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  • "Neither higher-ed programs nor bootcamps drive a standards-first curriculum."

    I agree with this, most of the time.

    But we are driving a standards-first and trauma-informed curriculum.

    AnnieCannons trains, prepares, and connects individuals who have experienced human trafficking to sustainable careers in tech.

    We rebuild our students' confidence in themselves, reignite their joy of learning, and provide an environment where they may trust their community to teach them the economic skills to obtain and keep a career in a field with reasonable pay.

    For those reasons, we can’t teach to the latest hottest technology. It has no track record and may not be there tomorrow. Therefore, we teach the basics: semantic HTML, foundational CSS, and vanilla JavaScript. After they learn vanilla JavaScript, we introduce them to a bit of React, plus connecting to databases and APIs (making them “full stack” for the employers who value such things).

    Our students are all races, genders, and ages. We accept them as they are. As such, it is part of our values to teach accessibility from the start, integrated into their code, starting with semantic HTML.

    Our students learn to start with HTML, then apply CSS, then apply JavaScript sparingly over top to provide the levels of interactivity required and no more.

    We are writing this curriculum now. Our students are learning this curriculum now, and they are thriving because of it.

    I arrived at AnnieCannons with the goal of creating the best bootcamp curriculum on the planet. With our small and mightly team of amazing instructors, student success managers, and career development managers, we are succeeding and growing our standards-first, trauma-informed curriculum.

    β†’ 9:02 AM, Sep 1
  • Indeed.com and scammers

    The scammers are getting really good. I’ve been looking for a job for quite a while. And this shows up in my inbox today!

    Dear Jen,

    I'm Ashley Brian, Human resources manager at Love Classic Fashion.
    We are currently seeking an innovative and dedicated graphic designer to work via a remote base that can work either part-time or full-time.

    I saw your profile on Indeed.com and I was impressed by your experience.
    Here at Love Classic, we are always looking to grow our teams with talented people and achieve great things together.

    I think that your expertise in graphic design would help us in the project we’re working on. I’d love to tell you more about the opening position and learn a few things about you as well.

    I am available anytime between 9:00am
    5:00pm (EST), Monday through Friday.

    Work hours or Shift: Monday to Friday, 8:30 am - 5: 30 pm.
    Position Pay Range : $25 - $50/ hr
    I hope you have a great day.

    Looking forward to hearing from you.

    Sincerely,
    Ashley Brian, SHRM-SCP | Love Classic
    Human Resources Manager
    3760 Arlington, VA 22203

    This email came from info@loveclassicjobs.store

    Sounds legit, other than that graphic design thing, doesn’t it? Let’s go through how you can check on this.

    a. info@loveclassicjobs.store – take the end of that email address and put it in a web browser. What do you get?

    Loveclassicjobs.store - This name was recently registered on NameCheap.

    OK, well… maybe they use a different URL for job hunting?… because they get so many applications a regular email doesn’t work for them?… which is why they’re emailing me and asking me to work at a low rate?…

    b. Love Classic is a clothing store with a basic website. No idea why they’d need a graphic designer. If you check their career page, there is no job listed.

    c. SHRM-SCP is a HR certification, so this makes sense in the name. He/she is a Human Resources Manager. But in the first line of the email, she/he is a Human resources manager. Also, do HR managers do any recruiting these days? Maybe if the job is small enough, I guess?

    d. If anyone is listed on LinkedIn, it’s a HR manager/recruiter. Put “Ashley Brian” in the search, and you turn up zero results. Zero! There are Ashley Bryans, but no Ashley Brians.

    e. And did anyone else nearly miss the address line in the signature? “3760 Arlington, VA 22203” No street name. Cool cool.

    For a long time, scammer emails were fairly identifiable. They didn’t write well, with lots of misspellings, odd phrasing, and strange requests.

    Now with AI, scammers can sound perfectly legit. The problem is that they still might not know how a US address works, or how to check someone out on LinkedIn, or how to double-check the email address’s matching website.

    What hasn’t changed is that if it sounds too good to be true, it probably is. And I assure you, no one has ever wanted to hire me for my graphic design skills. 🀣

    β†’ 12:09 PM, Feb 29
  • Goodbye Molly.

    Molly passed away yesterday. Here’s my Molly story.

    I started to learn CSS in 2003, when Eric Meyer was teaching it via an online course. I understood enough to know it would be a game-changer for the web, but not enough to really understand it.

    Fortunately, Molly published a book that taught me what I needed to know. I recommended it to my students. Together, we learned the earliest CSS in 2004, in room 2North at the Graduate Center of Marlboro College. I taught four Saturday morning workshops helping people learn what this CSS thing was – and in the process, taught it to myself.

