The launch date of the new blog has been postponed to October 12. Please join me and a number of my colleagues on October 12 and be an active participant. The URL for the new site is:
http://community.cengage.com/SWKeyboarding/
Thanks for your support and interest.
Friday, September 4, 2009
Sunday, August 16, 2009
Blog Moved
Thanks to all of you who have been following this blog. The blog is being moved to the Cengage - South-Western Website. This new website will be live by September 1, 2009 and can be accessed by using the following link:
http://community.cengage.com/SWKeyboarding/blogs/
Please join me at that link.
Susie
http://community.cengage.com/SWKeyboarding/blogs/
Please join me at that link.
Susie
Sunday, March 8, 2009
Assessment for Integrated Computer Applications
Many instructors struggle with assessment and often wonder when, how much, and what types of assessments should be used in teaching a course that integrates computer applications. No one answer exists for these types of questions because assessment is often done for different reasons. Typically, instructors assess student performance for three reasons: (1) diagnostic or placement purposes, (2) enhancement of instruction and learning, and (3) validation of learning.
Diagnostic or Placement Purposes
A student may enter a course having previous instruction or knowledge of a software application being taught such as Word. The instructor may want to verify that the student knows both the Word commands and the document formats in the essentials or basic portion of the instruction. One way to verify the learning of both the commands and formats is to have the student complete a project that requires the student to apply the commands covered and to format the documents appropriately. If the student can successfully complete the project, the instructor can be reasonable comfortable in placing the student in the advanced portion of the module.
Enhancement of Instruction and Learning
Students should have learning goals for each lesson, such as the learning of certain new commands and/or new document formats. During the early stage of learning, students need feedback immediately. This type of assessment is generally referred to as formative assessment. If a student is learning a new document format, the instructor can provide feedback by looking at the format and pointing out any changes that are necessary to correct the format the student used. If students work in a laboratory or a distance education setting, the documents can be printed or sent electronically to the teacher. Feedback can be provided by marking areas that are incorrect or sending brief comments. At this formative stage, it is not necessary to assess other skills such as proofreading and keying.
The same approach can be used for helping students to learn new commands. Quick drills can be used to determine if students can apply the commands taught. Once several new commands have been taught, then students should be given an opportunity to apply the commands in a document. Again a quick check can determine if the commands were used correctly.
Another way to provide feedback effectively is to provide students with a small illustration of the solution showing the correct format. This feedback is often called a Quick Check because it is small enough that students cannot copy the illustration as they prepare their documents, but they can quickly check to see if their solutions look like the solution provided. The advantage of this type of feedback is that it teaches students to take responsibility for the quality of their own work.
Many instructors ask if it is important to grade everything students do. Grading is usually not part of formative assessment. What is important is that students do all of the work assigned and that they get early feedback so that they do not reinforce errors they make. To ensure that students complete all of the work assigned, many instructors require students to print all jobs or to submit them electronically. To provide incentives to students to complete all of the work, the instructor may assign a portion of the final grade weighting to completed assignments.
Validation of Learning
Assessment for the purpose of assigning grades should occur near the end of the grading periods or at the completion of logical segments of learning material. This type of assessment is typically called summative assessment. For example, if an entire course is devoted to learning an application such as Word or Excel, the learning is usually divided into modules or chapters that focus on related concepts, commands, or documents. The end of a module is an appropriate place to validate the learning. If modules are long, it may be appropriate to provide an assessment at the midpoint.
The assessment may be in the form of a test consisting of both objective questions and performance-based activities. In a course such as Integrated Computer Applications, performance-based assessment is essential. Including an objective component simply adds another dimension to the measurement. Using rubrics or scoring guides help to make performance-based assessment more objective. Rubrics specify the learning goals and the points awarded for specific performance levels reached.
Another way to validate learning is to use projects. Many instructors believe that completing jobs in a realistic work setting that requires the application of commands, use of correct formatting, integrating software applications, and working with very limited instructions are the most authentic type of assessment that can be used. Again rubrics help to make the grading process more objective.
