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PPT_ 4MB - UNESCO Communication

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					     Hints for Improving
     your Web-content
   A workshop for “content providers”


Part 1
UNESCO Bangkok
Conference Room A, 5th floor

                                        1
               Course Outline

Part I                            Part II

* Introduction                    * Improving presentation
* How do people use the web?      * Creating hyperlinks
* Identifying your audience       * Integrating visuals, etc.
* Writing a headline              * Keeping the website alive
* Writing a lead                  * Practice session
* Applying the inverted pyramid



                                                        2
               Learning objectives
 To be able to produce texts that are readable,
  clear, accessible, attractive and adapted to the
  Web.

 In particular to be able to produce the
  following for the web:
      "News“ & "Events“.
      Project descriptions, outcomes and other
       information.

                                                  3
                To be able to…

1.   Adapt text to the audience
2.   Write a headline
3.   Write a lead ("short description")
4.   Present useful information
5.   Create hyperlinks
6.   Integrate visuals
7.   Keep the website alive

                                          4
      Introduction
How people use the Web




                         5
   Users scan contents
80% of their time, internet users scan
the web page content rather than
reading it word by word




                                         6
Users only see part of the page content



  First screen




                                      7
 Many visitors come from search engines




            To help visitors find your website:
Make sure that the keywords relating to the topic
 of your website are repeated frequently in the text. 8
Example of a web page




                        9
The headline: five times more read than
body text.

       The lead: looked at by more than
       90% of visitors.



       Paragraph blocks group ideas




      Keywords in bold


      Visuals with captions.
                                          10
What do users look at most?

  …headlines and hyperlinks




                              11
Bulleted lists help readers scan
• You can use lists more often on a web page than on
  a printed paper page.
• Use numbered lists when the order of entries is
  important.
• Use unnumbered lists whenever the sequence of
  the entries is not important.
•   Limit the number of items in a single list to no more
    than nine.
•   Generally, lists should have no more than two levels.

                                                            12
Example:
Using
lists




           13
          Spacing is important
 Leave
 white
 space

 Keep
 paragraphs
 short


                                 14
       Chapter 1
Adapt to the audience




                        15
  Rule 1: Adapt to the audience
Before writing anything, be sure to have answered the
   following questions:

       Who is the target audience?
       How will the content be used?

Then:
       Use simple words that everyone easily
        understands.
       Provide only useful information.
                                                    16
    Who is your target audience?

   Researchers / scientists / academics
   Media / journalists
   Teachers / educators / trainers
   Public managers / government officials
   Development actors (NGOs, UN,…)
   Students / young people
   Internal staff
   ?
                                             17
            Watch out for jargon

   Don’t assume that your audience knows all the
    jargon.
   Spell out acronyms the first time they appear on the
    page (after that you can use the acronym).

    For example:
    information and communication technologies
    (ICT)

                                                      18
Example:
What is wrong with this statement?
What is the author assuming?

     “MOST is a UNESCO programme that promotes
     international, comparative and policy-relevant
     research on contemporary social transformations
     and issues of global importance.”




                                                   19
Do we have to remove all jargon?
   As we go deeper into the website,
    it is normal to reach more technical information
    that contains jargon.

   However, on the main pages  limit jargon where
    possible.




                                                       20
 Provide all useful information

Include:
• Important facts
• Links to useful documents
• Links to related web pages and websites.




                                             21
Example:
What is wrong with this page?

      Bad Example




                                22
Example: Solution


    Bad Example




         No links are         No links are
         provided to useful   provided to other
         documents.           parts of the website

                                               23
Provide all useful information


  Good Example




                                 24
    Chapter 2
Write a headline




                   25
      Rule 2: Write a Headline
The function of a headline: to allow the reader to
quickly understand what’s inside the article.

   Concise (between 4 and 12 words; max 100 characters)
   Explicit (giving the reader a good insight of the content)
   Understandable (avoid acronyms or jargon)
   Catchy (if explicit)
   With keywords (useful for search engine indexation)
   Uppercase for first word of sentence
   No quotation marks
                                                                 26
       Long and obscure headlines
IYP2005 UNESCO – ICTP – SPIE - STO Optics Teaching
Regional Workshop

Implementation of Resolution 1483 on Iraq: Koïchiro
Matsuura says “UNESCO stands ready to assume fully the
special responsibilities assigned to it by its mandate,
particularly in the fields of education and culture”

CBEC, SIUT and UNESCO Joint Conference and Workshop
on Bioethics Education

Training and Professional Development of Teachers and Other
Facilitators for Effective Use of ICTs in Improving Teaching
and Learning                                                   27
Short, concise and explicit headlines

Angkor Wat World Heritage site under threat

Equipping remote schools in Bhutan with ICT

New group to promote girls’ education in South Asia

Why gender in education is important

Sowing the Seeds of Peace in the Mekong River Basin

                                                      28
Exercise 1: Make the Headline Shorter

The Director-General has decided to send a technical
mission to the Old City of Jerusalem in order to assess
the situation concerning the work on the access to the
al-Haram al-Sharif

On Friday 23 February 2007, the Director-General of UNESCO,
Koïchiro Matsuura, announced his decision for sending a technical
mission to the Old City of Jerusalem, which is inscribed on
UNESCO's World Heritage List and on the World Heritage in
Danger List.

