ALL INTERNET

Expanding Into New Territories

In defining business strategies for modern medias such as online newspapers, the most difficult part is finding the right combination of revenue streams. Advertising, pay-per-view, flat fee… All are part of the new spectrum media companies now have to deal with.

The gamut looks like this:

As we can see, newspapers mostly consist of one product line, confined to the mainstream, value-added news category. By going digital, this segment is likely to lose most of its value (expect a 60% meltdown as expressed in revenue per reader). Therefore, for these companies, it becomes critical to expand into new territories already taken over by other players. For instance, big media outlets endowed with strong brands should go into commodity news and participatory/social contents. This doesn’t mean a frontal attack on Facebook or Twitter, obviously; instead, the new reality dictates using and monetizing through them (see last week’s Monday Note on Facebook monetization).

Ancillary publishing should also be considered a natural expansion: news outlets retain large editorial staffs that could be harnessed to produce high value digital books (see this earlier Monday Note on Profitable Long Form Journalism). The “Events” item, on the list/graph above, is more questionable, but it remains a significant source of potential income tied to the brand’s notoriety. I left aside the classifieds business: except for a few media groups (Schibsted all over Europe or Le Figaro Group in France) that boarded the train on time, positions are now too entrenched to justify an investment to gain a position in that segment.

Advertising is likely to remain the biggest money maker for the two dominant categories: Commodity/Participatory/Social Media and Mainstream Value-Added. Unfortunately, in its digital form, advertising has run in deflationary mode for the past decade due to flat (at best) CPMs, with huge inventories putting further pressure on prices.

Print doesn’t look great either as investments shift en masse to digital; this reflects the growing imbalance between time spent by users on print and advertising investments in the medium. According to Nielsen Media Research, the Internet now accounts for 38% of time spent but only for 8% of ad spending; newspapers are on a symmetrical trend as they captured 20% of advertising dollars for only 8% of users’ time.

Time to rethink Word Processors — Seriously

Last Friday, at the Apple Store near the Paris Opera House, I paid my annual Microsoft tax: €140 ($194) for the 2011 edition of Microsoft Office. My hopes: more speed, less bugs, and smarter features. All in the service of producing all manners of text and presentations required by my multiple jobs. So far, no mind-blowing features, nothing more than a superficial makeover.
To look at this new iteration of Word, I use the framework built on my experience of Microsoft’s R&D effort. A few months ago, I spent three days at the Microsoft Tech Fest in Redmond. At first, I felt like a kid in a candy store, chatting with some of Microsoft Research 900 plus PhDs who work on exotic fields such as Machine Learning or Epidemiology. But the amazement subsided and was replaced by doubt: How did this tremendous intellectual firepower actually make a difference in the Microsoft products I’ve been using for 15 years. In fact, Microsoft R&D has very little impact of everyday products. This is but one of Microsoft’s many problems: see the long piece I wrote in Le Monde Magazine.

Let’s go back to the subject of this column. Knowing what I know about Microsoft’s vision of computer science, I had envisioned of a quantum leap for applications I use the most, such as the very word processor on which I’m using “as we speak”. No joy. Let’s ignore the letdown and, instead, speculate a little bit about the next generation of text creation tools branded Microsoft Word, or Apple Pages (which comes with fewer bells and whistles, but is tidier).

First, text creation. One of the biggest challenges, and a growing one, is spelling, syntax, and grammar. In a country such as France, whose language is loaded with utmost (and sometimes absurd) complexity, the quality of writing is in steep decline. For the youngest part of the population, it is accelerated by the demise of a school system where teachers in effect gave up on written language. As for the 30-40 age bracket, the bombardment of daily interactions (email at work, SMS, chat on social networks) has made proper spelling and syntax secondary. Quite often, coming from a manager or even an attorney, you’ll receive a business document riddled with spelling errors well beyond the typos acceptable in a hastily written piece.

Unfortunately, today’s word processors do a very poor job when dealing with mangled spelling and grammar. All of us have in mind examples where the Word application becomes absurdly creative when dealing with the unknown: regardless of context, and with no learning capabilities whatsoever, Word will stubbornly keep suggesting an alternate spelling instead of simply skipping an unrecognized term.

Let’s dream for a moment; let’s picture what a text processing software could look like in the light of existing technologies.

When I install my 2013 version of MS Word or Apple Pages, it asks me to load a “reference corpus” of texts it will learn from. Since I write both in French and in English, I will feed the app with the final versions (edited, and proof-read) of articles I published and I’m comfortable with. Grammar and syntax will be helpful for English and thesauruses will be used for both. Since I currently write about media and technology, the application dictionary will soon be filled with the names of people, places, companies I mention, as well as with the technical jargon I allow myself to use. Alternately, if I don’t want to feed the word processor with my own writings, I can direct it to URLs of texts I find trustworthy: great newspapers, magazines, or academic papers…

Similarly, a lawyer or a doctor will feed the word processor with texts (from his own production, or found online) to be used as reference for professional vocabulary and turns of phrase. In my dream, third-party software vendors have seen a business opportunity: they sell industry- or occupation-specific plugins loaded with high-quality reference corpuses. This results in reliable auto-correct for Word and Pages. Some vendors even provide their corpuses as on-line subscriptions, constantly updated with state-of-the art content.
Then, as I write, the application watches my typing and matches it against the relevant corpus. Instead of relying on rigid hit-or-miss grammatical rules, it uses a statistical algorithm to analyze a word, or a group of words within their context of intended or inferred meaning. Take this gross mistake: “GM increased its sails by 10 percent”. The word is spelled correctly but, in this context, wrong. Because it lacks a context in which to detect the misspelling, the 1998-vintage word processor won’t change “sails” into “sales”. Conversely, the 2013 statistical-based language model flags the mistake by using the proper body of reference to see that “sails” is unlikely in an auto industry context.

