UPDATED 7/17/2020.

We have added a new focus area template to each county. Here you can share information on accessing food, health care, and financial assistance in your county.

Please change the information in the template to the relevant resources for your county. Then publish it. See details on how to make the updates below.

Screenshot of the focus area template:


To find your local focus area:

  • Login to the OSU Extension website
  • Visit your county landing page
  • In the sidebar towards the bottom, click the orange button “Return to group content list.”
  • Under the heading “manage content” — find “type” and select “local focus area.”
  • Click “apply.”
  • Look for “[count name] COVID-19 resources.”
  • Click edit

To customize your local focus area:

  • Review the information
  • Delete any information that isn’t relevant for your county
  • Add local contacts for the remaining relevant information (name and contact info for your local health department, etc.). Update the text within the brackets: “[[ ]]”
  • Publish the focus area

Display it on your county landing page:

  • Visit the “What we do” page on your county’s landing page
  • Under “Highlights” click “[Reorder Focus Areas]”
  • To change the order, click and drag the arrow icons in front of the focus area names to the desired location. The first five focus areas will show up on the county landing page.

Lately, people have been wondering how to share their recent Zoom recordings and handouts, and how to let communities know we’re still providing useful activities and resources. The website can play a part in this communication, alongside your emails, social media, newsletters and outreach to local media. We have some guidelines and examples and considerations to get you started and coordinated related to: Prepping recordings, Program pages, County pages.

County pages

The county landing page already is a spot to feature your current events, your newsletter and feature a few new pieces of content either from your county or statewide news and resources. You can also use announcements to share resources like Lincoln county.

This action of keeping your landing page fresh shows you are active. Featuring a couple pieces of new content could be done at the same time you are pulling together your newsletter.

If you have a lot of new resources, then keep your focus areas under “What we do” updated too. In addition to announcements, Lincoln county added a new focus area to encourage supporting local food, for example.

We’ve also had requests from other regions that they want one place to showcase all that’s happening across their program areas. In this case, an “Online resources and activities” focus area can be featured at the top of your What We Do section on your homepage.

Here’s an example that we will push out to counties later this week, which you can customize.

We want to elevate visibility and awareness of OSU Extension’s work with Oregon communities with particular focus on local and county-level impact and resilience in the face of COVID-19. Next week we’ll share another focus area template to help you in directing people on where to find local food, health and financial assistance too.

Program pages

Other than the event lists, program subpages are a good place to communicate with participants and volunteers in your program what new resources you have that they can do at home. The key is coordinating how these resources are added, although the design on the page can vary.

Here’s a short decision tree.

  1. Is the new resource only relevant to your local program in your county?
    1. Yes, add as a program resource to your local program group.
    2. No, see below.
  2. Is the new resource of interest to or being duplicated by other local programs in other counties?
    1. Yes, add as a statewide program resources and tag for the local county programs. This way it only needs to be updated in one place.
    2. 4-H Jackson county is an example that could be done this way since they have good resources that could be of interest to other 4-H county programs that are also adding new home activities subpages.
  3. Is the new resource of interest to other statewide programs and the general public?
    1. Work with related faculty to add through a content team as an educational material and tag for the program(s). This way it can show up on topic pages too.
    2. Oregon Master Naturalist is an example that shifted to this way.

Prepping and sharing your recordings

Content teams have shifted to giving virtual programming since the pandemic started. When giving your programming as a scheduled webinar, the recordings are posted in OSU MediaSpace within hours. You can use this recording in several ways, but there’s a few things you need to do first.

Make sure that you have informed attendees it is being recording and received the needed permissions from those attending. Please remember that recording meetings or events with youth is prohibited without express consent from their parent or guardians. See specifics on the Virtual Extension program delivery page.

To ensure we meet our ADA responsibility, please request captions for your Kaltura video, and proof and fix any issues. This will ensure the recorded content is as widely accessible as possible.

  • You may need to edit your Kaltura video to snip the beginning or end of your recording. You can find instructions here.
  • Check in if you have any branding for pre and post-production to be added.
  • Lastly you will need to share your video.

