Design A Client Website

Unit 7
Designing a Client Website

Unit Overview
In this unit, student teams design a website for a client. Each team might have a different client,
depending on the availability of resources. Students evaluate a client’s site, analyze it, compare it
to similar sites, and propose design solutions for its navigation scheme and page layout. Students
write a design document to help them communicate clearly with the client.
The focus of this unit is communicating with the client by using the design document and
evaluating websites in preparation for the design. The unit also presents specific technical
features to enhance look and feel, consistency, and usability.
Unit Objectives
At the completion of the unit, students will have developed the following skills.
Project Management Skills Technical Skills

• Reviewing related sites Macromedia Dreamweaver 8
• Defining and prioritizing tasks • Providing accessibility
• Recommending changes to current sites • Creating forms
• Defining and clarifying client design • Creating cascading style sheets (CSS)
requirements
• Creating calendars
• Writing a proposal
• Creating external style sheets
Design Skills • Importing spreadsheet tables
• Applying design aspects such as color, Macromedia Flash 8
design, layout, contrast, and composition • Using basic ActionScript
• Connecting content and style to user needs • Creating and modifying text
• Integrating images and text • Creating Timeline effects
Research and Communication Skills • Creating transparent buttons

• Conducting usability analysis Macromedia Fireworks 8
• Choosing what information is important • Using masks
• Understanding and addressing client design • Using color tones
issues
Time
12–16 hours
Instructor Activity Plans 7 - 1

Activity Summary
The unit contains the following activities, with handouts and other materials.
Activity Activity Materials

Activity 7.1: Defining Client Design Needs Worksheet: Design Review
Guide: Technical Features and Their Design
Solutions
Guide: How to Make Websites Accessible
Activity 7.2: Writing a Design Document Guide: Sample Design Document
Worksheet: Design Document
Guide: Design Principles for Macromedia Flash
Content
Sample assets (electronic files)
Activity 7.3: Reviewing and Revising with Clients None
Activity 7.4: Building Elements of a Client Site Guide: How to Create Cascading Style Sheets (from
unit 3)
Guide: Creating and Modifying Text in Macromedia
Flash
Guide: How to Create Timeline Effects
Guide: How to Use Transparent or Invisible Buttons
Activity 7.5: Evaluating and Presenting a Client Site Worksheet: Design Review
Guide: Technical Features and Their Design
Solutions
7 - 2 Instructor Activity Plans

Activity 7.1
Defining Client Design Needs
Objectives
• Evaluate how the design of a client website meets the client’s goals and audience.
• Evaluate the navigation, consistency, visual layout, and use of color in a client website
design.
• Analyze similar sites and site structures to compare and contrast the effectiveness of
navigation, consistency, visual layout, and use of color.
Materials
• Worksheet: Design Review
• Guide: Technical Features and Their Design Solutions
• Guide: How to Make Websites Accessible
Time
135–180 minutes
Overview
The instructor introduces students to the design project. Students conduct a design review of their
client’s site, identifying three or four challenges in the site. Students compare the way similar
sites address the challenges they have identified in their client’s site.
Student Product: Website analysis for major challenges in the site and comparisons to similar
websites
Activity Steps
1. Introduce the design project and how it differs from creating a client site from scratch as was
done in Unit 3. Outline the steps students will take during the redesign process (only the first
two steps are completed in this activity):
• Analyze the client’s site and identify three or four major design challenges.
• Review designs on similar sites.
• Write a design document to present to the client.
• Review and revise the design document with clients.
• Build examples of the home page and content page.