Just a year ago, Google introduced Wave, an ambitious reinvention of email, seemingly ahead of its time. Among other advances, Wave featured a spectacular implementation of Google’s huge statistical model of language. In this video (go to the 45th minute) you’ll see Google Wave’s product manager Lars Rasmussen type the following sentences: “Can I have some been soup? It has bean a long time. Icland is an icland”, etc. Each time, the software automagically corrects the mistakes as they are typed, confident in the power of its algorithm and of its immense body of reference. This statistical approach works with gross, obvious mistakes, but also with more subtle ones.
Of course, I am aware of the difficulties in applying statistical language models to personal software: such algorithms are bandwidth and CPU intensive. This could explain why Google did not deploy the Wave spelling demonstrator on Gmail, or on Google docs. But the underlying algorithms do exist. A less sophisticated version, limited to professional dictionaries and thesauruses at first, could be fantastically helpful in properly spelling Zhengzhou, if you happen to write about Asia, or Neuroborreliosis, if you are a medical student.

Second, the use of texts. A significant proportion of writings goes to blogs and other social environments. As a serious user of the WordPress platform [today’s Word can’t even change WordPress into the correct WordPress, I had to check on Google…], I would gladly pay for a Word or Pages plug-in allowing me to compose a clean post with text, images, tables, links, typographical enrichments and, when done, letting me click “publish on my blog” or “send it to the mailing list”. No more cut & paste surprises or image resizing headaches. The word processor plug-in could be provided by the same developer who designed the style sheet (CSS) for my WordPress (or Blogspot, or TypePad) site. Or I could go for the auto-settings by inserting the CSS code in the plug-in that will, in turn adjust the word processor’s dials, from fonts and sizes, to background colors, etc.

You get my point: self-correcting spelling systems that guarantee (or at least vastly improve) decent grammar, syntax and the proper spelling of nouns and names can be a huge improvement for all professional writers – especially in a globalized economy where a greater number of us produce documents in a foreign language. Such auto-correct systems can even offer educational value in helping bloggers improve their basic writing skills.

Apple’s Next Macintosh OS

Operating systems don’t age well. Some have better genes than others or they have more competent caretakers, but sooner or later they are stricken by a cancer of bug fixes upon bug fixes, upgrades upon upgrades. I know, I lived inside two OS sausage factories, Apple and Be, and was closely associated with a third, PalmSource. I can recall the smell.
The main cause of OS cancer is backwards compatibility, the need to stay compatible with existing application software. OS designers are caught between yesterday and tomorrow. Customers want the benefit of the future, new features, hardware and software, but without having to jettison their investment in the past, in their applications.

OS architects dream of a pure rebirth, a pristine architecture born of their hard won knowledge without having to accommodate the sins of their fathers. But, in the morning—and in the market—the dream vanishes and backwards compatibility wins.

Enter the iPhone.

The iPhone OS, iOS, is a Macintosh OS X derivative…but without having to support Macintosh applications. Pared down to run on a smaller hardware platform, cleaned up to be more secure and tuned for a Touch UI, iOS is the dream without the ugly past. Tens of millions of iPhones, hundreds of thousands of applications, and billions of downloads later, this is a new morning without the hangover.

And now we have the iPad, another iOS device. (I’ll omit the newer Apple TV for the time being.) 8.5 million iPads were shipped by September, a mere six months after its introduction. The installed base will reach 14 to 15 million units by the end of this year.
To paraphrase the always modest Apple PR boilerplate phrase (“Apple ignited the personal computer revolution in the 1970s …”) the iPad re-ignited the marginal tablet category.

After more than 30 years of stalled attempts, the tablet genre has finally gelled. We see a flurry of tablet announcements from Asus, HP, Samsung, Dell, Archos, and many others, using Windows 7, WebOS, and Android. Surprisingly, we have yet to hear a pundit declare 2011 ‘The Year of The Tablet’. It’ll come.

On the other hand… Apple held a Back to the Mac event at its Cupertino HQ last week. As the name implies, Apple wants to make it clear that it’s still committed to personal computers. (You can see the full keynote here…but that’s 90 minutes. A tongue-in-cheek, adjective-laden 104 second montage gets to the essence here.) The iPhone may generate half of Apple’s revenue, but the event reminded us that Macintosh desktops and laptops are a $20B/yr business—a business that’s growing faster than the rest of the PC industry. Apple made a point of showing how the iPad, after taking its genes from the Mac, was feeding DNA back to its progenitor by way of the Touch UI that will appear in the release dubbed “Lion”, OS X 10.7.

During the Back to the Mac presentation, two prayers of mine were answered: A Macintosh App Store and a smaller laptop. The App Store has received the expected “walled garden” critique, but having seen how difficult it is for small Mac software developers to get retail shelf space or to make money selling their wares on line, I like the idea. A few days ago, I downloaded a neat little utility to silence the startup sound on my new 11” MacBook Air. How much did the developer make? Zero, it’s freeware; the programmer didn’t want to spend the time and money to set up a commercial site. How much would I have paid for it from a Mac App Store? Less than $5, more than 99 cents.

As for the 11” MacBook Air, Walt Mossberg, WSJ’s tech guru, penned an insightful review that’s neatly summed up in its title: “MacBook Air Has the Feel Of an iPad In a Laptop”.