    Later in 2004, I heard about the UI Conference in Boston, hosted by Jared Spool and his agency, UIE. Eric Meyer, Molly Holzschlag, and other amazing speakers would be there. As a freelancer, I could afford the thousands of dollars price tag, but I could go for free as a volunteer. I stayed with a friend and lingered at the edges, amazed I was so close to these people who had been in the business forever and knew so much.

    Molly’s books were a standard recommendation of mine for many years in those early days. While Jeffrey Zeldman taught me the strategy, reasoning, and importance of web standards, Molly taught me how to get it done. I incorporated all of this into my teaching, instructing class after class of the importance of following standards.

    Years went by. The iPhone came out, responsive design hit the scene, software products rose and fell. Even WaSP declared their job complete. But those early days of standards stayed with me and formed my thinking to this day.

    In 2016, I spoke at CSSconf – and there was Molly. I finally felt like I had earned the right to speak to her, and we had a wonderful conversation. We were both so concerned about how JavaScript had eaten the web. We were shocked at how one speaker described – with great pride! – how he had managed to kill the cascade in his code, and he was hoping to kill inheritance next.

    Molly, a better teacher than me, approached the speaker and talked with him for a long time. She figured out he didn’t actually know CSS, especially the cascade or inheritance. He wanted stylesheets, not the kind that cascaded. Her conversation inspired my next round of talks and courses, focused on the (very old) topic of how the cascade and inheritance works.

    I didn’t see Molly in person again, although we’d had many online conversations afterwards.

    My deepest thanks to Molly, one of my earliest teachers. I continue to emphasize the importance of HTML and CSS and how the web should work, the importance of standards, the importance of loving our students and understanding their misconceptions. Thanks for the passion, the big laughs, the books, and your love of the web.

    β†’ 9:26 AM, Sep 6
  • 2021 retrospective

    Time for the 2021 retrospective on what was accomplished this year. To what may we point as evidence of work completed?

    Harvard Extension School

    My time ended at Harvard on June 30. During the spring term, I taught my final courses, including:
    • Modern & Mobile Web Design 2: Sass, CSS variables and calc, print stylesheets, advanced media queries, meaty final project (students built their own responsive design framework)

    • Intro to CMS: This popular WordPress project course had students building 6 sites during the term and planning 1 site, including e-commerce, custom fields, custom theming, and a final project site.

    • Designing Stories for the Web: Taught with Martha Nichols, a journalist, this course was about learning to write well for the web and getting your stories posted online in WordPress. So far as I’m aware, no one else is teaching a course like this one.

    In addition to the teaching work, I took the educational video course (which was excellent) and finished my certificate in Learning Design and Technology. This was a series of 4 courses, including an intro to instructional design, adult learning theory, video editing, and a course in online course design.

    Certificate in Learning Design and Technology.

    LinkedIn Learning

    I've worked with LinkedIn Learning since 2008, when they were Lynda.com. Historically, I'd prep 2-3 courses over a period of 4-6 months, then travel to California to record them over a week or so. However, the pandemic changed everything. These days, I prep and record about one course per month, starting about the middle of 2020. Here's a list of all of the courses that were released in 2021:
    • CSS: Display, a short course devoted to a single CSS property.
    • HTML & CSS: Linking. How much is there to say about links? A ton, actually – navbars, links, buttons, and all of the associated styling.
    • Learning Editor X. Editor X is a web design tool from Wix, targeted at graphic designers who want to make sites without code. It fills a gap that Dreamweaver used to fill. Webflow is a direct competitor.
    • Semantic HTML and CSS Code Challenges. A series of 12 challenges to practice semantic HTML and CSS coding, including Flexbox, Grid, and navbars.
    • Joomla! 4 First Look. My first Joomla course in 5 years looks at the most recent Joomla 4 release, highlighting the latest features.
    • Learning Wix. I first recorded this course in 2019. This is an update.
    • HTML and CSS: Creating Navigation Bars. An in-depth course in making responsive navigation bars, including Flexbox layouts, reordering links, centering the logo, dropdowns, hamburger buttons, and other crazy tricks with HTML and CSS - no JavaScript required.
    • No Code Solutions for Websites and Apps. This is an update from 2020. To the original 8 no-code technologies, I added another 11 technologies to give you an overview of the exploding no-code space in web design and development, automation, membership, and native apps.
    • Learning Webflow, an update of the course I recorded just before the pandemic. This one covers the latest Webflow interface, building a site from scratch.
    • No-Code Web Design Weekly. Formerly “Accidental Web Designer,” this course releases a short weekly video about what’s happening around the no-code space. It provides tips for content, marketing, and technology.