Once you have completed these steps, you can post the video on the website.

  1. Add the recording link to the event page (which can still be found by searching on the website after the event) along with any handouts. However, don’t share publicly “meetings”, especially that contain youth in the recording, on the website. See program delivery info on Zoom safety and security on our Virtual Extension website.
  2. Get the attendee list from your Zoom Oregon State report dashboard afterward and email it to them. Contact us for any questions on getting that list.
  3. Add the video on the related county focus area if the content is a webinar not meant for broader distribution (check with the appropriate content team first). See a Coos county example.
  4. See if faculty want to edit portions of the webinar to add as educational content through their content team. Visitors to the site often want quick answers not whole webinars when they find videos on the site.

You still want people to attend the program, rather than just wait to find the recording. The value of people attending the webinar live is that they can engage with you and other participants – a chance to ask questions and network. However, analytics on numbers of views of the recordings could be included in your Digital Measures reporting.

Web updates

It is important for our learners, stakeholders and funders to know that OSU Extension continues to actively serve, engage, respond and innovate during the COVID-19 pandemic—even while locations are closed and employees are working remotely.

To align with the current way we deliver services, we adjusted small but meaningful wording on the site:

  • We adjusted the emergency announcement from emphasizing we are closed to we are still here for you with related resources.
  • We made it clearer on the homepage how we are offering many online events from across the state.
  • We made sure that postponed events are now separate from active events.
  • We shared information on wearing a face covering on county sites.
  • We feature new resources on the homepage and COVID-19 topic page, like the new “Sewing cloth face coverings for beginners” educational gallery.

We also improved the speed at which you can enter and update content behind-the-scenes.

Across OSU Extension, email newsletters are used to educate, convey information to, and build trust and community with industry-specific, program-specific and general audiences. However, each newsletter within the division looks different, sounds different, provides varying levels of effectiveness and offers varying levels of brand alignment and accessibility.

There are best practices we all can adopt to improve the effectiveness and accessibility of our email newsletters. In the coming weeks, we’ll be rolling out Extension newsletter templates to make it easier to tell our stories better. These templates will be designed to work on MailChimp and Constant Contact platforms. Stay tuned!

In the meantime, adopt the following best practices and we’ll make significant strides in readability, effectiveness and accessibility.

10 Best practices to adopt now

1) Write engaging and informative subject lines.

This is the first opportunity to make your audience curious about the content of your newsletter. Try to limit the subject line to no more than 50 characters (including spaces). Check out these websites for guidance on writing engaging subject lines:

2) Make the preheader work for you.

Preheader text is the short line of text displayed next to or just below the email subject line when an email is viewed in the inbox. Preheaders are often overlooked opportunities to engage the reader and tell them more about what’s in the newsletter.

3) Build a clean list and remove unengaged email addresses.

If someone hasn’t opened any of your emails for a year or more, find out if they still want to receive your email newsletter. Send a “We miss you” email to see if they want to continue being a subscriber. A clean list will give you a more accurate email open and engagement rate.

4) Personalize your greeting.

Using the first name of your subscriber is more likely to capture the attention of the reader. This can be in the subject line or start the newsletter with “Dear {first name}.”

5) Keep content short, simple, personable and focused on the interests of the readers.

Think about what the payoff is for the reader. What’s the essential takeaway? How does the story reinforce the value of Extension to the community? Then write two or three compelling sentences as your lead-in to tease the reader into continuing to read the story by clicking on the call-to-action.

Limit the number of articles to three to five. Enough white space within the overall newsletter will make the newsletter easier to read. The Extension website is a good source for newsletter content: news stories, publications, event information and other content. Use links to encourage visits to the website.

6) Use compelling calls-to-action.

Instead of “click here” or “click this link,” use more actionable language, such as “Learn more,” “Download,” and “Register today.” If calls-to-action are images, use alternative text to make sure readers can click them even if images aren’t enabled.

7) Improve accessibility.