• Present the redesign ideas to the client.
• Refine the redesign ideas based on client feedback.
2. Group students into design teams. If you have identified one or more outside clients, have the
clients briefly explain goals and audience for their present sites. If the clients are not available
to meet with design teams, give students documentation that describes client goals and
audience.
3. Ask students to conduct a design review of their client’s site and identify three or four major
challenges encountered in the site. Ask students to take notes or document the design review
discussion. Guidelines for the design review might include the following:
• One team member summarizes the client’s audience, purpose, and goals to confirm the
teams’ understanding.
• The team discusses strengths of the website’s design. Design elements might include
• Consistency
• Ease of use
• Use of color
• Universal navigation
• Layout
• Links
• Usability
• Accessibility
• Relevance and appropriateness of content to goals and audience
• The team discusses suggested improvements to the design elements of the website.
• One team member summarizes the website’s strengths.
Worksheet: Design Review
4. Have students search the web to find sites similar in content or design to the client site and
compare how these sites address the navigation and layout challenges encountered in the
client site. Some guiding questions include
• How does a site for a similar organization address navigation and layout?
• What kind of solution does the comparison site implement?
• Is the solution more effective than the client site?
Note: Although students may identify a wide variety of challenges, have them focus the rest
of the activity on navigation and page layout challenges.
5. In preparation for writing their design documents, have students make notes and take
screenshots to illustrate possible solutions to the design challenges they are seeking to
address.
Guide: Technical Features and Their Design Solutions
Guide: How to Make Web Sites Accessible

6. You might want to have a class discussion to identify the different types of challenges
students found.
• Are there common problems?
• Why do they happen consistently?
• What might be some possible solutions for these challenges?
Preparation
• If you have identified outside clients, prepare to have them come to class and discuss the
goals and audience with their assigned teams, or have a goals and audience document
prepared by the client.
• If there isn’t a real client for this design project, have student teams pick sites for other teams
to redesign. In preparation, have the selecting teams determine what they think are the goals
and audience for “their” site. You can assign the site, with goals and audience descriptions, to
other teams to complete the redesign as outlined in this activity.
• If you plan to use the worksheet or guides, make photocopies.
Extensions
Milestones: To help students manage their time during longer projects, you can create milestones
that give intermediate deadlines within the larger project. For this activity, you might have a class
discussion to identify deadlines for the following:
• Complete the design review.
• Write up the challenges in the design review.
• Research similar sites.
• Write up the site analysis and save screenshots from the site.
Team Roles: To increase the realism of students’ experience with design teams, assign roles such
as content manager, art director, technical engineer, and project manager to team members. These
roles should not be interpreted too exclusively. Teams should work cooperatively so all members
have opportunities to experience some aspect of each team task, but each member should take
responsibility for the tasks that fall under his or her role. You can combine or split roles as
necessary to accommodate the number of members on a team.
Additional Challenges: If time allows, have students choose two other challenges they identified
in the site to redesign in addition to page layout and navigation. Limit the number of challenges
students address, depending on the time available for students to complete the project.
Constructive Feedback: To help students use feedback words that are more concrete, brainstorm
a list of design features and critique terms with the class and place these terms in a hat. Have each
student pick a term and use it when critiquing the site.

Rationale
Redesign occurs for many reasons, such as ineffective original design, new company goals,
changed user expectations, or enhanced system capabilities. The challenge of redesign is to keep
the successful elements in the new design.
Background Resources
• Webmonkey’s Site Redesign tutorial
hotwired.lycos.com/webmonkey/design/site_building/tutorials/tutorial4.html
• Web Usability checklist
www.ddj.com/documents/s=3579/nam1012432501/index.html
• Macromedia Website Production Management Techniques Client Survey
www.macromedia.com/resources/techniques/resources/define/client_survey.rtf
Assessment
• How well do students identify problematic design elements?
• How thorough are students’ critiques?
• How well do students identify solutions implemented on similar websites?
Macromedia Web Media Objectives

1.1 Identify the purpose, audience, and audience needs for a website.
1.2 Identify web page content that is relevant to the website purpose and appropriate for the
target audience.
1.4 Demonstrate knowledge of website accessibility standards that address the needs of people
with visual and motor impairments.
2.1 Demonstrate knowledge of best practices for designing a website (maintain consistency, use
styles, use standard fonts, and use web-safe colors).
2.3 Demonstrate knowledge of page layout design elements and principles.
2.4 Identify basic principles of website usability, readability, and accessibility.
Key Terms
• redesign

Activity 7.2
Writing a Design Document
Objectives
At the completion of this activity, students should be able to write a design document for a client
website that includes:
• An analysis of the design of the website
• A flowchart
• Page layout solutions (design comps) with font and color samples
• Visual layouts
• A navigation solution
Materials
• Macromedia Fireworks 8 installed on instructor and student workstations
• Projection system for instructor workstation or overhead slides with screenshots
• Guide: Sample Design Document
• Worksheet: Design Document
• Guide: Design Principles for Macromedia Flash Content
• Fireworks template for font and color samples (electronic files)
• Font_Color_Samples_Template.png
Time
135–180 minutes
Overview
The instructor introduces the components of a design document and then demonstrates color and
font samples. Students design their own samples and create visual mock-ups or design comps of
the home and content pages for their client websites. Students then complete their design
documents.
Student Product: Design document for client website design

