page design
workshop
1. The following experiments are designed to help you determine factors influencing the legibility of text.
Complete the activities and use the findings to make judgments about factors influencing text legibility
a. letter case
Information
Information can be organised in Web formats in
many more ways than in print-based documents.
One of the identifying characteristics of the Web is
its ability to present information in a hypertext
mode. A problem facing the Web designer is the
best way to organise material so that it can be
easily discovered and accessed.
Hypermedia Forms
The different forms of hypermedia can be
represented by a continuum describing the nature
of the linking involved.
• At one end of the continuum, the links are
minimal and simply act to connect nodes in a
specified sequence. This form of hypermedia
closely resembles conventional text and is
referred to as linear. In its use, the reader is
encouraged and in most cases compelled to
follow a set presentation sequence. In
hypermedia environments, there is potential to
create materials with varying degrees of
linearity.
• Further along the continuum, the links tend to
form a hierarchical structure, giving readers
more freedom in the choice of path through the
materials.
• At the extreme, hypermedia can provide a
totally free information environment with
multiple links between associated nodes. In
such environments, readers are free to move
between associated nodes through referential
links and very little structure is imposed on
them.
The choice of information organisation for Web
materials depends on the nature of the intended
audience. For example, different organisation
strategies are needed for novices and experts.
When the instructional forms of hypermedia are
matched against the continuum describing
instructional strategies, it is evident that when the
materials aim to provide initial knowledge, for
example, facts, procedures and rules of discourse,
linear linking is an appropriate hypermedia form.
For this type of knowledge acquisition, it is
appropriate to create materials with a strong
structure that present information in a planned and
considered fashion.
INFORMATION
INFORMATION CAN BE ORGANISED IN WEB
FORMATS IN MANY MORE WAYS THAN IN PRINTBASED DOCUMENTS. ONE OF THE IDENTIFYING
CHARACTERISTICS OF THE WEB IS ITS ABILITY TO
PRESENT INFORMATION IN A HYPERTEXT MODE. A
PROBLEM FACING THE WEB DESIGNER IS THE BEST
WAY TO ORGANISE MATERIAL SO THAT IT CAN BE
EASILY DISCOVERED AND ACCESSED.
HYPERMEDIA FORMS
THE DIFFERENT FORMS OF HYPERMEDIA CAN BE
REPRESENTED BY A CONTINUUM DESCRIBING THE
NATURE OF THE LINKING INVOLVED.
• AT ONE END OF THE CONTINUUM, THE LINKS
ARE MINIMAL AND SIMPLY ACT TO CONNECT
NODES IN A SPECIFIED SEQUENCE. THIS FORM
OF HYPERMEDIA CLOSELY RESEMBLES
CONVENTIONAL TEXT AND IS REFERRED TO AS
LINEAR. IN ITS USE, THE READER IS
ENCOURAGED AND IN MOST CASES COMPELLED
TO FOLLOW A SET PRESENTATION SEQUENCE.
IN HYPERMEDIA ENVIRONMENTS, THERE IS
POTENTIAL TO CREATE MATERIALS WITH
VARYING DEGREES OF LINEARITY.
• FURTHER ALONG THE CONTINUUM, THE LINKS
TEND TO FORM A HIERARCHICAL STRUCTURE,
GIVING READERS MORE FREEDOM IN THE
CHOICE OF PATH THROUGH THE MATERIALS.
• AT THE EXTREME, HYPERMEDIA CAN PROVIDE A
TOTALLY FREE INFORMATION ENVIRONMENT
WITH MULTIPLE LINKS BETWEEN ASSOCIATED
NODES. IN SUCH ENVIRONMENTS, READERS ARE
FREE TO MOVE BETWEEN ASSOCIATED NODES
THROUGH REFERENTIAL LINKS AND VERY
LITTLE STRUCTURE IS IMPOSED ON THEM.
THE CHOICE OF INFORMATION ORGANISATION FOR
WEB MATERIALS DEPENDS ON THE NATURE OF THE
INTENDED AUDIENCE. FOR EXAMPLE, DIFFERENT
ORGANISATION STRATEGIES ARE NEEDED FOR
NOVICES AND EXPERTS.