Increase font size to 12 to 14 point for body copy. Use the Georgia font for headlines and Verdana font for body text. Use alternative text to describe story images so that subscribers that disable images or those with disabilities know what you’re showing them. Do not use text over photos or PDFs embedded into the newsletters. Avoid text-heavy content.

8) Include links to social media sites.

This allows readers to share content easily. (And consider including a link to your newsletter in your email signature. Refer to email signature guidelines for the way to do it.)

9) Include an email signature.

People are more inclined to read and open emails if they come from a person rather than info@companyname or noreply@companyname.

10) Send your newsletters consistently.

Choose the frequency of the newsletter and settle on the day and time of delivery (this may take a little time to find the best day and time for open rates and click-throughs). Then stick to the schedule so your readers watch for and anticipate it.

Additional tips

Review metrics to see what content is of greatest interest to your audience.

During the Stay Home, Save Lives mandate and beyond, reinforce in headlines and body copy that OSU and Extension are here for our communities.

Set expectations when someone first signs up for your newsletter so that they know what to expect for frequency and type of content.

A/B test subject lines and calls-to-action between two groups of subscribers to learn what language creates a greater response. Read: Effective email marketing subject lines.

Segment your audience to appeal to their interests. The value of the content will be elevated if it’s of interest to the reader.

Add video and animated content to increase engagement with the reader. Also increase engagement and learn more about your readers by adding a quick poll.

Reinforce the personality of Extension with the tone of story selection and writing style. Personality characteristics for Extension are defined in the Extension Style Guide:

  • Collaborative – We’re better together
  • Conscientious – Aware, with integrity and conviction
  • Visionary – Creatively leading the way, taking on issues
  • Welcoming – Friendly, open to all and enriched by difference
  • Progressive – Pursuing innovative practices that lead to proven methods of thinking and doing
  • Helpful – Focused on service that meets the needs of our communities
  • Adventurous – Having the courage to seek out new solutions

 

Author: Ann Marie Murphy

 

Sources:

Oregon Master Naturalist is an excellent example of a statewide program using the website layout. Kudos to Jason O’Brien!

Let’s take a look:

These are some of the things we love

The landing page has:

  • A lush and inviting photo
  • Engaging information about the program.
  • Titles and text are user-friendly and help potential participants identify if they would enjoy and benefit from the program.
  • An enthusiastic testimonial video
  • Stories sharing the heart of Oregon Master Naturalist
  • Straight-forward sidebar navigation

Other pages

Become a Master Naturalist

Volunteer

  • Great impact statistics for Master Naturalist volunteers. These were added using the new “impact stats bar,” available for programs and counties.
  • Easy to find exciting volunteer project ideas

What is the cost?

  • Easy to understand the cost and financial options.

What you can do now

Review your program pages. Is there anything you can do to improve the text or images based on the example above? See instructions for updating program content.

Please contact us with any questions.


Web updates

These are some new features:

  • You can tag an event with a project. Then add a “project events list” to your page to display them.
  • You can add a “project faculty/staff list.” Contact us to add users to display on a project.
  • You can override the title of a piece of content selected for a “highlighted content item” page section.
  • You can now specify what text shows when county event lists have no events to show.

The about us section on the website has new information, including a new career opportunities page.

 

We write so that others will read.

No matter what we write — an email, a newsletter article, a research paper — we want people to read it and understand.

The key to understanding isn’t some complex formula. It’s actually quite simple: a form of writing called “plain language.” Plain language conveys meaning in short, spare sentences and simple words. Plain language is:

  • Accessible. Plain language helps us reach everyone, including people with learning or other disabilities, people whose first language is not English, and people who may be reading online while feeding a toddler and waiting on hold with the cable company.
  • Active. In active voice, the subject of the sentence performs the action: “The mouse ate the cookie,” not “it is believed the cookie was consumed by the mouse.”
  • The law. Government agencies like the IRS and the state of Oregon have adopted plain language guidelines. OSU websites should follow web accessibility guidelines, including those on readability.