    I’ve already recorded two courses for release next year, including a more in-depth Joomla 4 course, and an introduction to web design and development.

    Here’s a still shot of the temporary dining room recording space I set up for the web design course.

    Jen in her temporary dining room studio, recording for LinkedIn Learning.

    Frontend Masters

    Frontend Masters is much more about hard-core programming than it is about no-code or UX. I recorded two courses with them this year, with a third to record in March next year.
    • CSS Grid & Flexbox for Responsive Layouts, v2. I recorded this course originally in 2017. Finally this year, I updated this with the latest Flexbox and Grid technologies.
    • Getting Started with CSS. This is a project course, building a portfolio using basic HTML and CSS. We use responsive design, CSS grid, Flexbox, and CSS variables to put the site together. It’s great practice for those who are wanting to strengthen their CSS skills.

    Here’s a shot of me teaching at Frontend Masters in August, explaining something for the camera.

    Jen teaching at Frontend Masters.

    Other projects

    This was the bulk of the work I did in 2021, but there was other work as well.

    Knowing that I was ending my relationship with Harvard, I signed up for an educational video course. At the same time, I coordinated with LinkedIn regarding appropriate equipment for configuring my studio space. I now have a dedicated room in my home for making video, including a teleprompter, DSLR camera, Yeti X mic, and a nice background for recording. Jen's video studio has a teleprompter, camera, and nice backdrop.

    As a result, I started to dabble in making more YouTube videos and doing some live streaming sessions. They were all really fantastic to do. I’d like to do more, but as you can see above, I’ve been too busy doing other things to spend much time here… so far.

    Other various “other” highlights:

    • I’m serving as an advisor to 2U’s UX/UI Bootcamp program, talking with them about curriculum periodically.
    • Erika Lee and I wrote #30DaysOfHTML and #15DaysOfCSS. These were free email series that were turned into ebooks. They were a ton of work but helped us build a substantial mailing list.
    • Erika and I turned our reflection on #30DaysOfHTML into conference talks, speaking at both PSEWeb and at HighEdWeb with our talk “30 Days of HTML: Lessons Learned Presenting Training by Email.”
    • Spoke at No Code Conf 2021, talking about planning no-code websites and apps. I gave away some awesome worksheets to walk you through the process.

    Next year

    Does the craziness end? Nope.
    • LinkedIn and I have outlined 8 courses for 2022, but that only takes us through August. πŸ˜‰
    • Frontend Masters and I have scheduled “HTML Semantics & CSS Selectors ” to record on March 15.
    • I’m starting to work more with other software companies to create training specifically for them.
    • I’ve also got my own training platform ready to build, with the first course likely to release early next year.

    Keep watching! There will be much more teaching from me coming in 2022 in the realm of HTML, CSS, UX, and no-code technologies.

    β†’ 2:17 PM, Dec 8
  • Happy 20th Anniversary, Marlboro College ISM Class of 2001

    Twenty years ago, Barbara Hall and I (among many others) graduated from The Graduate Center at Marlboro College with a MS in Internet Strategy Management.

    Jen Kramer and Barbara Hall, having just left graduation ceremonies in late August 2001.

    The class of 2001 was one of the biggest in the history of the school, with three separate sections of roughly 20 students each as we started. As we arrived, I remember employers salivating over all of us, wanting to hire us as soon as we were done, even visiting us the first day of school. Alas, the “dot bomb” was well underway, having started with the stock market crash in March 2000.

    We had students from all over, literally flying to class every other weekend, from Kansas and California, taking the train up from Pennsylvania and New York, and driving in from Boston and Burlington. Unfortunately, not all of us made it through, as employers started cutting learning stipends in early 2001.

    But we graduated in August 2001, into a world that seemed bright, despite the contraction in the economy. I gave the “valedictorian”-ish speech to the class at graduation as it was streamed online - an unheard of event in 2001, especially in the middle of nowhere.

    I immediately started as a TA as soon as I graduated, a week before September 11, the same time I met with my first post-graduation web design client (on September 10). The world changed overnight, but thank goodness there were still students to teach and websites to build.

    In 2002, I advised 4 capstone projects. I’d advise dozens more to come in the following 20 years.

    By 2003, the degree became the MS in Strategic Technology Management, when it was no longer fashionable to have “internet” in the degree name. I also started teaching the first courses of my own.

    By 2005, the degree disappeared entirely, sort of becoming the MS in Information Technology.

