Tags: class

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Monday, January 7th, 2019

CSS-only multiple choice quizzing - Matthew Somerville

In which Matthew disects a multiple choice quiz that uses CSS to do some clever logic, using the :checked pseudo-class and counter-increment.

Oh, and this is how he realised it wasn’t using JavaScript:

I have JavaScript disabled on my phone because a) it cuts out most of the ads, b) it cuts out lots of bandwidth and I have a limited data plan, and c) my battery lasts longer because it’s not processing tons of code to show me some text (cough, Medium).

Wednesday, November 21st, 2018

Folding Beijing - Uncanny Magazine

The terrific Hugo-winning short story about inequality, urban planning, and automation, written by Hao Jinfang and translated by Ken Liu (who translated The Three Body Problem series).

Hao Jinfang also wrote this essay about the story:

I’ve been troubled by inequality for a long time. When I majored in physics as an undergraduate, I once stared at the distribution curve for American household income that showed profound inequality, and tried to fit the data against black-body distribution or Maxwell–Boltzmann distribution. I wanted to know how such a curve came about, and whether it implied some kind of universality: something as natural as particle energy distribution functions, so natural it led to despair.

Thursday, May 10th, 2018

Coding with kids

James shares his experience of teaching a class of 9 and 10 year old children how to code, and offers some advice:

  • Don’t dumb it down
  • Use real-world examples
  • Make it hands on
  • Set clear expectations
  • Award certificates and/or stickers

As members of the web community we have a responsibility to share what we have learned. I can’t think of a better way of doing that then helping kids get started.

Hear, hear!

Thursday, April 12th, 2018

Notes on `lang` by Taylor Hunt on CodePen

A really deep dive into the lang attribute, and the :lang() pseudo-class (hitherto unknown to me). This is all proving really useful for a little side project I’m working on.

Friday, March 30th, 2018

Focusing on Focus Styles | CSS-Tricks

A deep dive into the :focus pseudo-class and why it’s important.

Saturday, September 23rd, 2017

[selectors] Functional pseudo-class like :matches() with 0 specificity · Issue #1170 · w3c/csswg-drafts

A really interesting proposal from Lea that would allow CSS authors to make full use of selectors but without increasing specificity. Great thoughts in the comments too.

Tuesday, August 29th, 2017

Problem space

Adam Wathan wrote an article recently called CSS Utility Classes and “Separation of Concerns”. In it, he documents his journey through different ways of thinking about CSS. A lot of it is really familiar.

Phase 1: “Semantic” CSS

Ah, yes! If you’ve been in the game for a while then this will be familiar to you. The days when we used to strive to keep our class names to a minimum and use names that described the content. But, as Adam points out:

My markup wasn’t concerned with styling decisions, but my CSS was very concerned with my markup structure.

Phase 2: Decoupling styles from structure

This is the work pioneered by Nicole with OOCSS, and followed later by methodologies like BEM and SMACSS.

This felt like a huge improvement to me. My markup was still “semantic” and didn’t contain any styling decisions, and now my CSS felt decoupled from my markup structure, with the added bonus of avoiding unnecessary selector specificity.

Amen!

But then Adam talks about the issues when you have two visually similar components that are semantically very different. He shows a few possible solutions and asks this excellent question:

For the project you’re working on, what would be more valuable: restyleable HTML, or reusable CSS?

For many projects reusable CSS is the goal. But not all projects. On the Code For America project, the HTML needed to be as clean as possible, even if that meant more brittle CSS.

Phase 3: Content-agnostic CSS components

Naming things is hard:

The more a component does, or the more specific a component is, the harder it is to reuse.

Adam offers some good advice on naming things for maximum reusability. It’s all good stuff, and this would be the point at which I would stop. At this point there’s a nice balance between reusability, readability, and semantic meaning.

But Adam goes further…

Phase 4: Content-agnostic components + utility classes

Okay. The occasional utility class (for alignment and clearing) can be very handy. This is definitely the point to stop though, right?

Phase 5: Utility-first CSS

Oh God, no!

Once this clicked for me, it wasn’t long before I had built out a whole suite of utility classes for common visual tweaks I needed, things like:

  • Text sizes, colors, and weights
  • Border colors, widths, and positions
  • Background colors
  • Flexbox utilities
  • Padding and margin helpers

If one drink feels good, then ten drinks must be better, right?