There’s an app for that

Oddly, it’s hard to write simply.

Thankfully, some great new tools can help us measure and improve the readability of our text. One we like is called Hemingway Editor.

Start with a rough draft. Call up Hemingway in your browser, and copy and paste your text into the home screen. You’ll see a screen like this:

Zero in on the figure that denotes the reading level of your text. If it’s ninth grade or higher, start working your way up the Hemingway rainbow:

  • Clean up everything in light red. Cut unnecessary words. Divide complex sentences in two. Sub in some active verbs.
  • After pink, tackle yellow.
  • Re-check the reading level. Is it lower? Good job.
  • If the reading level is nine or above, keep working. Most audiences — including academics — prefer to read at an eighth grade level or below. Great writers like Jane Austen, Ernest Hemingway and J.R.R. Tolkien all wrote at the seventh grade level or below.

Make reading easy

Many readers today don’t read but instead scan written material. They’re looking for solutions in a hurry. Here are some ways to help these readers out:

  • Avoid long paragraphs. Long blocks of gray text turn readers off. Limit your paragraphs to one topic — about three sentences.
  • Use bulleted lists instead of long sentences filled with commas.
  • Use bold-faced lead-ins and subheads to help readers scan your text to find what they are looking for.
  • Read it out aloud. Before turning in anything to an editor or colleague, read it out aloud. You’ll be surprised how many awkward phrases you’ll find to revise.

Writing is hard, but reading doesn’t have to be. Use the tools of plain language to tell your story, and your readers will thank you.

Editor’s note: This article is written at a fifth-grade level.

More blog posts to come:

  • Science writing simplified: improving the readability of complex topics
  • The ABCs of acronyms
  • Tempting titles that click with readers

Authors: Janet Donnelly and Jim Sloan

In Extension we work in a variety of fields and with many great folks all over Oregon and worldwide. If you’re looking to reach people where they are at, video is an excellent medium to consider. YouTube is the 2nd most used search engine(1), and an excellent way to reach 18-49 year-olds. 80-90% of that age range uses YouTube monthly(2)!

With all of these billions of questions being asked on a regular basis, we need some help to find out what those questions are and how to best address them. We are regularly looking at the analytics from our Extension YouTube channel to harness our past data to help inform a better future.

Knowing how people search

If you’re curious about what the world is looking and searching for check out Google Trends. This is a great place to start when thinking about creating a video. You can break things down by region, look at related terms or topics, view seasonal popularity, and more. It’s useful to think about the terms that your audience will be using and not what you might use in academia.

Here are some of the search terms that have brought viewers to our YouTube channel recently:

 

  • Blue: how to get rid of moss in your lawn (and other variations)
  • Light Green: insect collection (and other variations)
  • Purple: plant pathology (and other variations), quinoa (and other variations)
  • Dark Green: small farm (and other variations)

All of these are terms and phrases used to search on YouTube. These are just for videos we currently have, there are many search terms where we have either no videos or we could use something more recent. Consider entering some search terms your audience would be looking for into YouTube, Google, or Google Trends. You very well could find some gaps in relevant content or perhaps a topic that needs refreshing.

Some of the most popular uses of video, in the case of YouTube, is for How-Tos and trying understand the world or products(3). This is right in Extension’s wheelhouse! Here are some videos that are currently harnessing curiosity well on YouTube:

From left to right:

  • Pinning Butterflies and Moths,
  • How to Identify a Plant or Weed
  • Collecting Insects with Traps and Lights
  • Collecting Insects: Tools and Supplies
  • Sweep Net Technique
  • Using A Plant Press.

All of these were in the top 12 for views in 2019, and as you’ll see below they are also some of the best at holding the audience’s attention.

Holding the audience’s attention

Think about your current audience. What are the questions that are being asked on a regular basis? What kinds of skills or procedures could you show through video?

While explaining the research and science behind topics are great, most viewers are looking for a solution to a problem. Get to the point and then explain the reason behind the solution. Looking for the “I-want-to-do ___” moments in your area of expertise is a great place to start.