    The school name changed every 2 years for a while – I forget the exact timeline and sequence, but it was something like:

    The Graduate Center at Marlboro College

    Marlboro College Graduate Center

    Henry Zee Persons School of Marlboro College

    Graduate School of Marlboro College

    Marlboro College Graduate School

    By 2011, I’d departed as a faculty member.

    And by 2020, Marlboro College became the Marlboro Institute at Emerson College. No more main campus, no more Brattleboro building.

    Still, it was the perfect graduate degree for me at the right moment in my life. I earned back my tuition at least 3 times over in the 10 years spent as a faculty member and program director. The degree enabled me to teach at Harvard, something that would have never crossed my mind as possible in 2001, or even in 2011. And I made many friends along the way who I’m still in touch with today.

    Marlboro’s faculty and administration gave me many opportunities that kept me growing long after I’d graduated. They supported many user group meetings for Adobe and Joomla, supported our Joomla Day events with free space and a smile, and even sent us to New York City to give away information about the school at a conference one year.

    We shall never forget driving to the Grad Center to participate in the online chat for class – text-based only and on AOL in those days, because we could not count on our dialup internet working at home for a full hour. (We had one in-person chat happening with the 8 or 9 of us who participated at Marlboro, with the second text chat happening online.)

    We remember talking to Mr. Clean’s AI-driven website, as he gently asked us to reveal more personal details about ourselves.

    Finally, Jeffrey Veen will always remind us that well-designed home pages address three things: Where are we? What can we do here? Where can we go next?

    Happy 20th graduation anniversary to the class of 2001. Section 3 still rules after all of these years.

    β†’ 3:52 PM, Aug 24
  • I'm back!

    #30DaysofHTML ended 2 weeks ago. My last teaching semester at Harvard ended yesterday.

    In my educational video course, where I was a student, I created a video reflecting on #30DaysofHTML. youtu.be/R9WW-KlKV…

    I’m returning to blogging shortly, now that I have some time.

    Also, I need a job. My Harvard teaching gig is up on June 30, but there isn’t much for me to do between now and then.

    β†’ 10:39 AM, May 16
  • How to make HTML exciting again

    #30DaysofHTML banner graphic.

    Today I received the best compliment on my #30DaysofHTML course, even before it launches.

    I don't know how you've managed it, but you've gotten me all excited about HTML.

    β€” ოarῐa α₯¨aαΏƒπ™œΣ™r πŸšπŸ˜·πŸ’‰πŸ‡ΊπŸ‡Έ (@mlanger) April 1, 2021

    This gets to the heart of why I started this challenge and my thinking behind it.

    How HTML is normally taught

    HTML is the scaffolding behind a web page. It’s as exciting as framing a house, or [playing bass or drums in a rock band] (https://jen4web.substack.com/p/use-the-full-frontend-or-create-junk). In other words, there’s some artistry, but it’s underappreciated by most. Done right, it’s in the shadow of way more exciting and interesting elements of the project. However, without it, nothing else matters – HTML is foundational to a website.

    When developers teach new developers HTML, it’s presented as a necessary evil. As little time as possible is spent on it, because everyone wants to get on to making things pretty and interactive – neither of which is a thing with HTML. Quick quick, here’s a tag, here’s an attribute, open/close things – whew, let’s move on.

    As a result, HTML is the mushroom of the web world. It’s kept in the dark, and it eats a lot of crap by people who see nothing to love.

    I love mushrooms

    The purpose of the Hypertext Markup Language is to identify the parts of the web page: paragraphs, lists, headings, links, addresses, quotations, and so much more. How many times have I said this sentence in 20 years of teaching?

    But finally, I made a connection: HTML is intimately tied to the story of the website.

    Everyone wants to be heard and understood. Everyone wants their story heard. Great HTML is the way to communicate your story to the world.

    When I was 14 months old and hungry, I would pull on my mother’s pant leg, point to the counter looming over my head, and grunt, “Cookie.” (Or so my mother says. I do not remember.) She would respond by giving me fruit, crackers, a bowl of dry Cheerios, or whatever else a 14 month old eats. Not a cookie, no matter hard I tried. Or she’d tell me it was almost dinner time and go away and leave her to finish it.

    Consider that your crappy HTML is telling this same story. If your website is nothing but one < div > after another, you’re just saying COOKIE COOKIE COOKIE. You’re 14 months old, with a limited grasp of vocabulary.

    Cartoon  - semantic HTML overwhelmed by divitis

    Telling the wrong story

    So. How do you convince developers, who just love everything pretty and interactive, that their framing sucks and doesn’t work? Their code that sits on top of it works just fine. Framing is SO BORING.