Activity Steps
1. Introduce the concept of a design document by outlining the sections students need to
include, with a brief explanation of each section:
• Project overview: List site challenges and possible solutions to address the challenges.
Students might include examples from other sites that address the challenges well.
• Goals, objectives, and messages: List goals, objectives, and messages of the site.
• Audience: Write a brief description of the intended audience for this site.
• Goals for redesign: List the client’s goals for redesigning the site. Be sure to include
ways in which the content will be relevant to the goals and appropriate to the audience in
the redesign.
• Delivery requirements: List the delivery requirements for this site (browsers supported,
minimum connection speed). Be sure to include any constraints the delivery requirements
place on the site content.
• Site content: Give an inventory of the home page and content pages, including standard
structures on the pages. Be sure to indicate the use of tables, headings, and indentation to
maintain page structure consistency and hierarchy.
• Site structure: Draw a flowchart of the site.
• Visual design: Include at least two color and font samples. Then create and include at
least two sample page layouts (design comps). Be sure to consider whether the site will
be viewed on Macintosh computers or in Windows when selecting fonts and colors.
Guide: Sample Design Document
Worksheet: Design Document
Guide: Design Principles for Macromedia Flash Content
2. Show students how to create color and font samples from a website. Explain that these
samples are to help clients visualize the colors, textures, and fonts (types and sizes) to use on
their sites.
3. To help students understand font and color samples, have them go to a website and identify
the major and minor colors, the font sizes, and the font styles used. Ask students to use
Macromedia Fireworks 8 to create a document of these samples, describing the use of each
color and font on the site. To help students create the document, you might have them fill in
the Fireworks template for font and color samples.
Electronic file: Font_Color_Samples_Template.png
4. Ask student teams to create two different color and font samples for their client websites.
Have students include the samples in their design documents, with a supporting statement for
their design decisions regarding colors and text. Ask teams to build two different visual
layouts each for the home page and sample content page, using their color and font samples.
5. Ask students to create screenshots of their visual layouts and include them in their design
documents, with an explanation of the layout and navigation design.
6. Have students complete the remaining sections of the design document.

Preparation
• Find a website for students to analyze and create font and color samples.
• You might want to save the Sample Design Document guide on your computer so you can
show students examples of color-font treatments and visual layouts in color.
• If you plan to use the guides, make photocopies.
Extensions
discussion to identify deadlines for each section of the design document. The sections are:
• Project overview
• Goals, objectives, and site messages
• Audience
• Goals for redesign
• Technical specifications
• Site content
• Site structure
• Visual design
Professional Designer: You might ask a professional designer to come to class and talk about
creating design documents, explaining how they are helpful in the production process and as a
tool for communicating with the client.
Rationale
Design documents are a communication tool between designers and clients. Designers use this
document as the first way to describe to clients how their design concepts address the goals and
audience of the site. Design documents enable designers and clients to share design ideas without
building web pages.
• Indiana University’s Websites Design Profiles
www.indiana.edu/~iirg/ARTICLES/AECT97/guidelines.html#followmodels
• Sample design document process from the Center for Advancement in Teaching
cat.xula.edu/tutorials/planning/designdoc

Assessment
• How do students’ font and color samples address the goals and audience of the site?
• How well do the visual layouts incorporate the color and font samples?
• How well do the visual layouts address the goals and audience of the site?
• How well do the visual layouts address the challenges identified in the site?
• How complete is the design document?

target audience.
1.5 Follow design specifications.
2.2 Produce website designs that work equally well on Windows and Macintosh operating
systems.
2.5 Demonstrate knowledge of flowcharts and storyboards to create web pages and a site map
(site index) that maintain the planned website hierarchy.
Macromedia Multimedia Objectives

2.3 Identify techniques to create rich media elements that are accessible and readable.
Key Terms
• font sample • site assessment
• color sample