Sharing of Tips
You are encouraged to share tips or suggestions for assessment that you think might help other instructors who are teaching Integrated Computer Application courses. Please use the comment section of this blog to share your ideas.
Diagnostic or Placement Purposes
A student may enter a course having previous instruction or knowledge of a software application being taught such as Word. The instructor may want to verify that the student knows both the Word commands and the document formats in the essentials or basic portion of the instruction. One way to verify the learning of both the commands and formats is to have the student complete a project that requires the student to apply the commands covered and to format the documents appropriately. If the student can successfully complete the project, the instructor can be reasonable comfortable in placing the student in the advanced portion of the module.
Enhancement of Instruction and Learning
Students should have learning goals for each lesson, such as the learning of certain new commands and/or new document formats. During the early stage of learning, students need feedback immediately. This type of assessment is generally referred to as formative assessment. If a student is learning a new document format, the instructor can provide feedback by looking at the format and pointing out any changes that are necessary to correct the format the student used. If students work in a laboratory or a distance education setting, the documents can be printed or sent electronically to the teacher. Feedback can be provided by marking areas that are incorrect or sending brief comments. At this formative stage, it is not necessary to assess other skills such as proofreading and keying.
The same approach can be used for helping students to learn new commands. Quick drills can be used to determine if students can apply the commands taught. Once several new commands have been taught, then students should be given an opportunity to apply the commands in a document. Again a quick check can determine if the commands were used correctly.
Another way to provide feedback effectively is to provide students with a small illustration of the solution showing the correct format. This feedback is often called a Quick Check because it is small enough that students cannot copy the illustration as they prepare their documents, but they can quickly check to see if their solutions look like the solution provided. The advantage of this type of feedback is that it teaches students to take responsibility for the quality of their own work.
Many instructors ask if it is important to grade everything students do. Grading is usually not part of formative assessment. What is important is that students do all of the work assigned and that they get early feedback so that they do not reinforce errors they make. To ensure that students complete all of the work assigned, many instructors require students to print all jobs or to submit them electronically. To provide incentives to students to complete all of the work, the instructor may assign a portion of the final grade weighting to completed assignments.
Validation of Learning
Assessment for the purpose of assigning grades should occur near the end of the grading periods or at the completion of logical segments of learning material. This type of assessment is typically called summative assessment. For example, if an entire course is devoted to learning an application such as Word or Excel, the learning is usually divided into modules or chapters that focus on related concepts, commands, or documents. The end of a module is an appropriate place to validate the learning. If modules are long, it may be appropriate to provide an assessment at the midpoint.
The assessment may be in the form of a test consisting of both objective questions and performance-based activities. In a course such as Integrated Computer Applications, performance-based assessment is essential. Including an objective component simply adds another dimension to the measurement. Using rubrics or scoring guides help to make performance-based assessment more objective. Rubrics specify the learning goals and the points awarded for specific performance levels reached.
Another way to validate learning is to use projects. Many instructors believe that completing jobs in a realistic work setting that requires the application of commands, use of correct formatting, integrating software applications, and working with very limited instructions are the most authentic type of assessment that can be used. Again rubrics help to make the grading process more objective.
Sharing of Tips
You are encouraged to share tips or suggestions for assessment that you think might help other instructors who are teaching Integrated Computer Application courses. Please use the comment section of this blog to share your ideas.
Thursday, February 12, 2009
Can Projects Influence Retention?
Student retention (or persistence as it is often called) is a significant concern in most postsecondary institutions. The typical postsecondary dropout rate is between 35 and 40 percent depending on the type of institution—public, private, non-profit, for-profit, two-year, or four-year and on the type of programs offered. Persistence is one of the most studied topics affecting postsecondary education. One online search using “college student retention” as the keywords produced more than three-fourths of a million hits.