                                                                    29
                   Exercise 1: Solution

The Director-General has decided to send a technical
mission to the Old City of Jerusalem in order to assess
the situation concerning the work on the access to the
al-Haram al-Sharif
UNESCO sends mission to Jerusalem to assess World Heritage in Danger site

On Friday 23 February 2007, the Director-General of UNESCO,
Koïchiro Matsuura, announced his decision for sending a technical
mission to the Old City of Jerusalem, which is inscribed on
UNESCO's World Heritage List and on the World Heritage in
Danger List.
                                                                            30
    Exercise 2: Improve the Headline

Booklet prepared by NIED on "HIV and AIDS
prevention, Education through Art"

A poster competition has been organized in Namibian schools
(2003) in the framework of the "fight HIV not those living with
it" campaign within the education sector. The booklet
presented here contains about thirty posters from young
participants.

Author: National Institute for Education Development -
Namibia
                                                                  31
             Exercise 2: solution
Booklet prepared by NIED on "HIV and AIDS prevention,
Education through Art"




Youth use art to tackle HIV/AIDS



                                                        32
  Chapter 3
Write a lead




               33
          Rule 3: Write a lead
The function of a lead: to sum up the gist of the
information contained in the article.
1.   Limit the lead to one short paragraph
2.   Be concise (between 30 to 60 words; max 400
     characters)
3.   Follow the five W rule + H in order to answer all
     essential questions
4.   No weblinks inside the lead

                                                     34
        The five "W“s and one H
 Basic questions required in order to provide
 the necessary information:

1.   Who
2.   What
3.   When
4.   Where
5.   Why
6.   How

                                                35
      The lead contains all five "W"
UNESCO signs agreement with Thailand on
managing HIV/AIDS in schools

On 14 April 2005, UNESCO’s Director-General
Koïchiro Matsuura and Mr Chaturon Chaisang,
Minister of Education of Thailand, signed a project
plan for enhancing the development of leadership
skills in the management of HIV/AIDS in secondary
schools in Thailand.

                                                      36
Keep it Short and Simple (KISS)
Limit the lead to only one paragraph
   BEFORE                AFTER




                                       37
        Exercise 3:
What’s wrong with this lead?




                               38
             Exercise 3:
              Solution



o long and
tailed.                    Does not contain
                           all five "W"




                                              39
      Exercise 4: Make the Lead Shorter!

Fight against Racism, Discrimination and Xenophobia

The fight against racism, discrimination, xenophobia and intolerance is at
the heart of UNESCO's mandate. UNESCO, through research, contributes
to identifying effective responses to the obstacles hampering the full
exercise of human rights: extreme nationalism, ideologies of intolerance
and new forms of discrimination arising from technological and scientific
progress. UNESCO directs its efforts towards drafting international
instruments that outlined standard principles, concepts and universal
criteria to support the fight against racism and discrimination. To further
advance the fight against racism and discrimination, UNESCO also
launched various operational programmes and projects.
                                                                        40
            Exercise 4: Solution
Fight against Racism, Discrimination and Xenophobia
The fight against racism, discrimination, xenophobia and
intolerance is at the heart of UNESCO's mandate. Through
research, UNESCO addresses human rights issues such as
extreme nationalism and technological discrimination. A
number of international tools and operational programmes
have been developed to fight racism.

           90 words             43 words
                                                       41
Exercise 5: What is wrong with this text?




                                       42
Solution: Exercise 5


      Boring headline




                           Lead is too long.


                        Lead does not contain
                        the 5 "W"




                                                43
   Chapter 4
The body text




                44
     Structure your content
following the inverted pyramid
                             Lead contains
                             most of the 5 W


                      Interesting facts and
                      colourful details are found
                      in the body text



                 Least important information
                 is found here, at the bottom
                 of the story
                                                    45
Exercise 6: Apply inverted pyramid rule




                                     46
Exercise 6: Solution




                       47
Limit page length




                    48
        Readability and legibility

Readability is the measure of how easily your text
can be read and understood.
Legibility indicates that the text can be read, that
the letters and words can be recognized. This
relates to font size and type.
[Source: http://agcomwww.tamu.edu]


To boost your content impact :
1.   Use simple words and style
2.   Improve the layout                                49
              Rule 4: Body text
The function of the body text is to explain things, to develop reasoning, to
provide some examples and to emphasize some details.

   Apply the inverted pyramid rule
   Use short sentences (15 to 20 words)
   Use simple words and style (avoid passive voice, long
    phrases, acronyms and jargon)
   Divide information into paragraphs
   Limit each paragraph to just one idea, ideally found in the
    first sentence.
   Put keywords in bold and use bulleted lists (without
    exaggeration)
   Limit the volume of each page (between 500 and 4000
    characters)
                                                                          50
Keep it Short and Simple:


                       Bad Example:

 The CATIA programme decided to adopt the MMTK format for all its
 training materials, where appropriate, with the objective of facilitating
 sharing, taking into consideration the local trainers who need
 workshop-ready, mix and match, open acces materials that can be used
 and adapted in an effortless manner.


                                                                      51
Keep it Short and Simple:


                     Good Example:

 The CATIA programme has adopted the Multimedia
 Training Kit for its training materials. The aim is to facilitate
 sharing with emphasis on easy adaptation for local trainers.




                                                               52
               Improvements
   1 sentence  2 sentences
   Acronyms  explained
   Spelling mistakes  corrected
   Style  strongly simplified
   Passive voice  active voice
   Paraphrasing, wordiness, superfluous phrasing 
    removed


                                                  53
Thanks for your attention
   and participation!




                            54

				
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