So: A clean, fresh iOS; we’re not abandoning the Mac…What are we to make of these competing messages? My theory:
Today’s PC operating systems have advanced cancer
Personal computers as we know them are here to stay
Apple will move to something like an iOS Macintosh

Easier said than done. Steve Jobs remembers well the trouble Apple had getting apps for the first Macintosh, the painful failures of Lotus Jazz, the lame Mac software from Software Publishing Corp., creator of the best-selling PFS: series for the Apple ][. Ironically, some of the best software came from Microsoft—the word frenemy hadn’t been coined yet but retroactively fits. So, just like the iPhone App Store made the iPhone, the Macintosh needs a marketplace, an agora in preparation for the transition.

But a transition to what?

An evolution of the iPad? Certainly not something I saw at Il Fornaio, one of the local Valley watering holes. There, a very serious woman had her iPad standing on the official Apple keyboard dock, writing and, from time to time, raising her hand and touching something on the screen. As Jobs pointed out in the keynote above, it’s an ergonomic no-no.
Now, turn to the laptop. As one of my colleagues says: “It’s dark inside the box.” It’s what the machine does that matters, not what’s inside. Indeed. Imagine a port of OS X on an ARM, or A4, or AX processor, or even a Loongson CPU for that matter. If the right applications have been ported or adapted or, even better, created de novo for the platform —and made available through the App Store—would we object?

But, you’ll argue, “Aren’t these processors much less powerful than Intel’s?” Ask an iPad user: The machine feels swift and fluid, much more than a conventional PC.

Yes, there are no heavy-duty apps such as Photoshop or AutoCAD for the iPad. (AutoDesk publishes an AutoCAD companion app for the iPad and the iPhone.), but who knows? Adobe might be tempted to do for Photoshop what Apple has done for its OS: Scrap the past and build a modern Photoshop that’s written from the ground up.
Intel processors suffer the same type of cancer that afflicts operating systems. Their instruction sets and, therefore, their hardware, power consumption, and cost are beset by the tortuous need to stay compatible with existing code while offering an endless procession of new features. Intel has tried a fresh approach at least three times: the iPAX 32 in the early 80s, the Itanium (promptly renamed Itanic, a political compromise hammered out to keep HP’s PA architecture out of contention), and a brief fling with ARM called the XScale. Each time, the company (or the market) decided backwards compatibility was the way to go. Intel’s position is transparent: They believe that the might of their technology and manufacturing will bulldoze the cost and power consumption obstacles of the x86 architecture.

(We’ll note in passing that there is no Wintel in smartphones. For its Really Personal Computers, for its Windows Phone 7 devices, Microsoft is all ARM.)

Compare the bulldozer approach to what Apple did when it designed the A4, the “dark inside” of the iPad. Apple’s next Mac processor could be a multicore (or multi-chip) ARM derivative. And the company has proven time and again that it knows how to port software, and its support of the Open Source LLVM and Clang projects give it additional hardware independence. We all know the Apple Way: Integration. From bare metal to the flesh, from the processor to the Apple Store. Hardware, OS, applications, distribution… Apple knows how to control its own destiny.

Tomorrow’s MacBook Air might have even more of the “Feel of an iPad in a Laptop” that Walt Mossberg detected. The tablet and the laptop could run on the same “dark insides”, with the same software, and the same Touch UI interface. And, for a desktop machine, an iMac successor, we already have the Magic Trackpad for touch input.

(IMCO, the current Trackpad doesn’t feel magical enough: on the two devices I own, the touch input isn’t as reliable, pleasant and “second nature” as it is with existing mice or a laptop trackpads. I gave up after two weeks. I’m not the only one with that view, I’ve asked. And the local Apple Store doesn’t push appear eager to push the device either.)

All this doesn’t mean the x86-based Macs would disappear overnight: high-end Mac Pros, for example, might continue for a while as they do today for applications such as Logic Studio or Final Cut.

If this sounds farfetched, one question and an observation.

The question: Would you bet the longer term future of your $20B Mac business on an endless series of painfully debugged x86-based OS X incremental releases? Or would you rather find a way to move that franchise to a fresh hardware/software platform fully under your control?

Public School Websites Don’t Have to Suck

I am a full-time teacher in the US public schools, so I depend on my school’s rather dated website for many of my job functions. My site looks like the other staffers’, down to the identical font and color choices. I am not the school’s web designer, nor would it do any good if I were. I have very, very limited control to my pages. In fact, the school employee in charge of our website has very limited control over the site.

Like many schools in the U.S., my school’s website is strictly controlled by the district’s IT department, which doesn’t (as a rule) employ web designers or developers.

And even our school’s IT department has its hands tied, because the district signed a long-term contract to use a particular CMS that restricts everyone’s ability to go beyond its strictures.

I will give you two phrases that should tell you all you need to know about my school’s site design: "FrontPage" and "HTML 2.0."

Yes, really.
The Suckage

By and large, American public school websites suck. They suck like an Electrolux. They could suck the chrome off a trailer hitch. Getting the picture yet?

Voyaging into the world of public school websites is like taking a trip back in time — and using a smelly school bus to get there.

It’s a world of outdated and massively invalid code. It’s a world whose information is presented in Times New Roman and Comic Sans. It’s decorated with animated clip art. It favors notebook paper backgrounds and chalkboard graphics (yet I haven’t had a chalkboard in my classroom in a decade).

In this world, site accessibility is considered important (Section 508 regulations), but in practice is largely left unaddressed. It’s ruled by Internet Explorer (and all too often, IE6).