Two factors are primary contributors to persistence—(1) academic preparedness of students entering the program and (2) the quality of the program and instruction provided. Another factor affecting persistence that shows up in many studies is the perception that the program meets students’ career objectives. Many students enter a particular postsecondary program because they expect the program to help them meet their career goals. Often students do not see the relevance of what they are learning in each course to the real world of work. For success with student retention, one of the key perceptions that must be managed effectively is the relevance of the course and programs to career objectives.
Many different approaches can be used to accomplish this objective. Many programs include a “Career Course” that focuses specifically on preparing for one’s chosen career. Another option is to integrate very specific career concepts in every course that is offered. Some programs include both of these options. Practicums, simulations, field studies, internships, clinical programs, and project-based instruction provide a variety of ways to build course and program experience. Most of these “real-world experience” opportunities occur as capstone courses or concluding activities. While capstone courses generally provide excellent career information, they occur too late in the educational process to affect persistence. The retention problem is greatest in the first year of postsecondary education and rarely in the final stages of a program. While a program may have a 40 percent attrition rate, 70 percent of the attrition might occur in the first year, 15 percent in the second year, 10 percent in the third year, and 5 percent in the fourth year.
An often overlooked, but key objective of projects is to help students see the relevance of what they are learning to the real world of work. Projects work especially well in teaching computer applications in a way that mirrors the work environment. The Microsoft Office 2007™ suite of applications offers an excellent illustration of how instruction can mirror usage in the work environment. Employees typically use one or two Office applications (Word or Excel) extensively and need a working knowledge (but not as in-depth) of the other applications. Office 2007 is designed so that key applications use the same Fluent interface, and many commands are identical in Word, Excel, PowerPoint, and Access.
What about the instructional process—does it match the work model just described? Typically applications are taught as isolated tutorials—re-teaching commands learned in previous applications. To students, this approach is often boring and squanders time that could be used far more effectively. When tutorials are taught in an isolated manner, limited emphasis can be placed on solving problems with multiple applications in a real-world manner. If you want to design the way Office 207 is taught to emphasize job relevance, design the course or program in a way that mirrors the work situation. Teach the most used application (such as Word or Excel, depending on career objectives) using an in-depth tutorial approach. Then use the following approach:
• Teach the entire suite as an integrated computer applications course quickly reviewing the in-depth application—Word or Excel—and apply it in a simple project or two.
• Apply commands already learned in the new applications; teach new commands (not previously taught in the in-depth application) in Access, PowerPoint, Publisher, Outlook, Excel, or Word.
• Use real-world documents, worksheets, databases, presentations, to solve realistic business problems.
• Include one or two projects based on realistic companies in each software application.
• Include one or two projects that integrate all applications in the Office 2007 suite.
Effective projects can be used to teach the whole gamut of skills needed to function effectively in an office setting.
Two factors are primary contributors to persistence—(1) academic preparedness of students entering the program and (2) the quality of the program and instruction provided. Another factor affecting persistence that shows up in many studies is the perception that the program meets students’ career objectives. Many students enter a particular postsecondary program because they expect the program to help them meet their career goals. Often students do not see the relevance of what they are learning in each course to the real world of work. For success with student retention, one of the key perceptions that must be managed effectively is the relevance of the course and programs to career objectives.
Many different approaches can be used to accomplish this objective. Many programs include a “Career Course” that focuses specifically on preparing for one’s chosen career. Another option is to integrate very specific career concepts in every course that is offered. Some programs include both of these options. Practicums, simulations, field studies, internships, clinical programs, and project-based instruction provide a variety of ways to build course and program experience. Most of these “real-world experience” opportunities occur as capstone courses or concluding activities. While capstone courses generally provide excellent career information, they occur too late in the educational process to affect persistence. The retention problem is greatest in the first year of postsecondary education and rarely in the final stages of a program. While a program may have a 40 percent attrition rate, 70 percent of the attrition might occur in the first year, 15 percent in the second year, 10 percent in the third year, and 5 percent in the fourth year.
