During these times, we make the most with what we have. And sometimes we can do more with what is at our fingertips. In one-on-one web meetings or when auditing webpages now two years after launch, it’s clear that many of the helpful features of the website’s content management system are still new to you.

When things are new, they may be avoided or underused. So, explaining how these work more than once and in different ways helps. We have done a written web guide, blog posts and trainings. Some quick tips below will hopefully show you things you may have missed.

How do I make a page more designed or organized?

It can be hard to connect what you see on the back-end (where you edit pages) with what you see after you save it. Page sections are the way to layout your content and make information standout for a visitor on the webpage – whether it is a topic, county or program page.

Below is an excerpted video from a recent webinar. It switches back and forth to help you see: what each page section looks likes in edit mode and what it looks like once saved.

Click to play the video on page sections

As the video shows, page sections allow you to add pieces of content to a page in chunks, one section at a time.

There are different types of sections you can use to customize your page:

  • Standard: For typing in static text and for adding images or videos. These don’t fully use the content management system, since they aren’t shareable across the site.
  • Automated: For automatically displaying lists of events, program resources, or latest content. Once set up, you don’t need to do anything more. The content updates based on tagging or dates.
  • Selected: For finding content that others added on the website, and selecting it so it displays in a specific place. You need to remove it later if you no longer want it to show.
  • Designed: For setting up a page so content stands out (e.g. an orange stylized bar with icons to click). Also, it can make content formatted a specific way (e.g. content titles show and when you click the full text expands).

Not all page sections or advanced settings are covered in this video, so also read more in the web guide.

How do I stop an event or announcement from showing up?

You can now modify tags! This makes it easy to fix a piece of content that was mistagged. You can also add your county tag, topic tag or program tag to something to get it to show up. This can be useful for an online event that may be of interest to your audiences.

This short video shows you how to modify tags (click to play).

What’s happened to my content or page?

Sometimes you notice something has changed or isn’t how you remembered it. First, take a deep breath and realize two things: there’s an easy way to find out and it’s usually a simple explanation.

We are in this together. You each have a lot of access to do things you need to on the website, and that means many other people do too. It’s what makes this website platform function with the resources we have. Communication and a sense of calm can help most situations.

The easy way to find out what’s happened is to look at the “Revisions” tab at the top of any page.

The revisions page records who made the last changes, and you can compare to see what changes were made. It’s even better when everyone remembers to leave comments in the “revision log” field when editing a page. Those comments appear in the Revisions tab too.

If nothing looks out of the ordinary there, then send a quick email to https://beav.es/extension-support to ask us to look into it.

If it’s a technical issue, then we will get on it. If it’s a training issue, we can offer context to help understand the way the content management system or different team processes work.

What’s the benefits of the website’s content management system?

This efficient system has prepared us for the long term goals of integrating Extension content with other sites, social media, and client relationship management platforms. It will also be able to personalize content for visitors on the website. This is why the content is structured and tagged in the way it is.

Being in the same content management system helps to:

  • Show a more unified presence of Extension and the coordinated efforts within each of our programs, fields of expertise and regions
  • Track analytics and feedback for a more strategic approach
  • Avoid duplication of resources and use the tagging and page sections to share and show one piece of content in many places.

We are continually improving this behind-the-scenes editing experience.  We are working to simplify the way content authors add, find, select, translate and manage content. Stay tuned for more news and trainings later in the year. In the meantime, reach out to us now for a 1-on-1 working session to get up to speed on all that you can do.

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.

Add a new “RFI” form to web pages

RFI stands for a Request For Information. A RFI form is a simple way for an organization to give constituents a chance to ask questions or otherwise reach out to us to learn more about an event, topic, etc. Soon as someone reaches a spot in our website where they’re interested in something but need to learn more about it, a button click pops open a simple web form (see the example later in this post).

It’s here they enter their personal information and that is saved into our system. That activity is accompanied by an automated email notice that arrives to the right person in Extension. For example, users can provide their name and email address and the process will add them as a new subscriber to one of your newsletters.

How is this useful?

A web form allows us to collect and manage information from constituents easily and efficiently. The forms are embedded right into relevant places on your website, which makes it easy for your audience to provide their information.

As soon as somone completes the RFI form, their information is stored until it’s ready for analysis.

Meanwhile, in the same step we are able to offer a chance to subscribe to some type of digital communications, such as newsletters. This can become a crucial tool for you to obtain new audience members eager to hear what you have to say.

What we’re poised to learn about our audiences

We can use the Extension website as a quick case study for how to employ RFI forms, however the premise works similarly on other websites.

When a visitor to this Oregon Master Beekeeper Program page stops and takes the time to fill out our RFI form on this specific page, we consider it an opportunity to infer some small bits of information about this person.