Overall, public school websites is a huge section of the World Wide Web that has largely ignored or rejected modern design and coding techniques. It’s an entirely different paradigm than the one that professional designers and developers are used to working in.

Should it be this way? Hell, no.

First, let’s take a look at what’s going on with most public school sites, then let’s focus on how the paradigm can be changed.
Ranting and Finger-Pointing is Simplistic and Unfair

It’s easy to just blame and mock the public school systems for having sadly outdated and poorly designed websites. Whether you want to go after individual schools, IT departments, or the districts themselves is your choice.

But the reality is a bit more complicated. Most school personnel have little or no idea how to construct or maintain a website, nor do they have the time to learn. Their time is spent doing, among other things:
Teaching
Wrangling students and parents
Trying to fulfill an ever-expanding and ever more contradictory set of expectations from communities, districts, states, and federal agencies
Keeping up with a huge amount of paperwork

You can add many, many more duties and tasks to this list.

Designers and developers Ted Adler of Union Street Media, Abi Cushman of Brown Bear Creative, and Tim Dailey of Digital Gibberish, who’ve all worked in the acedemic industry, all agree. Their firms are among the few that has had any involvement at all with public schools.

An individual school’s website needs to be structured so that every staff member — from custodian to principal — can access their pages, input the necessary information, and move on to another task without having to battle with code or access issues.

Most public schools don’t have a staff member who can devote the time, understanding, and effort necessary to maintain a website on their own, so they have to depend on each staffer to handle their own end of things.

Schools also have to choose an approach that can give a reasonable guarantee of privacy and security, in large part because of privacy and safety issues surrounding the children of those schools, and their legal responsibilities in protecting its online information about their students.

And they have to create websites for users with old, obsolete operating systems and the browsers that lurk there — this applies to both school and community computers.

As Ted Adler pointed out, school websites have to appeal to such a broad swath of users — parents, students, staff, community members, and people who might be considering relocating to the particular school district — that another priority of a school website is its information architecture and structure.

Any school’s home page worth its electrons will let the first-time visitor know instantly where all the different information is, and how to get to it.
The Poor IT Guys

All of this gets thrown into the laps of the schools’ IT departments, which are invariably understaffed, underfunded, and manned by people with little or no knowledge of web development. Their jobs are to keep the computers running, maintain security, and install new software, among other tasks.

Those departments often make the sensible choices to:
Implement a system wide CMS
Give each staffer limited access to a small area of the site — usually their own home page or series of pages, and nothing more
Restrict site access to a very small number of trusted (and monitored) staffers in concert with the department

They’re told to get their schools on the Internet, and get it done by tomorrow, regardless of their lack of knowledge or understanding of the nature of the task. Hence the need for quick and often very dirty solutions.
"School Internet Providers"

Then there are the "school Internet providers." There is an entire industry of CMS and "site builder" providers tailoring their products for school use.

Instead of Drupal, Joomla, and Expression Engine, schools are purchasing products from finalsite, CMS4Schools, SchoolCMS, Chancery SMS, and TeacherWeb, among others.

Most of these are standalone, all-in-one CMS and site-builder products developed, not to ensure aesthetically pleasing, standards-compliant and easily configurable websites, but to create sites that are easy for novices to use, specifically configured for school usage, and relatively secure.

CMS4Schools, for example, touts Wisconsin’s Arrowhead Union High School as an exemplar of CMS4Schools’s capabilities. The site is aesthetically satisfactory, more or less, but the site has a table-based layout and boasts 264 validation errors last time I checked. Obviously CMS4Schools’s primary concern is not to provide modern, standards-compliant and valid websites.

Many of these products are attractive for schools because unlike Joomla or Drupal, for example, their systems are "pre-configured" for school use, with sections dedicated to school sites, board and district announcements, school calendars, and the like.

Most IT departments have no one with the skills to configure an off-the-shelf CMS for their district’s needs. Oftentimes, the providers offer "bundled" software to both school districts and town governments, an additional attraction for confused and overworked IT directors.
They All Do It

When Abi Cushman of Brown Bear Creative, a company that has worked on public school websites, was asked why she thought so many schools used a school-oriented CMS and "site builder" providers, she answered simply, "I think because other schools do it."

I think she’s right.
A (Slightly) Better Way

School administrator Robert Kennedy, who has had the experience of bringing computing to schools, advised how websites in schools should be created: "For lots of good reasons, many school websites have been designed by the school’s computer department. I firmly believe that the Public Relations and/or Marketing arm of the school should come up with the design, and that the computer staff implement it. Or have the tagging done professionally if you wish and can afford the cost."
Lack of Modern Resources

The resources specifically targeted for school websites do not approach those made available for commercial or personal designs. Many websites on designing sites for schools themselves are web zombies.
Old School Techniques and Information

One of the first resources to come up on a Google search for "school web site design" is a page called Designing School Web Sites to Deliver. The site itself is sadly designed (using Adobe’s now-discontinued GoLive), lacks a doctype, and sports other fundamental no-nos of web design like table-based layouts and inline CSS style attributes.

Moreover, the site promotes two books from 1997 along with a number of outdated websites as the places for school personnel to go to learn web design.

While the host site, "From Now On" (FNO for short), promotes itself as a go-to source for information on "educational technology" and has published articles dated as recently as September 2010, the technology being used to present the site is outdated and unsatisfactory.

I’m not cracking on the FNO organization per se as much as I’m noting that if this is what comes up as a top result in a Google search, what kind of dearth of resources must exist?

Wigglebits is another prime example of another site purporting to teach modern website design. This site — again, enjoying top ranks on Google — is designed to appeal to kids and teachers alike.