We use the Audience Retention metric to see how a video is doing at getting to the point and meeting the viewer’s needs. Views tend to have a steep drop-off after the beginning. It’s important to hook the viewer in right away and prove that the video will meet their expectations. The first 15 seconds are the most crucial. These videos are doing well at holding viewers’ attention:

From left to right:

  • Scotch Broom Removal
  • Income Opportunities from Logs
  • How to Make a Trap to Catch the Spotted Wing Drosophila Fly
  • Sampling for Varroa Mites from a Honey Bee Brood Nest
  • Sweep Net Technique
  • How to sample a lot of hay
  • Collecting Insects with Traps and Lights
  • Managing Moss in Lawns.

All of these have over 60% viewer retention (very good), and you’ll notice that each one does a good job at directly addressing a problem or showing how to do something.

Audience Retention is also important for another reason: Google uses this in their algorithm when showing related videos at the end of a video. Having a high retention rate increases your chances of showing up in viewers’ feeds.

How to approach creating your video

Video is an amazing tool at reaching audiences, but because it is so widely used, it’s important to approach creating a video with a strategic plan otherwise you risk being drowned out. Here are some questions to ask if you’re thinking of getting into video:

  • Who is my audience (both existing ones and new ones you hope to attract)?
  • What kinds of questions are you hearing regularly, and what does data from sources like Google Trends say about your topic?
  • Do any of these questions work well as a How-To or to help someone in that “I-want-to-do ___” moment?
  • Is this a topic that can be shown well visually?

Something else to consider is to use YouTube as a social media platform. If you are willing to check the comments and to make your video interactive, it can be a good space to have conversation and address other questions that might come up. These interactions can also inspire future video topics.

Author: Stephen Ward

 

(1) 54 Fascinating and Incredible YouTube Statistics

(2) The latest video trends: Where your audience is watching

(3) Many Turn to YouTube for Children’s Content, News, How-To Lessons

Occasionally, we still hear from Extension faculty or staff worried about people not being able to find things on the website. Extension does have a lot of content on the site, and we do care what audiences think. This year EESC will continue our work on website usability and use analytics to help improve the visitor experience. Yet, the design solutions may not be what you thought, and focusing on content may be a better approach.

Where you can worry less: the changing design trends

Forget the “three-click rule.” The idea that web visitors will get frustrated if they have to click more than three times to find a piece of content has been around for the last couple of decades. Logically, it makes sense, but how many times they click doesn’t matter(1) and can make for unruly menus. What matters is each time they click, the page should deliver something to get them closer to an intended goal.

Also, our home page isn’t as important as you think. Visitors to our website are less likely to land on our home page than in the past – approximately 3% of visitors. This is a common trend happening across all websites. Search engines and social media are a big factor, as they will link to whatever page is relevant on our site. People go to a page of interest and don’t see the homepage.

A greater focus on organized, well-titled content and landing pages (vs. home page and navigation) can give you more visitor retention opportunities.

What to focus on: the content most asked for or that meets your goals

Give people the good stuff upfront when it comes to landing pages. What do they often ask about? Feature it prominently anywhere on the page, and then direct them to related content that may be less intriguing but still critical information. EESC can work with you on how to surface these top tasks.

One Nielsen Norman Group study(2) found that, like general web readers, the professionals we serve want content easy to scan and digest. They differ in that most are looking for detailed facts, verifying the credibility, and comparing data or related findings. Overstating outcomes or having out-of-date content diminishes credibility.

Two types of information particularly attract their attention:

  1. New information that they haven’t considered or heard of
  2. Contradictory information that is contrary to their existing knowledge or beliefs

This may be one reason a web article, Branding: OSU working to settle the debate of the ages, surpassed others in the high number of pageviews recently.

Do you have emerging research to share on a long-standing issue or trending topic? Share with your content team to get their input and then add as an article online. Web visitors can leave you feedback on the article, and then you could potentially develop the article further into a catalog publication or journal submission.