In the actual, real-life implementation of this premise, we would in fact engage directly with the right people inside each program to actually be very thoughtful about what inferences we’d plan to make about any one visit to any one particular page—for example, an analysis of the content of the page will support being able to draw certain conclusions or not.

For example, if the page content includes info on bee colony health, but does not have any info at all on honey production, we would want to consider if the visitor’s interest in this page revolves around bee colonies due to the ability to produce honey or, rather, in terms of bees as pollinators.

Clearly, we want to consider our options very carefully when forming these types of conclusions.

 

AND… What about a page that has a specific call to action?

Well, I am so glad you asked! 🙂  Let’s look at a page that’s aimed at cultivating interest in a specific thing—like an event.

To the right, you see a page I navigated to from the Events tab on the Master Beekeeper program page. If a normal website visitor made their way to this page, we can begin to make inferences about them at another level of specificity and accuracy.

We know the ultimate goal of this event’s organizers is to have viewers click on the “Register” button, but what about anyone who is feeling interested in the event while still not being quite ready to register? What can we do for that person?

The answer would be to provide an RFI form—simply a second button which would allow them to ask any question about the event for which they don’t already have an available answer.

After submitting this RFI form, the inferences we can make about their interests are far more specific. We know they want to attend an event. And not just any event, but this particular event with this event’s specific content. Arguably, there’s a lot to work with in this use case.

The impact on newsletter subscriptions

The question, then, is how does this help to build up our list of subscribers? The exact details of the plan continue to be sorted out, but the goal is to begin to understand how the inferences we were just talking about can help us point people to digital communication options—newsletters being one of those options—that are of significant interest to them.

Soon as the data lands in our database from the successful processing of an RFI form, we know for certain we want to send that person an email with a simple “thank you” message, because we want to provide an immediate reward to them for taking the time to fill that thing out. It’s important to do this.

In addition to our “thanks” message, there’s room in the body of that same email to appeal to them with a subscription (opt in) opportunity to newsletters. Thus, taking into account the opt-in opportunities that already exist, then adding in all of those people who submit RFI forms, we can see that as a pathway to adding more contacts to our lists.

Example of an RFI form

Check out this straightforward example of an effective web form.

It is true that the form can be designed to ask additional questions, however we know from numerous usability studies that the shorter a web form is the more likely our average website visitors will actually stop and fill them out.

Our #1 goal will be to increase our ability to engage with our target audiences, which means that simply garnering their direct email address—thus facilitating being able to digitally communicate with them—is our top priority.

Conclusion

An RFI web form will help you add new contacts to your contact lists, track topics in which people are interested, follow up with constituents, enhance users’ experience, and provide Oregonians with the information and expertise for which they are searching.

A web forms should be straightforward, simple, and visually appealing. And it should communicate to the viewer exactly what they can expect to receive in exchange for their valuable time they will spend filling it out. This is how you will ensure a professional, user-friendly experience on your website.

A successful RFI form will lead to an increase in your number of contacts and engagements. So, why not get started working with the Navigator team to help you grow and expand your network today?

 


About the Navigator digital engagement team. For months now, many of you have heard from me as I produce a long-term CRM strategy for OSU Extension and non-credit learning. I look forward to talking with you and ensuring the CRM plans are in alignment with the business needs of your unit and the long-term vision of the university. The Navigator team is looking forward to talking with you about how digital engagement is aligned with your work and can provide new benefits.

Extension website updates.

  • People in county and program groups can tag or untag themselves from events entered through other groups. Go to the event page and go to the “Modify tags” tab at the top of the page.
  • All users can now tag themselves with languages they speak and have it shown on their profile. The language options are fairly limited right now initially, but you can submit a support ticket to get other ones added.
Posted in CRM.

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

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 Web and Content Strategy team is committed to website accessibility. Accessibility means that content is available to and used by a diverse variety of visitors. This refers to making a site useable for people with physical and situational disabilities. But, it can also apply to others, including:

  • People using small screens on mobile devices
  • English-language learners and automatic translators used by non-English speakers
  • People of diverse ages
  • Non-human visitors to the site, such as search engine crawlers

As an institution that receives federal funding, we are legally required to make content and services accessible.

Many accessibility features are built-in to Drupal platform. We promote accessibility best practices in our workshops and training materials. But what about people who speak a non-English language?

The Office of Diversity, Equity, and Inclusion recently added a document translation service. The TRANSPORT translations portal is a tool you can use to submit documents for translation, or to get a price quote to help with your program planning. This tool is available to all Extension employees.

Non-english speakers in Oregon
Source: https://datausa.io/profile/geo/oregon#languages

In 2018, the most common non-English language spoken in Oregon was Spanish. 9.36% of the population of Oregon are native Spanish speakers.