An often overlooked, but key objective of projects is to help students see the relevance of what they are learning to the real world of work. Projects work especially well in teaching computer applications in a way that mirrors the work environment. The Microsoft Office 2007™ suite of applications offers an excellent illustration of how instruction can mirror usage in the work environment. Employees typically use one or two Office applications (Word or Excel) extensively and need a working knowledge (but not as in-depth) of the other applications. Office 2007 is designed so that key applications use the same Fluent interface, and many commands are identical in Word, Excel, PowerPoint, and Access.
What about the instructional process—does it match the work model just described? Typically applications are taught as isolated tutorials—re-teaching commands learned in previous applications. To students, this approach is often boring and squanders time that could be used far more effectively. When tutorials are taught in an isolated manner, limited emphasis can be placed on solving problems with multiple applications in a real-world manner. If you want to design the way Office 207 is taught to emphasize job relevance, design the course or program in a way that mirrors the work situation. Teach the most used application (such as Word or Excel, depending on career objectives) using an in-depth tutorial approach. Then use the following approach:
• Teach the entire suite as an integrated computer applications course quickly reviewing the in-depth application—Word or Excel—and apply it in a simple project or two.
• Apply commands already learned in the new applications; teach new commands (not previously taught in the in-depth application) in Access, PowerPoint, Publisher, Outlook, Excel, or Word.
• Use real-world documents, worksheets, databases, presentations, to solve realistic business problems.
• Include one or two projects based on realistic companies in each software application.
• Include one or two projects that integrate all applications in the Office 2007 suite.
Effective projects can be used to teach the whole gamut of skills needed to function effectively in an office setting.
Friday, January 30, 2009
What Makes a Project Effective?
This post is one of several that will address issues relative to using projects to teach integrated computer applications. Many instructors have used projects and have found that some projects are more effective than others. Please consider this an invitation to share with other instructors information about the kinds of projects that you have used in your classes and what makes them work well. You can do this through the comment feature at the bottom of the post or by sending the information directly to me (susievanhuss@bellsouth.net), and I will post it for you.
The September 28 post on this blog focused on the different types of projects and the level of difficulty of projects that are often used. The first thing that instructors must do is to determine the key objectives for using a specific project at a particular point in the learning process. A truly effective project is one that accomplishes the objectives for using the project at that time. Therefore, it is very important that you share with students the specific objectives you wish to accomplish when you assign a project. It is equally important that the project design enables you to assess the stated objectives. For example, if your objective is to validate that learning certain commands of one software application actually occurred, the following requisites must be met:
• The project must require students to apply all or a reasonable sample of the commands correctly.
• Commands must be presented in a new context and without “how to” directions.
• Instructor behavior must reinforce the project design, i.e., the instructor should not supplement the directions provided or assist the student in completing the project.
Typically projects are used to accomplish must broader objectives than the one previously described. Instructors more likely would want to know if students can apply the commands in documents that are formatted appropriately and checked for accuracy of information. The same requisites that were applied to validating learning commands would apply to validating formatting, editing, and proofreading skills. Generally instructors would also want students to be able to follow directions or standard operating procedures correctly, to be able to locate information that is reasonably available without the project or the instructor directing the students to that information, and to make reasonable decisions without assistance.
As the number and complexity of project objectives increase, instructors often want to know if students can apply what they have learned in a context and under the same type of conditions that would exist in a real-work situation. This level of complexity would usually involve integrating multiple software applications.
With more complex project objectives, the differences between using a tutorial-learning approach and using a project-based learning approach become very evident. A tutorial approach typically provides step-by-step instructions for comprehensive coverage of a software application. The instructions are supplemented with immediate drills and basic applications to ensure that students can apply what has been taught. These teaching procedures are effective. However, the differences lie in what students have not been taught. They have not been taught how to integrate and transfer what they have learned to totally different contexts and environments.
Learning to integrate and transfer knowledge to new situations is far more difficult than learning how to apply all of the commands in a software application. An iterative process is critical for learning these difficult skills. Using one project at the end of a quarter or semester may point out what students have not learned. Using a series of projects that gradually increase in complexity is a more effective approach to reducing the huge gap that exists between classroom and laboratory learning and the real world of work.
