Recording of the 2018 webinar Creating One-Page Reports: A Strategy for Engaging Busy Readers
This is a video recording of our 2018 webinar, Creating One-Page Reports: A Strategy for Engaging Busy Readers. The recording is one-hour in length and walks through the 10-steps of creating a one-page report along with some other tips and tricks. If you are looking for a shorter option, check out our videos.
Slides from the 2018 Creating One-Page Reports webinar
This slide deck is from our 2018 webinar, Creating One-Page Reports: A Strategy for Engaging Busy Readers. It may be helpful to download these slides prior to watching the webinar recording so you can follow along and take notes.
Bill Shander's article on the 4x4 Model for Knowledge Content
Interested in digging deeper into the model that inspired One-Page Reports? Check out Bill Shander’s 4×4 Model for Knowledge Content on Medium.
Looking for a brief overview on one-pagers? Check out this blog post!
Traditional, long-form reports are often used to detail the depth and specifics of an evaluation. However, many readers simply don’t have the time or bandwidth to digest a 30-page report. Distilling the key information into one page can help catch the eye of busy program staff, college administrators, or policy makers.
We know, it’s yet another report. But we have found that the effort that goes into creating this accompanying one-pager really pays off!
Watch
It may be tempting to jump straight to visuals when starting your one-page report, but we suggest starting with a solid foundation. Defining the scope and intentions for your one-page report is important in enhancing its power to communicate data to your readers.
Watch
Now that you have a good grasp on the content and scope of your one-page report, let’s talk about visual strategies!
Watch
It’s easy to want to be done and skip the last two steps. We are also excited to share our final creations! But these last two steps are crucial and worth the effort.
Watch
EvaluATE is supported by the National Science Foundation under grant numbers 0802245, 1204683, 1600992, and 1841783. Any opinions, findings, and conclusions or recommendations expressed on this site are those of the authors and do not necessarily reflect the views of the National Science Foundation.