WHEN THE INSTRUCTIONAL FORMS OF
HYPERMEDIA ARE MATCHED AGAINST THE
CONTINUUM DESCRIBING INSTRUCTIONAL
STRATEGIES, IT IS EVIDENT THAT WHEN THE
MATERIALS AIM TO PROVIDE INITIAL KNOWLEDGE,
FOR EXAMPLE, FACTS, PROCEDURES AND RULES OF
DISCOURSE, LINEAR LINKING IS AN APPROPRIATE
HYPERMEDIA FORM. FOR THIS TYPE OF
b. font type
Information
Information can be organised in Web formats in many more
ways than in print-based documents. One of the identifying
characteristics of the Web is its ability to present information
in a hypertext mode. A problem facing the Web designer is the
best way to organise material so that it can be easily
discovered and accessed.
Information
Information can be organised in Web formats in
many more ways than in print-based documents.
One of the identifying characteristics of the Web is
its ability to present information in a hypertext
mode. A problem facing the Web designer is the
best way to organise material so that it can be
easily discovered and accessed.
Hypermedia Forms
The different forms of hypermedia can be represented by a
continuum describing the nature of the linking involved.
• At one end of the continuum, the links are minimal and
simply act to connect nodes in a specified sequence. This
form of hypermedia closely resembles conventional text and
is referred to as linear. In its use, the reader is
encouraged and in most cases compelled to follow a set
presentation sequence. In hypermedia environments, there
is potential to create materials with varying degrees of
linearity.
• Further along the continuum, the links tend to form a
hierarchical structure, giving readers more freedom in the
choice of path through the materials.
• At the extreme, hypermedia can provide a totally free
information environment with multiple links between
associated nodes. In such environments, readers are free
to move between associated nodes through referential links
and very little structure is imposed on them.
The choice of information organisation for Web materials
depends on the nature of the intended audience. For example,
different organisation strategies are needed for novices and
experts.
Hypermedia Forms
The different forms of hypermedia can be
represented by a continuum describing the nature
of the linking involved.
• At one end of the continuum, the links are
minimal and simply act to connect nodes in a
specified sequence. This form of hypermedia
closely resembles conventional text and is
referred to as linear. In its use, the reader is
encouraged and in most cases compelled to
follow a set presentation sequence. In
hypermedia environments, there is potential to
create materials with varying degrees of
linearity.
• Further along the continuum, the links tend to
form a hierarchical structure, giving readers
more freedom in the choice of path through the
materials.
• At the extreme, hypermedia can provide a
totally free information environment with
multiple links between associated nodes. In
such environments, readers are free to move
between associated nodes through referential
links and very little structure is imposed on
them.
The choice of information organisation for Web
materials depends on the nature of the intended
audience. For example, different organisation
strategies are needed for novices and experts.
When the instructional forms of hypermedia are matched
against the continuum describing instructional strategies, it is
evident that when the materials aim to provide initial
knowledge, for example, facts, procedures and rules of
discourse, linear linking is an appropriate hypermedia form.
For this type of knowledge acquisition, it is appropriate to
create materials with a strong structure that present
information in a planned and considered fashion.
When the instructional forms of hypermedia are
matched against the continuum describing
instructional strategies, it is evident that when the
materials aim to provide initial knowledge, for
example, facts, procedures and rules of discourse,
linear linking is an appropriate hypermedia form.
For this type of knowledge acquisition, it is
appropriate to create materials with a strong
structure that present information in a planned and
considered fashion.
For higher levels of knowledge, for example, developing an
understanding of concepts and principles, the less structured
hierarchical and referential linking are more appropriate. In
these instances, readers are guided by such factors as their
prior knowledge and readiness to assimilate new material.
When building on an existing knowledge base, readers can
benefit from the freedom to browse and explore, to inquire and
seek responses to their own questions rather than following a
pre-determined path of instruction.
For higher levels of knowledge, for example,
developing an understanding of concepts and
principles, the less structured hierarchical and
referential linking are more appropriate. In these
instances, readers are guided by such factors as
their prior knowledge and readiness to assimilate
new material. When building on an existing
2
c. line length
Info r mation
Information can be organised in Web
formats in many more ways than in printbased documents. One of the identifying
characteristics of the Web is its ability to
present information in a hypertext mode.
A problem facing the Web designer is the
best way to organise material so that it can
be easily discovered and accessed.