The September 28 post on this blog focused on the different types of projects and the level of difficulty of projects that are often used. The first thing that instructors must do is to determine the key objectives for using a specific project at a particular point in the learning process. A truly effective project is one that accomplishes the objectives for using the project at that time. Therefore, it is very important that you share with students the specific objectives you wish to accomplish when you assign a project. It is equally important that the project design enables you to assess the stated objectives. For example, if your objective is to validate that learning certain commands of one software application actually occurred, the following requisites must be met:
• The project must require students to apply all or a reasonable sample of the commands correctly.
• Commands must be presented in a new context and without “how to” directions.
• Instructor behavior must reinforce the project design, i.e., the instructor should not supplement the directions provided or assist the student in completing the project.
Typically projects are used to accomplish must broader objectives than the one previously described. Instructors more likely would want to know if students can apply the commands in documents that are formatted appropriately and checked for accuracy of information. The same requisites that were applied to validating learning commands would apply to validating formatting, editing, and proofreading skills. Generally instructors would also want students to be able to follow directions or standard operating procedures correctly, to be able to locate information that is reasonably available without the project or the instructor directing the students to that information, and to make reasonable decisions without assistance.
As the number and complexity of project objectives increase, instructors often want to know if students can apply what they have learned in a context and under the same type of conditions that would exist in a real-work situation. This level of complexity would usually involve integrating multiple software applications.
With more complex project objectives, the differences between using a tutorial-learning approach and using a project-based learning approach become very evident. A tutorial approach typically provides step-by-step instructions for comprehensive coverage of a software application. The instructions are supplemented with immediate drills and basic applications to ensure that students can apply what has been taught. These teaching procedures are effective. However, the differences lie in what students have not been taught. They have not been taught how to integrate and transfer what they have learned to totally different contexts and environments.
Learning to integrate and transfer knowledge to new situations is far more difficult than learning how to apply all of the commands in a software application. An iterative process is critical for learning these difficult skills. Using one project at the end of a quarter or semester may point out what students have not learned. Using a series of projects that gradually increase in complexity is a more effective approach to reducing the huge gap that exists between classroom and laboratory learning and the real world of work.
Sunday, January 18, 2009
Technology Trends for 2009
The beginning of a new year is always a good time to look back at the past year and to look forward to changes that we might expect this year. One Google search for technology trends for 2009 produced well over four million hits. A few of the trends that were listed repeated in those articles will be briefly discussed in this blog. They are presented in random order.
Microsoft Office 2007
Last year much of the focus on this blog was on Microsoft Office 2007 as many instructors adopted the new software with significantly different features than previous versions. On the August 24, 2009 blog, usage data for Office were reported indicating that of the 400 million users of Office, more than 120 million were Office 2007 users. Microsoft has not released specific usage data since that July 24, 2008 release, but has indicated that sales continue to increase. Most reports show that Office 2007 is a resounding success and is likely to continue being successful for some time to come. Microsoft is working on a new version code named Office 14 that is likely to be named Office 2010 and released at the end of 2009 or early in 2010. However, most people continue to be very satisfied with the current version and do not expect major changes. Those educational institutions that did not adopt Office 2007 are very likely to do so this year because of the significant usage in industry.
Microsoft Vista was not received so warmly by industry or by educational institutions and relatively few have deployed the Vista operating system. Microsoft has already released the public Beta of Windows 7, and the reviews of it are generally very positive. Many analysts are predicting that PC sales will increase significantly the last quarter of 2009 and the first quarter of 2010 as industry deploys Windows 7. Laptop and notebooks have outsold desktop modules and will continue to do so in 2009.