After reading these popular articles on the Extension website, the majority of people then leave the site. What action would you want visitors to take or what could they read next to further their engagement? How can we work together to improve that?

If you find when looking at the new analytics dashboards that a piece of your content does not reach people as hoped, then let’s look into it. What can we try with the content or on the landing pages, or in the promotion of it, to help? Also, assess your goals (e.g. attracting new participants) and ask how your online content can help to better meet them.

These actions keep content, and the related strategy, at the center of what we should be worrying about on the website, and helps us to better support people in our online communities.

 


Extension website updates

Are people still having trouble finding information online? Tell us on our beav.es/extension-support form (click the last option).

Newsletters now have a button link that goes to a “past issues” page, so the list on the main page only shows the 6 most recent issues. This will happen automatically once you reach more than six back issues.

Want to see who all the members are of a specific content team? What about contacting all web group leaders, or reaching out to a specific member of your web group? You will be able to do this now through the content management system when logged into the website. Just look for the link to this on your My Groups page.


(1) The Three-Click Rule for Navigation is False, Nielsen Norman Group 2019

(2) Writing Digital Copy for Domain Audiences Nielsen Norman Group 2017

Hoping to avoid accessibility mistakes? Check out our top 10 things to avoid.

Accessibility means all visitors can access and use content regardless of disability. As a federally-funded institution, it is legally required that all our web content be fully accessible. We all have a part to play in fulfilling this obligation. These are the top ten mistakes we see on the Extension website that hurt accessibility.

10: Writing with the assumption visitors are using a certain device

Examples: Instructing users to right click on a link, scroll down a page, press a specific key on a keyboard, etc.

Why this is a problem: You can never know what kind of device visitors will be using to access your content. Many will not be using a mouse or keyboard because they are on mobile devices. Others will be using screen readers or voice commands.

How to fix: Use more generic terms for actions you want visitors to take. For example:

  • Instead of “click on the x option”, use “select the x option”
  • Instead of “right click on the file name and select ‘save’”, use “download the file”

9: Referring to the appearance or position of elements on the page

Examples: “Use the gray links to the left to explore options”, “click the orange button above to register”.

Why this is a problem: Elements on the page appear in different places depending on the type of device the visitor is using. Some visitors will not be able to see them at all.

How to fix: Avoid referencing other elements on the page. For example, include a link instead of pointing visitors to where it is already on the page. If this isn’t possible, use a label that doesn’t rely on appearance or position.

8: Writing in all-caps

Examples: “This event is FREE to the public”, “ALWAYS WEAR GLOVES WHEN DOING THIS”

Why this is a problem: Screen readers may assume a word in all-caps is an acronym and read each letter individually.

How to fix: Don’t type words in all-caps unless it is actually an acronym. To emphasize text, make it bold.

7: Relying on YouTube’s automatic captioning for videos

Why this is a problem: YouTube’s automatic captioning does not include capitalization or punctuation. Remember, many people using captions can’t hear the pauses where punctuation would be. They also can’t tell when a new speaker starts talking. YouTube also has trouble recognizing proper nouns and specialized terms (such as “agritourism”). 

How to fix: Use YouTube’s automatic captioning for a starting point, but be sure to check them and clean up as needed.

6: Opening links in new windows/tabs

Why this is a problem: Screen magnifiers are some of the most common assistive technology used on line. People with low-vision use these to zoom in very closely on a small section of the screen. In these situations, it is difficult to determine when a new window/tab opens. They may think they are still in the same tab and be confused why they can’t use the back button. It also takes more time for them to close out of the new tab/window and get back to where they were. 

How to fix: Avoid creating links that cause new windows/tabs to open (the most common are file download links).

5: Uploading content as a PDF when not necessary

Why this is a problem: Web browsers include accessibility features which programs that open files often lack. It requires more training to create accessible PDFs than web pages. Additionally, PDF files are generally larger than web pages. They are often slower to download, especially on a slow connection.

How to fix: Whenever possible, enter content into the website as text instead of (or in addition to) a file upload. E.g. articles instead of educational documents, subpages instead of program resources.