Hype rme dia Fo rms
The different forms of hypermedia can be
represented by a continuum describing
the nature of the linking involved.
• At one end of the continuum, the links
are minimal and simply act to connect
nodes in a specified sequence. This
form of hypermedia closely resembles
conventional text
and is referred to as linear.
In its use, the reader is encouraged
and in most cases compelled to follow
a set presentation sequence. In
hypermedia environments, there is
potential to create materials with
varying degrees of linearity. Further
along the continuum, the links tend to
form a hierarchical structure, giving
readers more freedom in the choice of
path through the materials.
• At the extreme, hypermedia can
provide a totally free information
environment with multiple links
between associated nodes. In such
environments, readers are free to
move between associated nodes
through referential links and very little
structure is
•
Info r mation
Information can be organised in Web formats in many more
ways than in print-based documents. One of the identifying
characteristics of the Web is its ability to present information in a
hypertext mode. A problem facing the Web designer is the best
way to organise material so that it can be easily discovered and
accessed.
imposed on them. The choice of
information organisation for Web
materials depends on the nature of the
intended audience. For example, different
organisation strategies are needed for
novices and experts.
When the instructional forms of
hypermedia are matched against the
continuum describing instructional
strategies, it is evident that when the
materials aim to provide initial
knowledge, for example, facts, procedures
and rules of discourse, linear linking is an
appropriate hypermedia form. For this
type of knowledge acquisition, it is
appropriate to create materials with a
strong structure that present information
in a planned and considered fashion.
a hierarchical structure, giving readers more freedom in the
choice of path through the materials.
• At the extreme, hypermedia can provide a totally free
information environment with multiple links between
associated nodes. In such environments, readers are free to
move between associated nodes through referential links and
very little structure is imposed on them.
The choice of information organisation for Web materials
depends on the nature of the intended audience. For example,
different organisation strategies are needed for novices and
experts.
Hype rme dia Fo rms
The different forms of hypermedia can be represented by a
continuum describing the nature of the linking involved.
• At one end of the continuum, the links are minimal and
simply act to connect nodes in a specified sequence. This
form of hypermedia closely resembles conventional text and
is referred to as linear. In its use, the reader is encouraged
and in most cases compelled to follow a set presentation
sequence. In hypermedia environments, there is potential to
create materials with varying degrees of linearity.
• Further along the continuum, the links tend to form
When the instructional forms of hypermedia are matched
against the continuum describing instructional strategies, it is
evident that when the materials aim to provide initial knowledge,
for example, facts, procedures and rules of discourse, linear
linking is an appropriate hypermedia form. For this type of
knowledge acquisition, it is appropriate to create materials with
a strong structure that present information in a planned and
considered fashion.
Info r mation
Information can be organised in Web formats in many more ways than in print-based documents. One of the identifying
characteristics of the Web is its ability to present information in a hypertext mode. A problem facing the Web designer is the best way
to organise material so that it can be easily discovered and accessed.
Hype rme dia Fo rms
The different forms of hypermedia can be represented by a continuum describing the nature of the linking involved.
• At one end of the continuum, the links are minimal and simply act to connect nodes in a specified sequence. This form of
hypermedia closely resembles conventional text and is referred to as linear. In its use, the reader is encouraged and in most cases
compelled to follow a set presentation sequence. In hypermedia environments, there is potential to create materials with varying
degrees of linearity.
• Further along the continuum, the links tend to form a hierarchical structure, giving readers more freedom in the choice of path
through the materials.
• At the extreme, hypermedia can provide a totally free information environment with multiple links between associated nodes. In
such environments, readers are free to move between associated nodes through referential links and very little structure is
imposed on them.
The choice of information organisation for Web materials depends on the nature of the intended audience. For example, different
organisation strategies are needed for novices and experts.
When the instructional forms of hypermedia are matched against the continuum describing instructional strategies, it is evident that
when the materials aim to provide initial knowledge, for example, facts, procedures and rules of discourse, linear linking is an
appropriate hypermedia form. For this type of knowledge acquisition, it is appropriate to create it.
3
d. font size
Information
Information can be organised in Web formats in many more
ways than in print-based documents. One of the identifying
characteristics of the Web is its ability to present
information in a hypertext mode. A problem facing the Web
designer is the best way to organise material so that it can
be easily discovered and accessed.
