CO22030 Web Technologies Tutorial 5 – Web Design (CO22030 Web Technologies) 1. Objectives The objective of this week's tutorial is for you to design the site of your coursework. 2. Instructions Minimal, gothic, Victorian, eerie, industrial, personal, natural, corporate, modern, retro, postneo-vegetarian, etc. So many styles that you may choose for your site, so many style you may want to stay away from and try to create an original one. In the lecture, we saw a few examples of corporate sites and examined their choice of colour schemes. You should extend this approach to: 2.1 Other sites Other elements of design (use of space, typography). Task 1 – critical analysis Select three of your favourite web sites (with regards to design) and analyse their design in terms of: 1. Use of space 2. Colour scheme 3. Typography In addition, determine what other aspects of the design that may not fit in one of the above categories, contributes to the quality of the sites. 2.2 Task 2 – more on web styles To further develop your knowledge of web styles, read the following page: http://www.webdesignfromscratch.com/current-style.cfm You will have noted that this page is about “current” popular styles, which suggests that this is a strong element of fashion in this overview. Two years from now, this list may look very different. Copyright © 2006 Napier University Page 1 CO22030 Web Technologies Task 3 – design your own site 2.3 You must now consider the design of your own site. Here’s the suggested (simplistic1) workflow to achieve this: 1. List all the features of your website and organise them hierarchically. 2. Map the features/information to pages/page areas => site map + page layout 3. Refine your layout for each page and consider the other design parameters (use of space, colours and typography) 4. Package all your design artefacts in a clear, professionally presented document that will communicate your design unambiguously to a developer (or your tutor). This document will contain: a. Storyboards b. Site map c. Style specification document that clearly summarises all information required by a developer: fonts, colour codes, sizes, margin sizes, border widths, etc. 3. Using Dreamweaver As mentioned in the lecture, you are welcome to use Macromedia Dreamweaver as a prototyping tool for the coursework. It is obviously more than just a prototyping tool, but the emphasis of this module is on understanding the technology that allows you to create web pages. Feel free to use Dreamweaver to create your storyboards. Dreamweaver makes it very easy to create page layouts, using tables. There is a tutorial available on this topic (from the Dreamweaver Help menu). Dreamwever tutorials refer to resources. In the school, there are available at: G:\compstd\Macromedia\DreamweaverMX\Dreamweaver MX\Samples For those interested in creating a tableless layout using Dreamweaver, a tutorial is available at: http://www.adobe.com/devnet/dreamweaver/articles/tableless_layout_dw8.html You should be able to do the same thing without Dreamweaver! 4. Checklists Is your design appropriate? Here is a number of checklist sites that will help you sanity check your design: Netmechanic design checklist: 1 For less simplistic sites, more elaborate strategies must be used, but this is outwith the scope of this module. A useful reference on this topic is: http://www.webstyleguide.com/ Copyright © 2006 Napier University Page 2 CO22030 Web Technologies http://www.netmechanic.com/news/vol7/design_no4.htm Does my web site suck? Two checklists: http://www.webpagesthatsuck.com/does-my-web-site-suck/does-my-web-site-suckchecklist-part-one.html http://www.webpagesthatsuck.com/does-my-web-site-suck/does-my-web-site-suckchecklist-part-two.html 5. References Excellent web design site: http://www.webdesignfromscratch.com/ And in particular, the following page: http://www.webdesignfromscratch.com/current-style.cfm Creating tableless layouts in Dreamweaver: http://www.adobe.com/devnet/dreamweaver/articles/tableless_layout_dw8.html Other useful references: http://www.webmonkey.com Copyright © 2006 Napier University Page 3