It describes itself as follows:

"Designed for beginners yet precise in its technical content, this guide is a great means for teachers, kids, and individuals to boogie their way across the digital divide — and have a great time doing it."

At any rate, the site attempts to "talk down" to its users by using terms such as "gunk" and "header thing" to describe markup as if saying, "Hey, kids, you can be a professional web designer and work all day with gunk! Don’t forget to wear your overalls!"

It also advises its users to make web graphics in Microsoft Paint and to use deprecated HTML elements such as

and , among other recommended stalwarts from the last century’s coding standards.

As far as submitting your site to search engines, Wigglebits advises:

"Yahoo, Google, Alta Vista, Excite, Infoseek, Webcrawler, Hotbot, and Lycos are some of the search engines and catalogs on the Web today."

And you wonder why teachers and schools have trouble finding proper help for their design and development needs?

Kathy Schrock is probably a name that rings no bells with you — but she is to the subject of school and classroom procedures as Eric Meyer is to CSS. Going to Meyer’s site gives you current and reliable information on all things CSS. Going to Schrock’s site might well give you current and useful information on running a classroom.

However, you won’t find that kind of information on her page about school websites. Her site leads you to an "updated" page on evaluating and constructing websites from 2002. The other pages she sends you to are even older.

She does provide a set of useful forms for schools to evaluate their sites — here’s the PDF of the secondary school evaluation form — but there’s no place to evaluate the quality and usability of the design itself.
The Overall Dilemma

All in all, schools have been conditioned since the advent of school-based websites to consider themselves as fundamentally different in needs and approach from commercial or personal websites.

They look for different solutions than your local church, small business, or self-employed entrepreneur might.

They are given information that is outdated, poorly presented, and sometimes just plain wrong, and lulled into using it because "this information is developed specifically for the needs of schools like yours."

They are served by different providers than the design and app firms who service commercial and personal clients, and are often given inferior products.

This is part of the paradigm shift that schools operate under. The general perception seems to be: "School websites just can’t be as good as other sites." I absolutely disagree with this position.
School Site Reviews

Let’s take a look at some of the sites out there and then look at ways this paradigm can be changed for the better.
Before You Read Any Further…

At some point, someone from one of the schools featured below will read this article and see the write-up on their school’s website. They might be angry to see their site criticized, perhaps even embarrassed and hurt.

To those school personnel and community members, let me say this: You have nothing to be ashamed of. You do invaluable work preparing America’s children for their futures.

You are overworked, overstressed, underpaid, and underappreciated. You and your children deserve better tools with which to build your school’s websites, and you’re not given them.

Your school, and its students, deserve to have modern, elegant, beautiful, accessible, and standards-compliant websites that serve as gateways for your students, staff, and community to explore the offerings your school provides its kids and its community on a daily basis.

You create the best resources for your community and students that you can — given the extraordinary restrictions under which you work.

Each year you’re told to achieve a near-impossible task with nowhere near the resources you need, like being told to build the Taj Mahal with popsicle sticks and glue. And when you achieve it, you’re told to do a better job the next year with half the resources ("now build it without the glue!").

School websites are just one part of this model. Whatever onus of "web sites that suck" that may apply to any school’s website is not to be laid at your door.
About the Following Sites

The sites below are somewhat arbitrarily divided into three categories: "good," "mediocre," and "poor". Even the best of the sites below do not meet the standards of a high-grade commercial website, nor those of a top-end personal site.

Professional designers may be tempted to rename the three categories as "mediocre," "poor," and "godawful". It’s easy to do that, but it’s worth remembering that with school websites, the paradigm is much different from what a professional may be used to working with. It’s also worth noting that these are not intended to be full-blown site reviews, but "reviews at a glance."

I’ve also checked the sites’ accessibility using WebAIM’s WAVE tool, which provides assessments of a site’s compliance with WCAG 1.0 and Section 508 guidelines. These kinds of "instant accessibility checks" are simplistic and superficial, but they will at least give us some idea of how accessible these sites are.

Let’s dive in.
Good Sites

We have five sites that fit in this category.

Apex High, Apex NC

Generated from a free template.
Pros: Stylish use of strong color. Spiffy jQuery-driven navigation menu. Clean design. Coded with XHTML 1.0 Strict doctype. Has a Twitter widget. Good use of progressive CSS3 elements.
Cons: Some pages hosted on school district site or other servers. Use of text images limits accessibility and searchability. Serious validation errors.
WAVE accessibility assessment: Five errors, mostly related to empty h2 and links.

Arrowhead Union High School, Hartland, WI

Generated using CMS4Schools, featured in CMS4Schools’ online portfolio.
Pros: Clean, well-done layout. Search box located in upper right. Event calendar. Large yet easily navigable link scheme. Attractive JS-driven "slideshow" of selected photographs on home page.
Cons: Very "template-y." Spartan subsidiary pages. Inexplicable use of internal styling for links. Invalid and deprecated code. Enormous amount of validation errors and warnings.
WAVE accessibility assessment: Two errors, related to missing alt attributes for images (not neccesarily a bad thing if it’s within context) and missing form labels.

Central Learning Center, Henderson, KY

Created with DotNetNuke.
Pros: Strong color scheme. Easy-to-use dropdown nav menu and sidebar menu. Attractive JS-driven slideshow on home page. News alert box on home page.
Cons: "Template-y" in appearance. Odd placement of minimize and print buttons on home page. Staff pages are PDFs. CMS-generated site features lots of extraneous code. Numerous validation errors and warnings.
WAVE accessibility assessment: 18 errors, all related to missing alt attributes for images.