4: Using unclear link labels

Examples: “click here to register”, “download the paper here: https://oregonstate.box.com/s/jwq15kn7d5swzfma564ggzvk55cqhudg

Why this is a problem: Almost all visitors to a website will prefer to scan rather than reading everything on the page in order. Sighted people do this by looking at headings or section breaks. People using screen readers have other methods. They often have the screen reader pull out all the links on the page so they read through only those initially. If the links that get pulled out only say “click here”, “learn more”, or a raw URL, this functionality isn’t useful. Additionally, voice command software may allow people to “click” on a link by saying the label. If there are links that are unpronounceable, this functionality doesn’t work.

How to fix: Use link labels that describe what the visitor will go to if they click that link. For example, a link saying “download registration form” makes it clear what you’ll get when you click. On the other hand “click here” doesn’t provide any context for the link.

3: Not providing alternative text for images

Why this is a problem: Screen readers can only read “true text” (i.e. text you can highlight with a mouse). Therefore, any text included in an image is invisible to screen readers and the people who use them.

How to fix: When you upload an image on the Extension website, there is an “Alternative text” field. You should include all text and other content in the image in this field. If an image contains a significant amount of text, it is better to convert it to an accessible PDF or web page.

2: Not checking the reading level of content

Why this is a problem: Hard-to-understand text content is the #1 accessibility problem over the entire internet. It affects everyone who accesses web content. This includes:

  • people with learning or other disabilities
  • people who don’t primarily speak English
  • young people
  • people with low literacy
  • people in stressful or frustrating situations which may impair their reading comprehension temporarily.

How to fix: Put all your content through a reading level checker such as Hemingway Editor. You should aim for a level of 6-8. It is, generally, a myth that more complex subjects require a higher reading level. There are two methods that can improve readability without changing the actual contents.

  • Shorter/simpler sentences: Avoid run-on sentences at all costs. Every comma can be a point to at least consider splitting one sentence into multiple.
  • Breaking up chunks of text: Use headings, short paragraphs, bulleted lists, etc. to break up longer chunks of text. This makes the content easier to read and helps people skim to find what they need more quickly.

1: Using (or not using) headings appropriately

Examples: Using the “Format” dropdown on entire paragraphs. Separating sections of text with bold section titles without using the “Format” dropdown.

Why this is a problem: Incorrect use of headings is a huge accessibility issue for screen readers. More often than not, visitors using screen readers will pull out all the headings from a page first thing. This allows them to skim rather than read everything on the page in order. Formatting text as a heading when it isn’t gets in the way of this technique. Not formatting text as a heading when it is one will cause the technique not to work.

How to fix: Only use the heading options in the “Format” dropdown of the text editor for actual headings. However, be sure you do use them for all actual headings in the text.


For help implementing any of the fixes described above, submit a support request with the EESC web team.

The Linn County ‘Forestry and Natural Resources’ focus area is a great example of a county focus area. These are some of the things we love:

What you can do now

Review your focus areas pages. Is there anything you can do to improve the text or images based on the example above?

See: How to create a focus area.

Website updates

Updated functionality for timezones. For example, in Malheur County the currently open/closed information displays correctly in real-time. It also displays MST/MDT next to office hours and events as appropriate.

UPDATED 7/17/2020

This month, we released a content analytics dashboard for content groups on the Extension website. Now, the most useful data about your content is in a simplified interface that you can access directly from the Extension website. 

Many thanks and kudos to the EESC web team’s student employee Hawii Boriyo, who implemented the dashboard and helped greatly with it’s planning and design!

How to access the dashboard

  • Login to the OSU Extension website
  • Visit the “My Groups” page
  • Click on your group
  • Find the new “Analytics” tab at the top of the page. This tab will take you to the analytics dashboard for the content in that group.
  • Explore your dashboard. There are tips on understanding the data on the right hand side of the dashboard.

See how your content compares to other content on the OSU Extension website: 

  • On the top of the dashboard, there is a link to “See analytics for all OSU Extension.” 
  • Click the link to expands the data displayed on the dashboard to include all content on the Extension website.