Website analytics over the past year show that the percentage of users who have their browser language set to Spanish, 0.16%.  This is a sign that the Extension website is not meeting the needs for the majority of Spanish language speakers.

We are in the process of adding Spanish language translation capabilities to the Extension website.

This is an ambitious project and will be developed in 3 phases over the year.

Phase 1: Manual individual page translation

  • Over the next few months the web team will be configuring a set of multilingual modules to enable translations. Once this is in place, you’ll be able to add an Español translation to your content.
  • If a page is available in another language, users will be able to switch from English to Español by clicking the Español tab.

Phase 2: Google Translate integration

  • When a new version of an English page is saved, the system will make a call to Google Translate to create a  Spanish translation. Translations will have a moderation process, so only reviewed translations will be available to the public

Phase 3: Fully translated website

  • All content, tags, topics and menus translated

Extension & Experiment Station Communications (EESC) has some history with multilingual websites. Back in 2014, the EESC publications team produced two spiral bound, pocket-sized “flip books” for Christmas tree management. Each book has a side written in English and when you flip it over, you have the same content in Spanish. The authors were also interested mobile version for workers in the field. Using the multilingual capabilities in Drupal, we recreated each book in both English and Spanish. Users switch between English and Español by clicking a button. These are a fully translated websites, where there is a matching page for each language.

Below are some screenshots of the flip books showing both the  English and Español versions.

Mobile phone:

Mobile side-by-side comparisons

Desktop browser:

preview of EM 9093 website

preview of PNW 659 website

Website updates

  • “Languages spoken” field was added to user profiles for listing other languages that you speak.
  • An “impact stats” section that shows as an orange bar across the page has been added for program pages. You can see an example of this on the Extension homepage.
  • Added a new “podcast” content type for sharing podcasts. For more information see the Podcast chapter on the Extension Website User Guide.

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.

“There are clear champions related to the digital strategy,” said Anita Azarenko at a quarterly conversation last summer. “Is there a way to capture that enthusiasm, that energy, to help the web and content strategy team help others? I’m not saying put more on your plate because some of you are already doing this, but how can you help others make this transition?”

At our Extension annual conference in December, our web team saw some champions at work. We observed Extension faculty coaching colleagues on producing peer-reviewed educational content. We heard people talking about how topic pages or journey maps function. And we had full rooms of people at our sessions hoping to learn more and get their questions answered.

We also want to recognize the 50 people who were most active in 2019 to keep the content current. They dove in and put things into the new content management system, so it could show up on the Extension website. Thank you!

Looking forward

As we start the new year, we will look for champions who share their best practices or how-to tips with others. Or, implement new processes as a team. Here are 3 ways you can contribute in 2020 to helping your colleagues:

  1. Convene your group or team to put together a content calendar or make decisions about recurring questions
  2. Subscribe to these blog posts to stay up to date, and share as a regular agenda item at your future meetings
  3. Join others to present a peer-based training or contribute your thoughts in a Navigator blog post

Jen Holt, who coordinates Oregon Master Beekeeper and Oregon Bee Atlas programs, shared her experiences with the transition.

“At first, I was a slightly unwilling participant. I had an established program with an existing website that had served us well for many years,” she explained during the Extension annual conference.

“Yet, once I got started I grew in my understanding and use of the new Extension website. I have been using this website for a year now, and the finished product greatly exceeds what we were using in the past.”

She admits the hardest part is learning the terminology, but that the help docs can be your friend. She likes that new pathways of involvement are now available online:

  • The interactive features for the general public to have their questions answered
  • The ability to highlight a list of their publications and events based on tags
  • A way to tie into the larger OSU and Extension community.

View her slides and notes for her presentation.

Would you like to share your experiences in a future blog post? Contact us to let us know.

Roundup of Web Updates during 2019

If you missed out on reading the posts last year or want a recap, this roundup will get you on track with what we did:
  • Launched new designs for county landing pages, local focus areas and the Extension homepage. We also made it easier to show different style formats.
  • Added many new tools groups can see when logged into the site. You can now see feedback from visitors and analytics dashboards to show their activity. Also, review any revisions notes from EESC copyediting.
  • Answered over 600 support requests from Extension faculty and staff throughout the past year. As a result, we made many iterative changes to existing features to make the site work for different situations.
  • Hired a new Salesforce programmer who has met with different groups. He shared how this new constituent relationship management system can apply to Extension’s work in the future.
  • Held trainings around the state, and taught how to use OSU tools like Box or Beav.es for file and link management. We also created new how-to videos to familiarize you with the website.
  • Outlined everyone’s content management roles, and how to count your web activities in Digital Measures. We also integrated your awards and publications from Digital Measures into your profiles.
  • Shared tips on sprucing up newsletters or catching the attention of web visitors. We also added tools or data-informed recommendations for improving content’s readability, accessibility and findability online.

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.