Touch-Screen Technology
Last year much of the focus on this blog was on Microsoft Office 2007 as many instructors adopted the new software with significantly different features than previous versions. On the August 24, 2009 blog, usage data for Office were reported indicating that of the 400 million users of Office, more than 120 million were Office 2007 users. Microsoft has not released specific usage data since that July 24, 2008 release, but has indicated that sales continue to increase. Most reports show that Office 2007 is a resounding success and is likely to continue being successful for some time to come. Microsoft is working on a new version code named Office 14 that is likely to be named Office 2010 and released at the end of 2009 or early in 2010. However, most people continue to be very satisfied with the current version and do not expect major changes. Those educational institutions that did not adopt Office 2007 are very likely to do so this year because of the significant usage in industry.
Microsoft Vista was not received so warmly by industry or by educational institutions and relatively few have deployed the Vista operating system. Microsoft has already released the public Beta of Windows 7, and the reviews of it are generally very positive. Many analysts are predicting that PC sales will increase significantly the last quarter of 2009 and the first quarter of 2010 as industry deploys Windows 7. Laptop and notebooks have outsold desktop modules and will continue to do so in 2009.
Touch-Screen Technology
Apple’s iPhone created much market attention last year with its touch screen. Windows 7 does include some touch-screen technology. Microsoft is also working with N-trig, Ltd., Hewlett-Packard, and Dell on touch-screen technology for personal computers. Touch screen technology has benefits for those who have physical challenges using a mouse and works for many applications such as selecting pictures, music, maps, and specialized uses. However, both Bill Veghte, senior vice-president for Microsoft Windows business and Phillip McKinney, vice president and chief technology officer of H-P’s personal systems group reported in a January 12, 2009 Wall Street Journal article that touch screens are not useful nor practical for all applications such as preparing an Excel spreadsheet nor will they ever be likely to replace keyboards which are more efficient for entering text.
Mobile Devices
The use of smart phones and other devices that can access all types of information on the Internet and manage contacts, e-mail, and other basic office applications continues to increase. The sale of netbooks (small, inexpensive computers) has increased dramatically this past year and is predicted to increase significantly in 2009. Netbooks are being used extensively in a way that is very similar to smart phones and are now considered to be more like mobile devices than laptop computers.
Text messages continue to increase in popularity, but may be overtaken by the use of Twitter in which messages of up to 140 characters can be posted on the website for multiple recipients. The messages are designed to be single purpose—basically answering the question, what are you doing? Picture sharing is also available.
Social Networking
Social networking, such as Facebook, continues to be very popular. The usage is spreading to business and professional applications as well as personal uses. In fact, businesses are learning to use social networking in strategic ways, and the use is likely to increase in 2009.
Other Technologies
Cloud computing and virtualization are also receiving major attention. Cloud computing enables many computer systems to share the same infrastructure. Access to virtual resources limits the needs for power on individual workstations and places more emphasis on services. More emphasis is also being placed on online applications including basic documents. The next version of the Microsoft Office suite will include online applications.
Future blogs will focus on some of the implications that the newer technologies may have on instruction. Several requests have been made for additional teaching tips for project-based learning and on ways to help retain students. These topics will be discussed in future blogs as well. Please send suggestions for topics that you would to have discussed.
Wednesday, October 8, 2008
Readability--Screen vs Print
The following blog was written by Connie Forde, Co-author of South-Western, Cengage Learning, Integrated Computer Applications for Microsoft Office 2007. It presents an interesting perspective on the differences in readability of copy on screen versus the readability of printed copy.
Selecting Fonts for Optimal Audience Readability
If you were polled right this minute concerning font selection, how would you answer the following questions?
1) Do you use a serif or sans serif font for body text?
2) Do you use a serif or sans serif font for headings?
If you answered serif for body text and sans serif for headings, you are correct as fonts have traditionally been selected by this design rule. Serif fonts that contain cross strokes between letters are believed to assist the reader in connecting the individual letters and allowing the reader word recognition. San serif fonts that do not contain cross strokes are excellent candidates for headlines, headings, and titles. These rules do hold true today for long printed documents. However, many documents today are viewed on laptops, pocket PCs, or computer screens. Do the same rules apply for optimal readability when viewed electronically or on-screen? Here are several points to consider:
1. Printed document vs. on-screen reading. Interesting, the theory about serifs improving reading comprehension does not hold with on-screen reading. The low resolution impairs the clarity of the cross strokes and affects the amount of whitespace between letters. Thus, sans serif fonts have been accepted as the most effective font for on-screen reading. Browse your favorite web page or online newspapers to review font selection. Sans serif fonts will be seen predominately.