In the future, we plan to implement additional dashboard views that can provide data about individual pieces of content as well as all content by a particular author and program area.

Data available on the dashboard

Dashboard screenshot

The dashboard is broken up into several sections:

  • Top content: this section contains information about
    • How often content from the group is viewed (pageviews)
    • How many people visit the group’s content (users)
    • How long on average that people spend viewing the content
    • The most visited pages in the group
  • How visitors find us: this section contains information about\
    • The way that visitors find content produced by the group (see the help text on the right-hand side of the dashboard for definitions)
    • Websites, both internal and external to OSU, that link to the group’s content  

Dashboard screenshot

  • About the visitors: this section contains information about
    • The approximate locations of visitors who view  content from the group
    • The preferred languages of visitors to the group’s content
    • The types of devices used by visitors to access the content
    • How many times visitors visit content in the group
  • Visitor navigation: if you are a member of a program group, you will see this section with information about the first and last pages visitors go to when they visit the group pages
  • What visitors look for: when you look at the dashboard for all content on the Extension website, you will see this section with information about the most common terms visitors enter in the search box on the Extension website. It also shows the most common terms people enter that return no results.

 

How to use the dashboard controls

There are several controls on the dashboard you can use to expand or restrict the data you see. 

  • Date range: at the top of the dashboard there is a dropdown widget where you can select the date range for the data shown on the dashboard.
  • Page title: in the “Top Content” section, there is a widget you can use to see data about only a specific page or set of pages. To do this, type in the title of the page and press enter. If you don’t know the exact name of the page, you can click on the box that says “EQUALS” to reveal a dropdown where you can select “CONTAINS” instead.
  • Search terms: in the “What visitors look for” section on the all Extension dashboard, you can filter to see if the search terms contain a particular word. To do this:
    • Click on “EQUALS” to reveal a dropdown and select “CONTAINS”
    • Type in the word you want to filter by and press enter

How to interpret the data

The content analytics dashboard provides quantitative data about content, meaning that you will need to do some interpretation in order to find actionable takeaways. These dashboards can be useful to see if outreach or content strategies you are trying lead to an intended change. Here are some tips for doing this:

  • Identify gaps and opportunities
    • The “About the Visitors” section may show you audiences that you may not be effectively serving up to this point. Do you have content relevant to the places they are from? Do you have content in the language(s) they prefer?
    • On the flip side, this section may reveal that audiences you have heavily focused on in the past are not using your content as often as you would like. If this is the case, you may need to do some outreach to figure out why this is or reconsider where you are directing your efforts.
    • In the “How visitors find us” section, look at the sites that are linking to your content. Is your content appropriate for people coming from those sites? Are there any sites you know of that you would like to link to you?
    • The “What visitors look for” section may identify topics visitors are interested in that your group has expertise in.
  • Look for trends and outliers
    • In the “Top content” section, look for pages that are more popular than others, pages where people spend more time than average. Then, you can see what about that content  could help to bring the rest of your content up to that level.
      • One way to do this for pages is to look at the feedback on the page.
    • Also look at the pageviews over time graph at the top of the dashboard for times when pageviews spiked. Do you know why the spike happened? Can you make that happen again?
      • If you don’t know where a spike in pageviews came from, try narrowing the date range for the dashboard to only that day and look at the “Where visitors come from” section.

In the new year, we will work to do some online tutorials or webinars to offer more suggestions on analyzing your content data, answer your questions, and hear from you on other analytics that may be useful. 

Web updates

  • If you are filling out your Digital Measures, read this blog post from earlier in the year about how to count your web efforts this year.
  • Events now can add related content. Using the new field, select existing content by title and it will be featured on the bottom of the event page. This can be useful for people to learn more about the topic or presenter.
  • Topic resources pages and search results can now be filtered by audience.
  • When creating an event, there is now the option to hide the address and instead display “Location details will be provided to attendees.”
  • County landing pages can now display up to 5 local focus areas.