    Well, accessibility, of course! It’s absolutely critical. Accessibility should start at the beginning. It should always be incorporated in the site. Good accessibility starts with meaningful HTML.

    But – what the accessibility advocates are doing is not effective to get developer attention. They are, unfortunately, ignored for the most part.

    We’ve (maybe) gotten (some) busy developers to feel guilty about their bad HTML. But changing it takes effort. Learning what HTML elements are available takes time and research. Time that could be spent learning the latest JavaScript framework.

    Time for a new story with new framing.

    #MakeHTMLExcitingAgain

    If we focus on HTML’s syntax, that’s not interesting. What’s interesting is the meaning conveyed behind the elements. Why choose one element over another? How does that element contribute to the website’s story?

    30DaysofHTML incorporates the following concepts:

    • Focus on the meaning behind the elements. When should something be used or not used?

    • Don’t overwhelm with all of the edge cases and complexity. Provide just enough information to feel like you know a little bit, and provide links to everything else.

    • Identify any misconceptions about the element. HTML looks like English. The < address > element, for example, looks like it’s for a postal address. However, it can be used for any contact information associated with an article or website author, including phone numbers, email address, social media links, or even geographic coordinates. Who knew that? That’s interesting and fun and different.

    • Remove the pretty and interactive, so learners are forced to focus on the scaffolding. We aren’t concerned with cross-device presentation or UX or anything else. It’s black text on a white page. There’s nothing else to do here… by design.

    • Encourage application, reflection, and discussion. Not only should there be a little reading, but there should be some examples and problems to try too. Maybe the occasional quiz. Encourage readers to share their work and comment on each other’s markup and approaches. Put the discussion on the meaning we’re trying to convey.

    • And finally, make it fun. Make some fun graphics, throw in a few emojis, use all of the web writing techniques to break up content with headings and lists. Write in a fun and informal style.

    Hook 'em with a hook

    ["< address > should be used for addresses. You guessed that already. But what kind of addresses, and in what context?"] (https://jen4web.substack.com/p/address)

    Draw the reader in. Make them curious. Conflict is interesting. The lure of something that perhaps you don’t know is intriguing.

    I also sent out a [“Night Before”] (https://jen4web.substack.com/p/twas-the-night-before-30daysofhtml) email, explaining what to expect and how it will all work. This sets anxious learners at ease, and it sets expectations and generates interest. It also sets metrics for what success looks like.

    Give them a familiar format

    • The “X Days” format is popular at this moment. People talk about #100DaysofCode and #100DaysofNoCode and such. Why not #30DaysofHTML? Fortunately, it explains everything you need to know in the hashtag. 30 days, talking about HTML.

    • Email is the format for delivery. It’s simple, easy, and everyone has it. Using Substack, I also create a website, and it has interesting discussion features for sharing work.

    • In Silicon Valley speak, “reduce friction.” The email goes in your inbox. You read it when you’re ready. Another appears tomorrow. You’re getting 30 emails in 30 days. What’s not to love?

    Time to start!

    This is the start of my 30 day journey. I hope to learn more about HTML, but mostly, I hope to learn more about offering instruction in this format. What works and what falls flat? What is the response? What would I do differently next time?

    I’ll write more about this in May.

    β†’ 11:29 AM, Apr 1
  • Year One Pandemic Reflections

    What was happening on March 6, 2020, one year ago today?

    I was preparing for a 3-leg trip from Boston. First stop was Portland, Oregon, for the SIGCSE conference. After the conference, I was heading south to California for some LinkedIn Learning recording. After some time there, I was headed to Arizona to visit my parents at their retirement community.

    I was anxious about this trip. Because I was scheduled to be gone from March 11-24, I was worried that the airlines might shut down along the way. Maybe some element of the trip would be cancelled, but others would continue.

    On March 6 at 10 AM, I was getting what would become my last haircut for 2020.

    By that afternoon, Harvard announced they would not allow non-essential academic travel in the US. (They’d stopped allowing international travel a few weeks prior.) In other words, my participation in SIGCSE was no longer happening.

    By March 9, LinkedIn had cancelled my trip for the following week.

    Cancelling the trip to see my parents was a no-brainer. I could not live with myself if I brought them the virus. As it turned out, their retirement community closed to visitors around March 16.

    Of course, this was just the beginning. Many more trips would be cancelled along the way, including a birthday trip to Europe, conference trips, and video recording trips. It was a year without music, as all of my music groups cancelled rehearsals, concerts, and whole seasons of performance. It was a year without family. Indeed, I last saw my family in August 2019. It may be 2 years before I see them, possibly longer.

    β†’ 3:03 PM, Mar 6
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