A term I hear too often in meetings about digital content is “signposting”. In my view it’s a cop out and it’s incredibly damaging to the student experience. We need to focus on students’ task success instead.
Last November, we worked with Communications and Marketing colleagues to evolve the undergraduate offer holders website. The purpose of this website is to encourage offer holders to accept their offer at the University of Edinburgh
While working with colleagues in schools on the latest degree finder update, I noticed the content sent through to us reflected common mistakes in writing for the web. Here are my tips for creating digital content that is informative, accessible, and that provides the best possible experience for prospective students.
Replacing the University’s Degree Finders has been long talked about. It’s long overdue. In this post I’ll explain where we’re up to, and why replacing is not a term I prefer to use.
We’re looking for two people with a passion for human-centred content design to join our team. If you’re up for solving big digital problems for prospective student, working in a multidisciplinary team this could be the opportunity for you.
I look back on what we learned by running six design sprints over the spring and summer of 2021, both in terms of shaping the research and design technique to suit our circumstances, and in terms of what this has meant for shaping the future provision for prospective students.
Our design sprints generated an amazing amount of ideas in a short period of time, and most importantly, feedback from students on which ideas were good ones. Our design sprint lead, Nicola Dobiecka, talks through our prototypes and what we learned.
In Sprint 6 we explored how to make it easier for applicants to locate information on scholarships and funding they may be eligible for.
In Design Sprint 5, we explored a way to provide international entry requirements that applied specifically to an individual’s circumstances.
In Sprint 4 we explored making entry requirements as clear as possible for UK undergraduates, with particular focus on the experience of widening participation candidates.