Activity 7.3
Reviewing and Revising with Clients
Objectives
• Present a design document to a client.
• Respond constructively to client feedback.
• Make necessary changes to a design document, based on client feedback.
Materials
• None
Time
90–135 minutes
Overview
Students create presentations for their clients, outlining the changes they advocate in their design
documents. After receiving feedback from the clients, students make necessary changes to the
design documents and then review them again with the clients. Students continue this cycle until
the clients approve a color-font sample and the page layouts.
Student Product: Final design document
Activity Steps
1. Ask students to prepare a presentation for the client. They might include the following:
• Introduction that highlights the site goals and audience as well as the redesign goals.
• Screenshots of the present home page and content pages, summarizing the strengths and
challenges of the site as documented in the design review.
• Screenshots of solutions other sites have used to address such challenges.
• Screenshots of the color, font, and page samples, accompanied by the reasons for the
design, page layout, and navigation choices.
• Question-and-answer session in which the client gives feedback.
2. Ask the client to select the color and font samples and the visual layouts they prefer,
indicating any changes they believe should be made. (If a person from outside the classroom
is acting as the client, the instructor might mediate the question-and-answer sessions to help
student teams take note of the requested changes.)

3. Ask students to make changes in the design document that reflect the understanding reached
with the client.
4. Have students get client approval for the finalized color and font samples and the page layout
and navigation designs. Students should document these elements in their design documents
before proceeding to production.
Preparation
• You might plan with your students some questions to ask during the client review process.
Extensions
• Complete the presentation for the review meeting.
• Implement revisions from the first review meeting.
• Implement revisions from the final review meeting (the last changes that will be made to the
design document before production).
Ask a Designer: How do you keep the redesign cycle from going on indefinitely?
• “Set clear boundaries at the beginning of the project and make sure the whole team agrees on
these boundaries, such as when new content will no longer be added and who is responsible
for particular tasks.
“Set clear, specific goals for the redesign. For example, redesign will focus only on solving
problems with navigation within the site.
“Make sure the team agrees on a method to cut off the process, such as hard deadlines or a
single manager decision.”
—Ann Gallenson, Designer
• “We’re currently redesigning our website, and before anybody sat down we drafted a creative
brief. This document states the background and goals of the project, resources needed, and a
timeline. Once everyone involved agrees to the brief, you have a solid framework from which
to judge whether new revisions are warranted or not. Changes, if any, should be backed up by
solid reasons, not ‘because I like blue better.’ And the timeline, of course, forces you to make
a decision eventually.”
—Misho Stawnychy, Graphic Artist

Simulated Clients: If there is no external client for this redesign project, you can take one of the
following approaches:
• Have each student team present its redesign solution to the class. Have the class act as a
client, giving feedback and assessing the design.
• Pair two student teams together to serve as clients for each other.
• You serve as the client and give feedback to student teams.
Classroom Techniques: When listening to feedback, sometimes students might not understand
client requests. A technique that can help students clarify their understanding of client requests is
for them to explain the client’s request back to them. This helps make sure they understand each
other.
Rationale
Designers review the design document with a client to agree on the overall design of a project. By
presentation and discussion, clients and designers learn each other’s goals more clearly. Through
an iterative process, both parties reach a design agreement and can proceed to the production
phase.
• “Anatomy of a Redesign, Lesson 3” from Webmonkey
hotwired.lycos.com/webmonkey/98/36/index3a.html
Assessment
• How constructive were students with feedback from the client?
• How well did students ask clarifying questions about client comments?
• How well did students connect the audience and purpose of the site to the redesign?
• How well did students justify their redesign decisions?

2.6 Communicate with others (such as peers and clients) about design and content plans.
6.3 Present web pages to others (such as team members and clients) for feedback and
evaluation.