2. Humanistic sans serif fonts. Become familiar with humanistic sans serif fonts that are designed specifically for on-screen reading. Note the angular or geometric look of the traditional san serif font has been eliminated. Go to www.fonts.com to view numbers of humanistic fonts.
Verdana is an excellent example of a humanistic sans serif font. Verdana has a large x-height compared to the cap-height and large character spacing as well. The large x-height and larger character spacing contributes to increased readability for on-screen reading. Compare the three fonts below. Rank them in order of readability as you are reading this posting online.
Verdana
Times New Roman
Georgia
Most likely, Verdana was ranked #1, Georgia #2, and Times New Roman #3. Remember Verdana has the large x-height and big character spacing. Interestingly, Times New Roman and Georgia are both serif fonts; however, Georgia is a serif font that was specifically designed for the web and is quite popular.
3. ClearType technology. Be sure to enhance your LCD displays by selecting the ClearType feature. From the Control Panel, select Display. Click on the Appearance tab and then click Effects. From the Effects dialog box, select the Use the following method to smooth edges of screen fonts. Click ClearType in the list and click Apply.
Remember as always audience analysis is most critical in font selection. How will the document be viewed by the reader? With that information, apply the font design principles and enjoy experimenting with the new fonts specifically designed for on-screen reading.
Selecting Fonts for Optimal Audience Readability
If you were polled right this minute concerning font selection, how would you answer the following questions?
1) Do you use a serif or sans serif font for body text?
2) Do you use a serif or sans serif font for headings?
If you answered serif for body text and sans serif for headings, you are correct as fonts have traditionally been selected by this design rule. Serif fonts that contain cross strokes between letters are believed to assist the reader in connecting the individual letters and allowing the reader word recognition. San serif fonts that do not contain cross strokes are excellent candidates for headlines, headings, and titles. These rules do hold true today for long printed documents. However, many documents today are viewed on laptops, pocket PCs, or computer screens. Do the same rules apply for optimal readability when viewed electronically or on-screen? Here are several points to consider:
1. Printed document vs. on-screen reading. Interesting, the theory about serifs improving reading comprehension does not hold with on-screen reading. The low resolution impairs the clarity of the cross strokes and affects the amount of whitespace between letters. Thus, sans serif fonts have been accepted as the most effective font for on-screen reading. Browse your favorite web page or online newspapers to review font selection. Sans serif fonts will be seen predominately.
2. Humanistic sans serif fonts. Become familiar with humanistic sans serif fonts that are designed specifically for on-screen reading. Note the angular or geometric look of the traditional san serif font has been eliminated. Go to www.fonts.com to view numbers of humanistic fonts.
Verdana is an excellent example of a humanistic sans serif font. Verdana has a large x-height compared to the cap-height and large character spacing as well. The large x-height and larger character spacing contributes to increased readability for on-screen reading. Compare the three fonts below. Rank them in order of readability as you are reading this posting online.
Verdana
Times New Roman
Georgia
Most likely, Verdana was ranked #1, Georgia #2, and Times New Roman #3. Remember Verdana has the large x-height and big character spacing. Interestingly, Times New Roman and Georgia are both serif fonts; however, Georgia is a serif font that was specifically designed for the web and is quite popular.
3. ClearType technology. Be sure to enhance your LCD displays by selecting the ClearType feature. From the Control Panel, select Display. Click on the Appearance tab and then click Effects. From the Effects dialog box, select the Use the following method to smooth edges of screen fonts. Click ClearType in the list and click Apply.
Remember as always audience analysis is most critical in font selection. How will the document be viewed by the reader? With that information, apply the font design principles and enjoy experimenting with the new fonts specifically designed for on-screen reading.
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