05
Dec 11

Google Maps Frustration

If you search for our university on Google maps you’ll find a listing for a liquor store right in the middle of campus (which isn’t correct, of course). So, what’s a person to do? Report the problem to Google, right? Right. Well, good luck. I didn’t see an obvious way to submit an issue, so I went to the help link and did a search. I ended up a Google help article describing how to report a problem. Let’s count the problems with this process, shall we?

Google's report a problem help file. Google's erroneous map showing a liquor store in the middle of campus.

  1. Most obvious, is that there is no obvious way to report a problem when you’re in the maps area. It’s an outlier use case, I’ll grant you that, but still, it’s not carte blanche to hide it. The most logical place to go then is the help link.
  2. The help article has a “how do I report a problem” toggle. Perfect! This is exactly what I need. Wel,, hangon a second. It mentions a “report a problem” link, but fail to actually provide the link. They instead choose to talk about it. Hello? This is the web, right?
  3. Given the above oversight, I decide to open the “where can I find the report a problem link” toggle (which wouldn’t be necessary if they simple gave the link in question). It instructs to click “more” from the info window. What’s the window info, you ask? Who the hell knows? Figure it out for yourself.
  4. As I ponder what they might mean by info window, I see a “more” link in the top black bar- maybe that’s what they mean by the info window? Doesn’t seem like an info window, but OK, I’ll try it. Nope. That only shows all the various Google product links, no “report a problem” to be found there.
  5. OK, the info window must be within Google maps then. Ha! Silly me, of course! I should have looked in the maps area all along. User error, my bad. I go back to the problematic map and bingo, I spot the more link right there in the left sidebar, er… info window. Why is the left column called an info window? That’s not my definition of a window, nor anyone else’s I suspect, but hey, details. Why quibble now, I’m so close to successfully achieving my issue submittal.
  6. I open the “more” pulldown menu, but alas, the report a problem link is greyed out. What gives? Why show functionality when you can’t actually use it? At this point, I’m thinking to myself “Holy crap! I have got to blog about this.”
  7. My last ditch effort is to click on the offending liquor-store-in-the-middle-of-campus pop-up  to see if I can report the problem there (maybe that’s what they mean by an info window?). Indeed, the pop-up also has a more pulldown with a functioning report a problem link.
  8. The problem report asks me some questions in order to route and solve the issue, but the last bit of information they ask for is to let them know the correct market placement for the liquor store. I was nice in my reply since I’d like the problem corrected, but seriously, they want help in placing the marker correctly? How about using the address they already have listed for the store which is in a different city altogether? It boggles the mind.

02
Dec 11

Risk Taking in Education

The Washington Post’s Michelle Williams interviews Eric Ries, entrepreneur and author of “The Lean Startup.” In this clip, Ries discusses how the U.S. education system is failing students by not rewarding risk-taking.


02
Dec 11

The Perfect Higher Ed Layout?

I decided to head over to eduStyle to check out all the site redesign submissions I’ve missed over the last few months. It turns out that “differentiation” doesn’t seem to be a marketing objective anymore. Check out all these variation on a theme (and there are plenty more I could have chosen). What gives? Have we as an industry actually hit upon higher ed’s perfect website layout- big image/interactive area across top with multiple columns of text and images below?

12 higher ed sites that all share the same layout.


02
Dec 11

Please Abandon Regularly Scheduled Email Newsletters

Most emails I get arrive on a regular schedule. Some monthly, some weekly, some daily. But I can only think of a handful that are mailed on an as needed basis. They send me mail when and if they have something of value to tell me. Otherwise, they get out of my way and help keep my inbox free of clutter. Brilliant!

This came up recently for me because of two things:

Part of an email sent to me that doesn't actually offer anything of value.First, I received a regularly scheduled newsletter that apparently decided to hit send even though they didn’t have content to fill out their mailing. The screenshot of the cse in point even admits they didn’t find enough good content to send, but send they still did. Now, in their defense, the email is typically full of good links, and this particular edition did too, just not in this particular section. So I wonder, why not wait on this mailing until there’s enough good content to justify hitting send?

Second, I’m in the process of thnking about e-newsletters on behalf of my university’s alumni relations group. They currently send an email on a bi-weekly basis. That’d be fine if the content in those emails supported such a constant stream. However, and it’s one man’s opinion of course, I don’t think it does. It’s chock full of stuff I don’t care about (I happen to be in their target audience so I can make that claim), is way too long, has no focus/theme/glue to what is included, and it doesn’t look appealing. So why not abandon the bi-weekly schedule and move to an as-needed basis? It’d be less work internally to create and become more valuable to recipients because it’s only sent when there’s something valuable worth sending.


01
Dec 11

When Audience Segmentation Turns Bad

I came across this series of blog posts from NYTimes columnists David Brooks. In his own words:

“…I asked readers over 70 to write autobiographical essays evaluating their own lives.”

I love that idea.

Higher ed could do take Brooks’ basic idea and fill some of the gaps that exist with prospects’ and students’ relative lack of life experience compared to alumni. Imagine if we offered the accumulated life experiences, lessons learned, career exposure and general worldliness of alums to the rest of our university’s community. It would create bonds of affinity (not to mention a deep well of outcome oriented stories) by tossing aside the artificial audience segmentations we’ve created as an industry- prospects, students, donors, faculty, alumni, parents, etc.

I see all audiences sitting on a continuum where boundaries only exist if you purposely create them. I’m an alum of the university I work for but I still feel I’m a student at heart. I know I’m not technically a student, but I identify myself as a life long learner which shares the same state of mind as a student who may be 20 years younger. So why put up a barrier between us and treat us separately? Our needs certainly differ in important ways and those needs to be accounted for, but at what expense and to what degree? I think any higher ed’s community shares more similarities than differences.