Activity 7.4
Building Elements of a Client Site
Objectives
• Build a web page layout based on a design document.
• Design a Dreamweaver document as a Dreamweaver template, using Cascading Style Sheets.
• Create various technical features, as required (calendars, forms, image maps, rollover images,
tables from imported spreadsheets, pop-up menus, masked photographs, and sound, video, or
other rich media on the site).
Materials
• Macromedia Dreamweaver 8, Macromedia Flash 8, and Macromedia Fireworks 8 installed on
instructor and student workstations
• Projection system for instructor workstation or overhead slides with screenshots
• Guide: How to Create Cascading Style Sheets (from Unit 3)
• Guide: Creating and Modifying Text in Macromedia Flash
• Guide: How to Create Timeline Effects
• Guide: How to Use Transparent or Invisible Buttons
Time
225–250 minutes
Overview
The instructor demonstrates how to design a Dreamweaver template using Cascading Style
Sheets (CSS). Students create a page layout based on their design documents, using CSS. Then
students use CSS and other technical features of Dreamweaver, Fireworks, and Flash to complete
their redesigned home pages and content pages.
Student Product: Redesigned home page and one content page
Activity Steps
1. Remind students about Cascading Style Sheets (CSS). You might discuss the importance of
CSS as follows:
• Enable flexible text formatting.
• Enable design of consistent-looking pages.

• Enable site-wide changes.
2. Have students create a style sheet for their client sites, using the font decisions in their design
documents. Ask students to create a template page they will apply to their content pages,
incorporating the style sheets.
Guide: How to Create Cascading Style Sheets
3. From the specifications in the design document, ask students to build a home page and a
content page, using their CSS and other technical features. Remind teams to check their files
in and out as they work on Dreamweaver pages. (See Unit 3, Activity 3.6: Building a Client
Website.)
4. Remind students of the techniques they learned in previous units, such as producing video,
creating masks, creating path animations, using filmmaking effects, and using transition
effects. Suggest that teams consider applying some of these techniques to their client site.
5. Have students select specific technical features in Dreamweaver, Fireworks, or Flash they
would like to learn about and apply to their client sites.
Guide: Creating and Modifying Text in Macromedia Flash
Guide: How to Create Timeline Effects
Guide: How to Use Transparent or Invisible Buttons
Preparation
• If you plan to use the guides, make photocopies.
Extensions
Advanced topics in CSS: If students seem to be more advanced, you might have them research the
Dreamweaver help system and articles from the Developer Center
(www.macromedia.com/devnet/mx/Dreamweaver/css.html) to understand how they can use CSS
for positioning.
• Create CSS styles for the site.
• Create the redesign components of the home page.
• Create the redesign components of the content page.
• Make a class presentation on using technical skills in Dreamweaver and Fireworks.

Peer Teaching: If some groups use a guide to learn about a technical feature, have them hold a
mini-seminar to teach the rest of the class. Their presentation could include
• A working example
• Short explanations of when and why to use this feature (design challenge it helps to solve)
• Step-by-step demonstration of how to create the feature
Rationale
Designers use a combination of Cascading Style Sheets and templates to make overall design and
management of the site easier. Designers can then change or update even large sites at a global
level by implementing a few changes to the style sheet or template.
• Using Cascading Style Sheets in the Dreamweaver Support Center
www.macromedia.com/support/dreamweaver/layout/css/
• Review the tutorial materials in Dreamweaver: Start Dreamweaver and select Getting Started
with Dreamweaver on the Help menu.
Assessment
• How well do students implement other design solutions for their site?
• How closely do the actual designs follow the design document?
• How well did groups present technical features to the class?

3.2 Use the Insert bar.
3.3 Use the Property inspector.
4.4 Add text to a web page.
4.9 Build image maps.
4.10 Import tabular data to a web page.
Macromedia Multimedia Objectives

4.4 Use tools on the Tools panel to select, create, and manipulate graphics and text.
4.5 Import and modify graphics.
4.6 Create text.

4.8 Create objects and convert them to symbols, including graphics, movie clips, and buttons.
4.10 Edit symbols and instances.
4.12 Create animations (changes in shape, position, size, color, and transparency).

Activity 7.5
Evaluating and Presenting a Client Site
Objectives
• Evaluate the design features of a client website based on the redesign goals and target
audience.
• Implement changes to make a client site usable and accessible.
• Present a final site design to a client.
Materials
• Worksheet: Design Review (from Activity 7.1)
• Guide: Technical Features and Their Design Solutions (from Activity 7.1)
Time
135–180 minutes
Overview
Students work with peers to help them evaluate the design of the client website. After receiving
peer feedback, students implement any changes and create presentations to show the clients the
completed products.
Student Product: Final design presentation
Activity Steps
1. Pair each team with another team. Inform teams that they will again conduct a design review
like the one at the beginning of this unit.
Worksheet: Design Review
2. Have one team select a member to show the home page and the content page; to explain the
client’s audience, purpose, and goals; and to explain the redesign goals.
3. Ask a member of the evaluating team to summarize the client’s audience, purpose, and goals
as well as the other team’s redesign goals to confirm the understanding of the evaluating
team.

