The website platform which was constructed during the "COM336: WEB & SOCIAL MEDIA PRODUCTION" class may be used to focalize the subject’s most creative, impressive school-related achievements for quick, easy reference to a reflection of a person themselves. The website may be utilized by those on the internet whom will observe it, become exposed to the artifacts or documents that are encoded, embedded with every facet of the subject’s creative mind. Similar to the social media site Facebook, one quickly learns details of someone on a website which ‘humanizes them’, ‘personalizes them’, adds subjectivity to an entity- more succinctly than most other ways to list one’s important accomplishments or characteristics. The organized, electronic content allows for easier access to one’s prominent work- being more visibly and noticeably accessible for maximum likelihood of an understanding of one’s personhood.
The bio of the website very concisely summarizes the subject’s most important accomplishment or defining features which will immediately focalize the contextualization and connotation of meaning for one as a very personal, subjective entity. The immediate connotation evinced of the virtue of excellence and academia are relayed to the face, design of website. It was realized that the layout of a website, sets a profound tone and first impression which is often irrevocably inserted into the unconscious mind. *1.) In fact: “Together, the posterior cingular cortex and amygdala help us compute first impressions of others. ‘These regions sort information on the basis of its personal and subjective importance and summarize it into an ultimate score, a first impression,’ says Schiller. In forming those first impressions, we automatically attend to and parse relevant information about somebody, based on how important they are to our own motivations. Our split-second reactions to other people are assessments of their value to our own social world. Outside of the lab, our impressions factor in everything from what we’ve heard about them to how often they blink. To recap, despite some oversimplification: meeting people activates the same region of the brain responsible for assigning prices to objects. And after we’ve assigned a value to a person, we make the decision about how to orient ourselves to that person: do we want to get closer? Knowing what this person’s value is to us, do we want this person to be involved in our network?'” To summarize- scientifically, the first impression of a website categorizes value of others to abide to one’s own “social world”. The categorization process is a weakness if the web design is perceived as incompatible, incoherent or incorrect to a second party whom may determine, gate-keep certain actions that may potentially benefit the subject. Content will be immediately socially categorized upon initial observance. As soon as one views a party’s website- it will immediately be categorized- so it was realized that it is of utmost integrality that aesthetically, stylistically, logistically a website is formulated and established to an effect of a perceived approval, acceptance, credibility, competency, authority.
The website will also be promotional because the subject’s likeness-
like social media- veritably and colloquially ‘adds a face’ to an objective
website; and communicates a certain combination of messages which are designed
to be conducive to trust, acceptance. The subject is in fact smiling- in what
looks like a relatively professional headshot, with a collared shirt in front
of an aesthetically consistent, wooden background. The photograph was especially
designed to communicate that the subject is a 'professional' and a generally affable
human-being which is often desired in an organizational setting or to the
potential niche target audience of those whom would wish to view the profile to
base opinions, attitudes, beliefs, first impressions- ultimately- behavior. The
social media projects all share common denominators and themes that complement,
compound the efficacy of each nuanced understanding. Experiences with blogs namely
aided the ability to write objectively and understand dynamics of posting to a
website. Viewing one’s text on a website firsthand was an initial experience
or- ‘first impression’- of the process that helped the subject to understand
web-dynamics and how text appears on a page. Useful knowledge was gained as to how to
create hyperlinks of URL’s for simplicity in navigating through sites. Viewing
other student’s blogs also helped to garner insights as to how others write
objectively, and which themes were predominantly reflected- that the classroom
experience had also reflected. Features of the WikiHow assignment were synthesized
into the creation of the website inasmuch it was reviewed for others to base organizational
decisions- unlike blogs- which may influence people but may be more
inconsequential and less professional, as the target of a particular website may
be more inclined to professionals. There are also professionals whom critique work
on WikiHow. The result is that a blog more resides to the spectrum of ‘entertainment’-
existing to attract attention or proclaim ideas, whereas WikiHow’s and websites
are more ‘informative’; websites are designed to inform of credentials or
personal information and WikiHow’s inform of relevant information to understand
solutions for problems. The entertainment aspect of the class blog aided the
ability to write in a way and structure that attracts attention for the
website while it predominantly informed.
The overall experience of designing a website was positive, pleasing there was a fascination evoked at the completion of the project- knowing that it was not constructed by multiple parties which made it more personal and rewarding. Viewing the website preview firsthand elicited a sense of satisfaction, imagining how others might think, feel, or belief upon its observance. It was compelling to view the smiling subject to the simply designed website, it was thought to perceptibly add value and emphasis to the overall scheme, structure. The experience of working with code was rather daunting- knowing that if there was an accidental press of a spacebar on the keyword, the entire project is effectively corrupted- and particularly that it may not be finished in time. There were numerous times when the class monitor screen was being watched, and the computer program did not ‘do’ what Professor Pabico did, possibly due to software type variations or simple incompetence on the subject’s behalf. Knowing that a class-mate named “Eudy” and others offered help greatly added comfort to the process, aware that if the subject was ‘behind’ in work, then Eudy can analyze it who clearly was literate of the process- noting the size of the class-room. The process of completing the assignment in a smaller class-room of roughly 5-7 students was especially enriching- rather than the usual 16-20; it was seemed that the consistent interactive guiding throughout the project compounded the ability to learn at an accelerated rate with more attention to aid the completion attempts. The software was complex to use for a beginner, there was a process of identification for simple tools. The editing of the pictures to become web-ready was rendered as utterly perplexing on behalf of the subject's cognitive incompatibilities, until again- a student offered notes when the subject's wrist was recently sprained and the subject was able to competently accomplish the goal.
There was a discovery that the software is essentially only difficult when one does not know the steps to accomplish the goal- but if one knows the tools, steps, understands all rules, conventions- it is quite natural and mechanistic. The organizing of content was intriguing to understand the basic layout of a professional website. The organizing of the index and other windows was particularly unnerving, as there was a fundamental unawareness of how both matched. There was also difficulty to identify files, in part of a constant relocations and renaming of files- to much dismay. The organization of content added depth of understanding for the organizing of other electronic mediums, and for potential websites in the future. The look of the website was largely predicated on the juxtaposition of text and graphic of a face. The “3.9’s”, and “4.0” which were all noticeably, overtly and proudly displayed, had complemented the smiling subject- synergizing the efficacy of the effect or initial reaction. The look was simple, but sometimes simple websites are thought to be best- other than overly-complex graphics that may be distracting. The websites, overall was thought to be a nice, simple, neat look. The organization of the web-site had ensured that all content and other features are easily accessible. The documents were also thought to look alluring underneath the proclaiming of positive characteristics and accomplishments.
Nearly everything that was learned, will forever be remembered. So that, if one day- once again- the similar software to create a website is used, the subject will feel immensely more competent and confident to accomplish any goal once again. The knowledge gained may lay dormant of present, but if circumstance permits, it will prove truly invaluable.
References:
Starr, Karla. "The
science of first impressions" Feb.
8, 2013. Psychology Today
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