Information
Information can be organised in Web formats in many
more ways than in print-based documents. One of
the identifying characteristics of the Web is its ability
to present information in a hypertext mode. A
problem facing the Web designer is the best way to
organise material so that it can be easily discovered
and accessed.
Hypermedia Forms
The different forms of hypermedia can be represented by a
continuum describing the nature of the linking involved.
• At one end of the continuum, the links are minimal and
simply act to connect nodes in a specified sequence.
This form of hypermedia closely resembles conventional
text and is referred to as linear. In its use, the reader is
encouraged and in most cases compelled to follow a set
presentation sequence. In hypermedia environments,
there is potential to create materials with varying
degrees of linearity.
• Further along the continuum, the links tend to form a
hierarchical structure, giving readers more freedom in
the choice of path through the materials.
• At the extreme, hypermedia can provide a totally free
information environment with multiple links between
associated nodes. In such environments, readers are
free to move between associated nodes through
referential links and very little structure is imposed on
them.
The choice of information organisation for Web materials
depends on the nature of the intended audience. For
example, different organisation strategies are needed for
novices and experts.
Hypermedia Forms
The different forms of hypermedia can be represented
by a continuum describing the nature of the linking
involved.
• At one end of the continuum, the links are
minimal and simply act to connect nodes in a
specified sequence. This form of hypermedia
closely resembles conventional text and is
referred to as linear. In its use, the reader is
encouraged and in most cases compelled to
follow a set presentation sequence. In
hypermedia environments, there is potential to
create materials with varying degrees of linearity.
• Further along the continuum, the links tend to
form a hierarchical structure, giving readers more
freedom in the choice of path through the
materials.
• At the extreme, hypermedia can provide a totally
free information environment with multiple links
between associated nodes. In such environments,
readers are free to move between associated
nodes through referential links and very little
structure is imposed on them.
The choice of information organisation for Web
materials depends on the nature of the intended
audience. For example, different organisation
strategies are needed for novices and experts.
When the instructional forms of hypermedia are matched
against the continuum describing instructional strategies, it
is evident that when the materials aim to provide initial
knowledge, for example, facts, procedures and rules of
discourse, linear linking is an appropriate hypermedia form.
For this type of knowledge acquisition, it is appropriate to
create materials with a strong structure that present
information in a planned and considered fashion.
When the instructional forms of hypermedia are
matched against the continuum describing
instructional strategies, it is evident that when the
materials aim to provide initial knowledge, for
example, facts, procedures and rules of discourse,
linear linking is an appropriate hypermedia form. For
this type of knowledge acquisition, it is appropriate to
create materials with a strong structure that present
information in a planned and considered fashion.
For higher levels of knowledge, for example, developing an
understanding of concepts and principles, the less
structured hierarchical and referential linking are more
appropriate. In these instances, readers are guided by such
factors as their prior knowledge and readiness to assimilate
new material. When building on an existing knowledge
base, readers can benefit from the freedom to browse and
explore, to inquire and seek responses to their own
questions rather than following a pre-determined path of
instruction.
For higher levels of knowledge, for example,
developing an understanding of concepts and
principles, the less structured hierarchical and
referential linking are more appropriate. In these
instances, readers are guided by such factors as their
prior knowledge and readiness to assimilate new
material. When building on an existing knowledge
base, readers can benefit from the freedom to browse
and explore, to inquire and seek responses to their
own questions rather than following a pre-determined
path of instruction.
4
page design workshop
Creating a Word Document
The first part of this tutorial gives a brief
overview of the navigational options available in
this version of Word. The remainder of this
tutorial will describe the basic steps for creating a
simple document.
Before You Begin
Before you start using Word 2004, you should become familiar with its features. The following illustration shows a
slide in a Normal view.
Creating and Setting Up a New
Document
Setting up your Word Document
This section describes how to create either a new blank
document or using one of the templates included with
Word.
•
1. Creating a Document
Click File from the Menu bar, then New Blank
Document. – OR –
Click the New Blank Document button
on the
Standard toolbar. – OR –
Press  + N on the keyboard for a new blank
document.
You can choose to view a page on screen in different
layouts. In order to change between views, try
alternating between the selections available under the
View section of the Main Menu. What you select will
depend on what you are creating for example, a printed
document or a webpage.