Kofa High School, Yuma, AZ

Generated from School Webmasters, featured in School Webmasters’ online portfolio.
Pros: Strong red-based design aesthetic. Good drop-down navigation menu. Google Translate function on home page.
Cons: Somewhat confusing sidebar navigation, with subsidiary menu choices appearing only on hover. Use of graphics as headings rendering them invisible to search engines. Subsidiary template-driven pages hosted on Quia or other providers. Internal CSS. Table-based layout. Use of deprecated code. Numerous minor validation errors.
WAVE accessibility assessment: No accessibility errors.

Mangum Elementary, Bahama, NC

Created with Joomla, based on a Joomla template.
Pros: Strong use of color. Simple, easily navigable structure. Logical placement of information on home page. No major validation errors.
Cons: "Template-y" appearance. Little content on some subsidiary pages. Use of tables in layout and presentation.
WAVE accessibility assessment: Four errors, all related to missing alt attributes for images.
Mediocre Sites

We have two sites that fit in this category.

Corliss High School, Chicago, IL

Designed by Sapient, a private design firm (all Chicago Public School, or CPS, sites have the identical design).
Pros: Identical design scheme across schools encourages user familiarity.
Cons: Busy design scheme, with little negative space and lots of unrelated information packed into one page. Much information on school’s home page pertains to school district and not to individual school. Table-based layout. Many validation errors.
WAVE accessibility assessment: 28 errors, all related to missing alt attributes for images.

Juan Seguin High School, Arlington, TX

Generated from a Dreamweaver template.
Pros: Decent header design, with school logo and photo of school. Clean and simple layout.
Cons: Poor choice of "hover" colors in all links. Header typography difficult to read behind background color. Left-sidebar navigation design rather old-fashioned. Unnecessary use of iframes. Inexplicable use of internal styling for links. Invalid and deprecated code.
WAVE accessibility assessment: 19 errors, all related to missing alt attributes for images and empty links.
Poor Sites

We have 11 sites that fit in this category.

Cedar Ridge Elementary, Columbia, MO

Generated via WordPress.
Pros: Use of RSS and Atom feeds, though how to obtain feeds not immediately apparent.
Cons: Eye-watering colors in header; colors clash with logo colors. Poorly implemented navigation design. Mixed and unmatched use of colors, fonts, and borders in various pages. Poor layout — information and graphics seem strewn about the home page almost at random. Very cluttered code. Unable to validate because of nonstandard code in main page.
WAVE accessibility assessment: Three errors, all related to empty links.

Crow Creek Middle School, Stephan, SD

Generated by FrontPage 4.0.
Pros: Nice school photo on home page.
Cons: Very outdated layout and navigation scheme. "Starry" background image very dated. Red links difficult to read against black background. Subsidiary pages almost unstyled, and what stylings are in place are pre-millennial. No doctype, rendering validation problematic. FrontPage generates lots of unnecessary code and inline stylings. Dated file names (i.e. home page: Default.htm).
WAVE accessibility assessment: Three errors, all related to missing alt attributes for images.

Fisher Grade School, Fisher, IL

Pros: Nice logo. Contact information in header.
Cons: Extraordinarily outdated appearance, with tiled background, content scattered almost randomly around the page, and animated cartoon graphics moving across the screen. Important navigational links placed at bottom of page. No doctype, rendering validation problematic. No CSS; page table- and inline-style driven. Subsidiary pages hosted by Webpage4Teachers, using very outdated templates.
WAVE accessibility assessment: 15 errors, all related to missing alt attributes for images.

Hillcrest Middle, Simpsonville, SC

Created by either FrontPage or MS Office.
Pros: Attractive header featuring school mascot. Multiple options in dropdown nav menu.
Cons: Busy layout, color scheme interferes with scanning for information. No doctype, rendering validation problematic. Table-based layout. Inline styling. Staff pages have different appearance, appear to be generated by different product.
WAVE accessibility assessment: 13 errors, related to missing alt attributes, and empty headers and form labels.

Kennedy High School, Waterbury, CT

Generated via SchoolCMS
Pros: Simple, easy-to-use layout. Navigation scheme clear, with simple flyout menu. News block above fold.
Cons: Very "template-y." Dated decorative animated graphic on home page. Use of "Impact" font in home page quote renders quote difficult to read. No simple way to see code because CMS blocks access through right-click menu.Table-based layout. Spacer elements. Critical validation errors.
WAVE accessibility assessment: Seven errors, related to missing alt attributes for images and links.

Lexington High School, Lexington, OH

Generated with MS Office.
Pros: Nice logo.
Cons: Poor design, color scheme, and layout; very dated appearance. No title attributes. Typical mares’ nest of Office-generated "code soup." Enormous number of validation errors.
WAVE accessibility assessment: Four errors, all for missing alt attributes for images.

Loogootee Elementary West, Loogootee, IN

Generated by FrontPage 5.0.
Pros: Relaxing design aesthetic. Colorful design scheme, using freely available Web graphics credited on home page. Simple to use.
Cons: Outdated design, with left-side background graphic. Unusual design scheme for an elementary school. Site plays MIDI music file upon loading, with no obvious way to stop music from playing. Subsidiary pages festooned with broken image links. FrontPage has used confusing and repetitive inline styling. Table-based layouts. Many validation errors.
WAVE accessibility assessment: 17 errors, related to missing alt attributes for images and links.