4. Have the evaluating team discuss the following:
• Strengths of the project design in relation to the stated goals and target audience
• Suggested improvements to the project design
Guide: Technical Features and Their Design Solutions
5. At the end, have one evaluating team member summarize the project’s strengths.
6. After both teams have reviewed the designs of the other team, ask each team to implement
any changes, based on comments during the design review.
7. Have student teams create a presentation to show clients the following:

• Original site
• Redesign changes made
• Explanation that supports the redesign decisions
Preparation
• If you plan to use the worksheet and guide from Activity 7.1, make photocopies.
• Students complete the client website redesign project in this activity. If you want to do a full
project assessment, use the sample project rubric in the Course Overview and Setup.
Extensions
Milestones: To help students manage their time, help them identify deadlines for the following:
• Complete the design review.
• Create the final presentation.
• Present the redesign solutions to the client.
Alternative Feedback: For a different type of feedback process, you can have the evaluating team
rate both the original design and the redesign with point values. For example, navigation would
be scored on a scale of 1 to 10, where 1 means the navigation is very difficult to use and not
designed well and 10 means the navigation is completely usable and designed effectively. After
scoring the original design, the evaluating team would similarly score the redesign. The design
team and evaluating team can then discuss how the scores are similar or different between the
original and redesign, what is necessary to make the redesign scores better, and how the design
team can implement the necessary changes.
Simulated Clients: If there isn’t a real client for the final presentations, have students present their
redesign solutions to the class.
Rationale
Peer review is an effective way to do a preliminary evaluation of a design. It allows designers to
improve a design before presenting it to the client.

• Webmonkey’s Site Redesign Tutorial
hotwired.lycos.com/webmonkey/design/site_building/tutorials/tutorial4.html
• Web Usability checklist
www.ddj.com/documents/s=3579/nam1012432501/index.html
• Macromedia Website Production Management Techniques Client Survey
www.macromedia.com/resources/techniques/resources/define/client_survey.rtf
Assessment
• How constructive are student evaluations of each other’s work with respect to goals,
audience, and form?
• How clear and complete are team project presentations to the client?
• How well does the redesigned site reflect the goals and audience the design document
intended to reach?

target audience.
1.4 Demonstrate knowledge of website accessibility standards that address the needs of people
with visual and motor impairments.
2.3 Demonstrate knowledge of page layout design elements and principles.
2.4 Identify basic principles of website usability, readability, and accessibility.

Design A Client Website

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Unit 7

Designing a Client Website

Project Management Skills Technical Skills

Research and Communication Skills • Creating transparent buttons

Instructor Activity Plans 7 - 1

Activity Activity Materials

7 - 2 Instructor Activity Plans

Defining Client Design Needs

Instructor Activity Plans 7 - 3

7 - 4 Instructor Activity Plans

Instructor Activity Plans 7 - 5

Macromedia Web Media Objectives

7 - 6 Instructor Activity Plans

Writing a Design Document

Instructor Activity Plans 7 - 7

6. Have students complete the remaining sections of the design document.

7 - 8 Instructor Activity Plans

Instructor Activity Plans 7 - 9

Macromedia Web Media Objectives

Macromedia Multimedia Objectives

7 - 10 Instructor Activity Plans

Reviewing and Revising with Clients

Instructor Activity Plans 7 - 11

7 - 12 Instructor Activity Plans

Macromedia Web Media Objectives

Instructor Activity Plans 7 - 13

Building Elements of a Client Site

Instructor Activity Plans 7 - 15

7 - 16 Instructor Activity Plans

Macromedia Web Media Objectives

Macromedia Multimedia Objectives

Instructor Activity Plans 7 - 17

7 - 18 Instructor Activity Plans

Evaluating and Presenting a Client Site

Instructor Activity Plans 7 - 19

7. Have student teams create a presentation to show clients the following:

7 - 20 Instructor Activity Plans

Macromedia Web Media Objectives

Instructor Activity Plans 7 - 21

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