring Hypertext, hypermediaUser-friendlyInterface design

University of Memphis Web Design / OnlineWriting

Technology toolsUsability testingSingle-source content managementInformation architecture

University of Washington Web Design Studio Hands-on

Computational Conceptsand Human-centeredDesign Engineering

Basic programming skills Analyze dataUser research and design

Southern Polytechnic StateUniversity

Website Design Best practicesDesign and delivery of informationHTML, XHTML codingDreamweaverTheory and research component

New Jersey Institute of Technology Advanced InformationDesign

Media-rich, multidimensional online projectsNavigation theoryContemporary design practices

Online community building

Clemson University Digital PublishingTechnologies, Theories inPractice

User-centered AppliedMultimedia online documents

Digital Rhetorics AcrossMedia and InformationTechnologies

Application of theoriesProfessional Communication technologiesHands-on experienceInformation technologies

Emerson University Creating ElectronicPublications for the Weband E-Readers

Creation and designVariety of e-formatsXML and .epubElectronic publications

George Mason University Web Authoring and Design Basic principles of codingUsability and accessibilityCompetence with coding and software toolsProduction orientedWeb and graphic editing software tools

Rensselaer Polytechnic Institute Web and DatabaseProgramming

Creating dynamic web-page contentRelational databasesVariety of web-services

Chatham University Web Design andDevelopment II

Multimedia authoring tools

Web Design I Raw HTML and CSS coding


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Hybrid SchoolsSchool Course Description keywordsUniversity of Minnesota Writing with Digital

TechnologiesDigital writing technologies

Assess writingBasic building blocksWriting in internet environmentsFunctionalities of web environmentsHow to produce environments

University of Washington User-centered WebDesign

Theory and practiceUser-centered web development processUser-needs analysisPrototypingMock-upsProductionInformation architecture

North Carolina State University Online Information Designand Evaluation

Concepts and practicesMultimedia information designInformation architecturesHuman-computer interactionGenre for complex websites

Auburn University Web Development Current researchPractice of web development and designHTML and other development programs

Conduct lab researchUsability researchSecondary library based research

University of Chicago Information Structure andRetrieval

Humanized visual and structural approachesDesigning and accessing informationInformation architectureXML and JSON platformingInteractive designInformation projectsRhetoric theories

Applied and theoretical foundationVisualStructuralInteractiveRepresentations of informationRetrieval across electronic devices

Emerson University Electronic PublishingOverview

Various methodsDigital publishingWebsite publicationBasic understanding of planningDevelopment and management

Web Development forElectronic Publishing

Design and formatImages and textHTML, CSSContent evaluationUser experienceUsability practicesDesign aesthetics

Texas Tech University Online Publishing Process and planningSite constructionDevelopmentHTML, DHTML, JavaScript, CSSHypertext theoryTechnology theory

Rensselaer Polytechnic Institute Communication Designfor the World Wide Web

Hypermedia interface designCommunication issuesDesign and develop a websiteExploring rhetorical, cultural, legal issues

Chatham University Visual and InterfaceDesign

Audience analysisFull interface designFocus on interactionsBehavior of usersPrerequisite: Basic web design skills


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Appendix B

Course Sequence offered by Chatham University

Writing orDigital Media

Teory and conceptso interactive user-

centered design

Principles oIn ormationArchitecture

Underlying basicso in ormation

architecture

Web Design andDevelopment IIAdvances student

coding skills

Visual andInter ace Design

Uses audienceanalysis to progress to

ull inter ace design

Client Project

Theory Theory Application Hybrid

Course Sequence offered by the University of Washington

User-CenteredDesign

Introduces studentsto theories o user-

centered design

In ormationDesign

Underlying basicso in ormation

architecture in onlineand print ormat

ComputationalConcepts in

HCDEIntroduces basic pro-gramming skills and

research methods

User-CenteredWeb Design

User-needs analysis,prototyping, and web

site production

Web DesignStudio

Designing andproducing success u

websites

Theory Theory Application Hybrid Appl

Hybrid


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Appendix C

Application Course Tools

School Name and Course HTML CSS Dreamweaver JavaScript XHTML XMLChatham UniversityWeb Design and Development 2

Chatham UniversityWeb Design 1Clemson UniversityDigital Publishing Technologies, theories inPracticeClemson University

Digital Rhetorics Across Media andInformation TechnologiesEmerson CollegeCreating Electronic Publications for the Weband E-Readers

George Mason UniversityWeb Authoring and Design

New Jersey Institute of TechnologyAdvanced Information DesignRensselaer Polytechnic InstituteWeb and Database ProgrammingSouthern Polytechnic State University

Website Design

University of MassachusettsDartmouthWeb Authoring

University of MemphisWeb Design/Online WritingUniversity of WashingtonWeb Design StudioUniversity of WashingtonComputational Concepts and Human-centered Design Engineering


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Hybrid Course Tools

School Name and Course HTML CSS Dreamweaver JavaScript XHTML XML

Auburn UniversityWeb Development

Chatham UniversityVisual and Interface Design

Emerson CollegeElectronic Publishing Overview

Emerson CollegeWeb Development for ElectronicPublishing

North Carolina State UniversityOnline Information Design andEvaluation

Rensselaer Polytechnic InstituteCommunication Design for theWorld Wide Web

Texas TechOnline Publishing

University of ChicagoInformation Structure and Retrieval

University of MinnesotaWriting with Digital Technologies

University of WashingtonUser-centered Web Design

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Web Design Competitive Analysis

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