Page Middle School, Franklin, TN

Created by MS Office.
Pros: Simple nav scheme. Attractive color scheme. Subsidiary pages match home page in format and style. Sufficient negative space.
Cons: Mismatched items on home page. Doctype in MS Office XML format, rendering validation problematic. Pages are tangles of "code soup" generated by Office. Table-based layout. Inline styling.
WAVE accessibility assessment: 11 errors, related to missing alt attributes for images and image maps, and a element.

Reagan High School, Houston TX

Generated via FrontPage 6.0.
Pros: Simple, strong navigation scheme, repeated as text farther down page.
Cons: Rather old-fashioned Flash-driven "splash" page before home page presents, though a "skip intro" link is provided. Very old-fashioned design, with "clip art" like graphics combined with small Flash element showing various views of school. Different pages have dramatically different stylings. No doctype, rendering validation problematic. FrontPage generates lots of unnecessary code and inline stylings.
WAVE accessibility assessment: Five errors, all related to missing alt attributes for images.

Tongue River Middle School, Ranchester, WY

Generated by MS Office.
Pros: Laudable use of student artwork on home page, link to Spanish translation of site.
Cons: Very stodgy, old-fashioned, unappealing and somewhat dysfunctional layout. Navigation scheme clumsy and broken. Confusing use of blue highlights on words that are not links. Horrific "code soup" generated by MS Office. Table-driven layout. Spacer elements. No doctype, rendering validation problematic. Subsidiary pages are hosted on Google Sites, and use very plain templates.
WAVE accessibility assessment: Eight errors, all related to missing alt attributes for images.

White Pine Middle School, Saginaw, MI

Created with Schoolcenter, now ThinqEd, which at the time the site was designed, appeared to use FrontPage technology.
Pros: Well-done header image.
Cons: Incomplete items on FrontPage. Color scheme renders links, text difficult to discern. Rather uncontrolled use of color. Flash-driven navigation. Typical FrontPage "code soup." Table-driven layout. Confusing amalgamation of internal and inline CSS. Formidable URL. Large number of validation errors and warnings.
WAVE accessibility assessment: Three errors, all related to missing alt attributes for images.
Summary of the Sites

The number of school websites I’ve designated as "poor" far outweighs the numbers in the "good" and "mediocre" categories combined. Most have problematic color schemes (usually because the schools implemented their school colors as the basic scheme regardless of how the colors appear on screen).

The site structures veer from pages packed with too much information to sparse, barely developed sites with little content. The sites tend to handle navigation about as well as they handle anything, but too often, links are hard to discern because of odd color schemes or display methods.

Every site reviewed has validation errors, and all but one has accessibility errors (though it must be noted that these were auto-validated, and there are downsides to auto-validation). Most have table-based layouts, and many use internal or inline CSS.

Interestingly, all but one was designed through a commercially available CMS or site builder program. Only three were designed with a CMS prevalent in commercial and personal sites.

While many sites use "school-based" CMS or site builder programs, many use Microsoft’s outdated FrontPage construction system, probably because FrontPage was integrated into Microsoft Office.

Some schools use Microsoft Office itself (specifically, MS Word) to generate documents that were then saved as web pages. Not surprisingly, all of the Microsoft-generated pages appear in the "poor" category.

Only one site is professionally designed, Chicago’s Corliss High, and that is actually a district page, not an individual school site.

One of the best, Apex High’s site, was generated from a freely available template.

Relatively few feature modern social networking, i.e. Facebook or Twitter links, or RSS/Atom feeds.
Conclusion: A Challenge to Schools and Designers Alike

There are four things that public school websites need above all others:
Data security
Ease of use (including content input) by non-professionals, and of maintenance by IT staffers with limited skill sets
Compatibility with older browsers and operating systems
Low startup costs

Name a CMS worth its salt that doesn’t provide these things. Tell me a decent professional designer/developer, or a design and development firm, can’t handle these requirements.

But, in part for the reasons delineated above, schools seem to have operated for years under the idea that their needs are so different from the rest of the Internet population. That they have to use completely different CMS software, filtering systems, and other tools, often inferior and unnecessarily restrictive in their makeup, to provide for the "different needs" of the school system.

As such, American public schools have generated thousands of websites that fail to implement modern HTML and CSS coding standards, do a poor job of presenting information to their stakeholders, exhibit poor design and construction methods, and ultimately do a disservice to their students, their communities, and themselves.

I believe that some of this has been fostered by companies who have marketed their CMS and "site builder" products directly to schools, promoting their products as being designed specifically for schools and their "unique" needs.

The mandates for schools to develop web presences came quite abruptly for many systems, and they scrambled to find something that would help them get their sites developed and running quickly, cheaply, and effectively.

That’s when I believe they became open to the variety of firms hawking "school-safe" webwares. And, schools are like any other set of organizations: when one or two schools begin using a particular product, other schools gravitate towards using those products as well, or look for competing products that provide much of the same benefits.

I doubt it took long for schools across the country to begin implementing these "site builder" and CMS programs in their systems. This, in essence, sums up the paradigm of American public school websites.

In general, public schools operate in almost an entirely different universe than for-hire Web designers and developers; the two almost never meet. Public school systems rarely consider approaching design/development firms to handle their web needs, and design/development firms rarely consider public school systems as clients.
How Can the Paradigm Change?

It starts with changing the mindsets of educators and school boards — not an easy task or one that will be quickly accomplished.

It’s going to have to be led, I believe, by the American Web design/developer community, and designers and developers from other nations who want to pitch in or perhaps get involved in their home nations’ school sites.

The question is a basic and fundamental one: How can we help the public schools get proper websites? I can’t think of a more deserving community, and one more worthy of help, than schoolchildren.

