Although I don't agree entirely with the chart, this is still a useful way to introduce and compare social software tools. From vanderwal.

My musings on science fiction, writing, social media, and technology.

Section III. Navigation
Once people generally know who you are and what you do, they need clear paths to the content that interests them. Information architecture is a huge topic, but these points cover some of the basics.
12. Main Navigation Is Easily Identifiable
Almost every site on the web has had a main menu since the first browsers came on the market. Make your main navigation easy to find, read, and use. If you have two or more navigation areas, make it clear why they're different.
13. Navigation Labels Are Clear & Concise
Don't say "Communicate Online With Our Team" when "Contact Us" will do just fine. Your main navigation should be short, to the point, and easy for mere mortals to grasp.
Google vice president Marissa Mayer has said that Google is constantly trying to anticipate and interpret our desires so it can predict what we are going to do--our intent. It does that by watching our every move. When her team wonders whether a page should be this color or that, they don't make the decision themselves, nor do they hold a focus group. They put both colors on the web in an A/B test that measures which yields better usage. "We'll be able to scientifically and mathematically provide which one users seem to be responding to better," Mayer told students at Stanford, demonstrating an engineer's faith in numbers".
The ceramics teacher announced on opening day that he was dividing the class into two groups. All those on the left side of the studio, he said, would be graded solely on the quantity of work they produced, all those on the right solely on its quality.His procedure was simple: on the final day of class he would bring in his bathroom scales and weigh the work of the “quantity” group: fifty pound of pots rated an “A”, forty pounds a “B”, and so on. Those being graded on “quality”, however, needed to produce only one pot—albeit a perfect one—to get an “A”.Well, came grading time and a curious fact emerged: the works of highest quality were all produced by the group being graded for quantity. It seems that while the “quantity” group was busily churning out piles of work—and learning from their mistakes—the “quality” group had sat theorizing about perfection, and in the end had little more to show for their efforts than grandiose theories and a pile of dead clay.
A study from the Journal of Educational Psychology, issue 93 (from 2000), looked at the difference in effectiveness between formal vs. informal style in learning. In their studies, the researchers (Roxana Moreno and Richard Mayer) looked at computer-based education on botany and lightning formation and "compared versions in which the words were in formal style with versions in which the words were in conversational style."And then in 2007 she wrote Your user's brain wants a conversation. An excerpt from that post:
Their conclusion was:
"In five out of five studies, students who learned with personalized text performed better on subsequent transfer tests than students who learned with formal text. Overall, participants in the personalized group produced between 20 to 46 percent more solutions to transfer problems than the formal group."
They mention other related, complimentary studies including:
"... people read a story differently and remember different elements when the author writes in the first person (from the "I/we" point of view) than when the author writes in the third person (he, she, it, or they). (Graesser, Bowers, Olde, and Pomeroy, 1999). Research summarized by Reeves and Nass (1996) shows that, under the right circumstances, people "treat computers like real people."
So one of the theories on why speaking directly to the user is more effective than a more formal lecture tone is that the user's brain thinks it's in a conversation, and therefore has to pay more attention to hold up its end! Sure, your brain intellectually knows it isn't having a face-to-face conversation, but at some level, your brain wakes up when its being talked with as opposed to talked at. And the word "you" can sometimes make all the difference.
Which would you prefer to listen to--a dry formal lecture or a stimulating dinner party conversation?This is some very cool stuff! Anyone have any success stories to share in making the change to conversational language in technical support content?
Which would you prefer to read--a formal academic text book or an engaging novel?
When I pose this question to authors or instructors, I usually hear, "You think the obvious answer is the dinner party and the novel, but it isn't that simple."
Followed by, "It all depends on the context. I'd much rather hear a dry formal lecture on something I'm deeply interested in than listen to inane dinner party conversation about Ashlee's lip-syncing blunder."
But here's what's weird--your brain wants to pay more attention to the party conversation than the formal lecture regardless of your personal interest in the topic.
Because it's a conversation.
And when your brain thinks it's part of a conversation, it thinks it has to pay attention... to hold up its end. You've felt this, of course. How many times have you sat in a lecture you really needed and wanted to pay attention to, but still found it hard to stay focused? Or how about the book you can't seem to stay awake for... finding yourself reading the same paragraph over and over because you keep tuning out--despite your best effort to stay with it?
But here's the coolest (and for me, the most fascinating) part of all this:
When you lecture or write using conversational language, your user's brain thinks it's in a REAL conversation!
Agile
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Wiki
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Open source
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Correction
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Risk
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Knowledge
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Property
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Barrier
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Plan
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Privledge
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License
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Team
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Location
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Attention
(people contribute for the attention that it gets.)
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Merit
(team is pulled together across the internet because of mutual respect and trust)
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Serves
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Customer
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Reader
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Developer
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