2. Saving a document
It is a good idea to save any documents imme-diately
upon setting up the basic format for the page. It is also
5
important to remember to save work frequently (and
make backups of saved files) in order to avoid losing
any work.
•
Click File, then Save. – OR –
Click the Save button
on the Standard toolbar.
– OR –
Press  + S on the keyboard for the Save as
dialogue box to appear
•
If the file is new, a dialogue box will appear.
Simply type the file name in the appropriate space
provided, and browse to the location in which you
wish to save the file, or create a new folder by
clicking on New Folder button.
Page Attributes allows you to choose the
paper size and orientation (landscape or
portrait) that you require.
Custom Paper Size allows you to create your
own Custom Paper Size.
The diagram above shows the Save As window.
When the Append file extension box is ticked,
Word will add the suffix ‘.doc’ to a document. It
is a good idea to have this selected for all
documents as this aids future identification and
retrieval.
•
Click the Save button to save the document.
Page Setup allows you to apply formatting to
the entire document or portions of it.
3. Page Setup
Before typing text into a page it will help to define the
parameters of the document such as the size and
margin or column widths. The Page Setup dialogue
box allows you to do this.
•
Click File from the Menu bar, then Page Setup.
•
Under the Settings drop-down menu, there are the
following features to allow you to set up your
document accordingly.
Layout allows you to apply a variety of textwrapping styles to graphics of any size and
shape. For example, you can wrap text
around particular sides of a text box or a
graphic.
6
Table Autoformat is a quick way of formatting your
table’s look and feel.
•
Click in your table and click Table on the menu
bar, then Table Autoformat
•
In the Formats box, click the format you want and
click OK (You can preview the different formats
in the preview box before selecting one).
•
To change the column/row width/height, hold your
mouse over the table lines until the mouse pointer
changes to a double headed arrow
and click and
hold the mouse and drag the line until the
row/columns are the size you want.
Picture allows to crop an image and change
the image colour/quality etc.
1. Columns
•
You can quickly set up columns of equal width by
clicking Columns
on the Standard toolbar and
dragging across the number of columns you want.
•
To set up a document with columns of unequal
widths, on the Format menu, click Columns.
Choose in Presets how many columns you would
like and clear the Equal column width check box
and type in your column widths.
Tables
Activity: Word Documents
1. Inserting a Table
•
Click where you want to create a table.
1. Create a new Word document
•
Click Insert Table
•
Drag the pointer over the number of rows and
columns you want.
2. Add several paragraphs of text to the document and
format the font and size to your choice.
on the Standard toolbar.
3. Add a table to the document with 2 columns and 3
rows. Remove the vertical lines from the table.
2. Formatting a Table
4. Insert some images into the document and create
some figure captions for them. Ensure the text
wraps accordingly.
You can enhance your table by adding borders and
filling cells with colours, patterns or shading. Using
5. Save the file to your own workspace with an
appropriate filename.
7
Design Activities
1. Universal Product Code
2. Life and Death Problem
The Universal product Code (UPC) is a very
distinguishable code which appears on all packaged
goods to aid the computerised pricing and selling
systems. It is the ultimate mark of consumerism, but
more often than not it goes unnoticed in most places.
The second problem is to use the two panels on the
back of a truck as an easel to represent contrasting and
conflicting outcomes of opposing polarities (like life
and death). The intention in this activity is for you to
make a personal statement , as opposed to a functional
statement, by extending a life-death concept into a
meaningful graphic statement.
Use the images in the Powerpoint slide to gather your
ideas and to test their use. Try 4 or 5 sketches with the
Powerpoint slides and when you have found a sketch
you are happy with, execute it to develop it further.
You can choose whether you use colour or
monochrome for this exercise, colour would be a god
option!
Your task in this activity is to use the mark, or some
form of it, to make a personal, political or social
comment. You will need to try a few initial ideas
before choosing one and developing it fully. In this
exercise you can use a light-hearted approach to the
problem solving and you can be satirical, comical and
witty in your design.
Use the Powerpoint slides provided as the template for
your work. There are a number of slides to use for
your work in this activity. Try 4 or 5 ideas and when
you are happy, take one and develop it completely,
Note: When you have finished save your completed
artwork as JPG files and place into your portfolio for
later use
8