8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 1/9

Transitioning to HTML5 in

online journalism instructionMatthew Blake, CSU-Chico

8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 2/9

HTML5 adoption

HTML 5.0 is still under development.

Not every browser supports HTML5 – someelements are more likely to be supported than

others – but, browsers continue to advance theirHTML5 support.

But, HTML5 has the potential to liberate journalism from browser-based news deliverythrough application development.

8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 3/9

HTML5 adoption: Industry

Watershed moment: Steve Jobs’ publication of “Thoughts on Flash.”

National Geographic is building staffs and

products based on HTML5 and “rethinkinginteractivity.” The New York Times and NPRare doing the same.

We should introduce future practitioners tofuture technologies.

8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 4/9

HTML5 adoption: Instruction

Much HTML5 is beyond the standardinstruction for a journalism curriculum; mostnotably its APIs.

These include canvas, offline storage,geolocation and drag-and-drop applications.

8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 5/9

Instruction

There are means of preparing students for HTML5using widely supported elements that will improveWeb communications in the long run.

Layout elements (header, nav, article, aside, footer)

Multimedia elements (video, audio)

8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 6/9

Instruction: Video

<video poster=“tweedy.jpg” > 

<source src=“wilco.mp4” type=“video/mp4” /> 

<source src=“wilco.ogg” type=“video/ogg” /> 

Your browser does not support HTML5 video.

</video>

There is no video format that is compatible with all

browsers. Referring to multiple sources and file formatsincreases the likelihood of compatibility.

8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 7/9

Instruction: Audio

<audio>

<source src=“ashes.mp3”

type=“video/mpeg” /> 

<source src=“ashes.ogg” type=“video/ogg”

 />

Download <a href=“ashes.ogg”>Ashes</a>. 

</audio>Like with video, no browser supports all audioformats and some are better than others.

8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 8/9

Instruction: Layout

Background: The HTML Working Grouplooked at common CSS classes and IDs andincorporated these as semantics for structure.

Instead of introducing generic DIVs withassociated CSS, one may use several newelements that refer to parts of a document.

8/3/2019 Transitioning to HTML 5 in Online Journalism Instruction" - Matthew Blake, California State University

http://slidepdf.com/reader/full/transitioning-to-html-5-in-online-journalism-instruction-matthew-blake 9/9

Recommendations

1 Use for instruction of compatibility andthe evolution of standards andsemantics.

2 Incorporate to prepare students for aFlash-less form of multimedia delivery.