What can you, or your design and development firm, or you in conjunction with your colleagues, do to convince school systems to move towards implementing powerful commercial or open-source CMS programs proven to support modern, standards-compliant websites?

How can you help schools design and implement beautiful, standards-driven websites that their employees can use without intensive training? How can you help schools afford these solutions?

Can you convince schools to reallocate some of their communications budget from print media to online media?

How can you help your local public schools gain a beautiful, elegant, modern website that will make the kids and the community proud of their Internet presence?

Thanks to the three designers/developers who graciously agreed to be interviewed for this article: Ted Adler of Union Street Media, Abi Cushman of Brown Bear Creative, and Tim Dailey of Digital Gibberish.

Offbeat Tips for Being More Productive and Efficient at Work

Productivity and efficiency are important to our work life. We want to be able to produce things well in as little time as possible. We also want to reduce things that detract us from reaching a task’s completion. We need to try to avoid making mistakes, reduce our stress sources and, in general, manage our contentment in order to maintain our ability to get stuff done well and on time.

This article discusses a handful of interesting ideas for improving productivity and efficiency.

Remove the Negatives

One assumption many people make is that eliminating negative aspects in our work environment is the direct opposite of fostering and incubating the positives. In other words, by focusing on the positive, we are able to directly compensate for any negative aspects. This is not true.

In reality, you need to perform a whole range of activities for eliminating the negatives that would be completely different if you focused on the positives.

For example, to eliminate negative aspects within a team, you may have to start dealing with troublesome and poor-attitude workers, and focus more on getting rid of any obstacles that hinders you from completing your work.

Focusing on the positive aspects in a team may involve helping people discover their talents, working on what they’re good at, or praising them if they’ve done a good job.

Now, the question is, what should you do? Should you focus on removing negative aspects in the team or should you, instead, try to compensate for them by focusing and improving on the positive things?

There is research that shows that eliminating negative things is more fruitful than focusing on fostering the positive things. (Also, see this article on Fast Company.)

In the study, negative events influenced employees 5 times more than positive events. Going by simple logic, if 1 negative event happens, 5 positive events will be needed to offset the impact of that 1 negative event.

Happy people are more productive people. The less stress and negativity there is, the more productive and efficient we become. This can be true in teams or in individual workers.

One good way to reduce negative situations, at least in teams, is to apply the no asshole rule. This rule, written by Professor Robert Sutton at Stanford University, is all about telling new hires before they start working that if they plan to be an asshole, they’ll be fired straight away. Very simple, yet very effective.
Kill Good Ideas, Not Just Bad Ones

If an idea is good, it must be done straight away, right? No.

Why not? Because if you have many good ideas, it also means you won’t complete most of them and your attention will be spread thin. Having a lot of good ideas means that you won’t have enough time and resources to commit to any one idea to succeed.

This wisdom originally came from Steve Jobs, who was said to have advised a company’s senior team that killing a bad idea is easy, but killing good ones is tough and a "hallmark of great companies."

In order to be productive, narrow down your objectives. It’s better to focus on one idea at a time so that you can produce and execute something great rather than a bunch of things that are poorly executed.

When we reduce the amount of good ideas we need to work on, we shift the benchmark of our productivity and efficiency towards quality as opposed to quantity.
Be Aware of Cognitive Biases

This idea comes from psychologist Daniel Kahneman who won the 2002 Nobel Prize in economic sciences for demonstrating the irrationality of people when it comes to making crucial decisions. Recent neuroscience studies are also telling us that we can’t make optimal decisions in very complex environments.

We’re victims of cognitive biases, which is "the human tendency to make systematic errors in certain circumstances based on cognitive factors rather than evidence." In essence, we’ve developed these judgmental biases based on personal memory, events, and behaviors that our mind subconsciously uses to make quick shortcuts to decision-making.

What does this have to do with productivity? Flaws in decision-making can affect our productivity in terms of having to do things over, being more stressed, choosing the wrong option that leads to increased costs in time and resources, and so on.

Kahneman wrote an article that describes optimism bias and the things we can do to avoid it.

Let’s say, for example, that you have a project and you need to determine a deadline for it. According to the optimism bias, you will tend to be over-optimistic about the deadline and think you’ll get that project done a lot sooner than you actually will in reality.

A good way to avoid this bias is to consider the outside perspective; that is, seeing how much time it took others to get a similar project done. Or if you’ve done that kind of project in the past, use your previous experience as a reference point. For example, if your previous project took 4 weeks to get done, setting up the deadline for 2 weeks might be unrealistic and challenging.

Making sound decisions and being realistic with our capabilities lead to better productivity by ensuring that we avoid costly mistakes and stress due to impractical objectives.
Forget Luck and Weaknesses and Focus on Developing Your Talents

Another idea to keep in mind when trying to enhance your productivity and efficiency is differentiating skill from luck. Humans are not very good at determining how much of something they do is skill and how much is luck. Nobody can blame us; we live in a complex environment and we don’t know all the variables that determine a particular outcome.

To determine if an activity is based on luck or skill, ask yourself: Can I lose on purpose?

In roulette, you can’t lose on purpose. Roulette is 100% luck. In poker, you can sometimes lose on purpose; poker is a combination of skill and luck. In chess, it’s mostly about skill so you can lose on purpose whenever you want.

Sorting skill from luck is important in productivity. Focus on skill and talent enhancement and on things that are within your control instead of spreading yourself thin by trying to reduce the effects of luck, weaknesses, and uncontrollable factors. This is called Strengths-Based Development for improving performance. When we focus on our talents, we are 6 more times engaged with our job, which in turn leads to productivity, retention, and more positive and creative moments