At this point there is no benefit to even having an external stylesheet. You may as well use inline styles. Ah, but Adam has anticipated this and counters with this difference between inline styles and having utility classes for everything:

You can’t just pick any value want; you have to choose from a curated list.

Right. But that isn’t a technical solution, it’s a cultural one. You could just as easily have a curated list of allowed inline style properties and values. If you are in an environment where people won’t simply create a new utility class every time they want to style something, then you are also in an environment where people won’t create new inline style combinations every time they want to style something.

I think Adam has hit on something important here, but it’s not about utility classes. His suggestion of “utility-first CSS” will only work if the vocabulary is strictly adhered to. For that to work, everyone touching the code needs to understand the system and respect the boundaries of it. That understanding and respect is far, far more important than any particular way of structuring HTML and CSS. No technical solution can replace that sort of agreement …not even slapping !important on every declaration to make them immutable.

I very much appreciate the efforts that people have put into coming up with great naming systems and methodologies, even the ones I don’t necessarily agree with. They’re all aiming to make that overlap of HTML and CSS less painful. But the really hard problem is where people overlap.

Sunday, June 18th, 2017

Microformats : Meaningful HTML

A great one-page intro to microformats (h-card in particular), complete with a parser that exports JSON. Bookmark this for future reference.

Tuesday, February 21st, 2017

kamranahmedse/design-patterns-for-humans: Design Patterns for Humans™ - An ultra-simplified explanation

I’m crap at object-oriented programming (probably because I don’t get get enough practice), but I’ve had a quick read through this and it looks like a nice clear primer. I shall return and peruse in more depth next time I’m trying to remember how to do all this class-based stuff.

Friday, February 17th, 2017

Teaching in Porto, day five

For the final day of the week-long masterclass, I had no agenda. This was a time for the students to work on their own projects, but I was there to answer any remaining questions they might have.

As I suspected, the people with the most interest and experience in development were the ones with plenty of questions. I was more than happy to answer them. With no specific schedule for the day, we were free to merrily go chasing down rabbit holes.

SVG? Sure, I’d be happy to talk about that. More JavaScript? My pleasure! Databases? Not really my area of expertise, but I’m more than willing to share what I know.

It was a fun day. The centrepiece was a most excellent lunch across the river at a really traditional seafood place.

At the very end of the day, after everyone else had gone, I sat down with Tiago to discuss how the week went. Overall, I was happy. I was nervous going into this masterclass—I had never done a whole week of teaching—but based on the feedback I got, I think I did okay. There were times when I got impatient, and I wish I could turn back the clock and erase those moments. I noticed that those moments tended to occur when it was time for hands-on-keyboards coding: “no, not like that—like this!” I need to get better at handling those situations. But when we working on paper, or having stand-up discussions, or when I was just geeking out on a particular topic, everything felt quite positive.

All in all, this week has been a great experience. I know it sounds like a cliché, but I felt it was a real honour and a privilege to be involved with the New Digital School. I’ve enjoyed doing hands-on teaching, and I’d like to do more of it.

Teaching in Porto, day four

Day one covered HTML (amongst other things), day two covered CSS, and day three covered JavaScript. Each one of those days involved a certain amount of hands-on coding, with the students getting their hands dirty with angle brackets, curly braces, and semi-colons.

Day four was a deliberate step away from all that. No more laptops, just paper. Whereas the previous days had focused on collaboratively working on a single document, today I wanted everyone to work on a separate site.

The sites were generated randomly. I made five cards with types of sites on them: news, social network, shopping, travel, and learning. Another five cards had subjects: books, music, food, pets, and cars. And another five cards had audiences: students, parents, the elderly, commuters, and teachers. Everyone was dealt a random card from each deck, resulting in briefs like “a travel site about food for the elderly” or “a social network about music for commuters.”

For a bit of fun, the first brainstorming exercise (run as a 6-up) was to come with potential names for this service—4 minutes for 6 ideas. Then we went around the table, shared the ideas, got feedback, and settled on the names.

Now I asked everyone to come up with a one-sentence mission statement for their newly-named service. This was a good way of teasing out the most important verbs and nouns, which led nicely into the next task: answering the question “what is the core functionality?”

If that sounds familiar, it’s because it’s the first part of the three-step process I outlined in Resilient Web Design:

  1. Identify core functionality.
  2. Make that functionality available using the simplest possible technology.
  3. Enhance!

We did some URL design, figuring out what structures would make sense for straightforward GET requests, like:

  • /things
  • /things/ID

Then, once it was clear what the primary “thing” was (a car, a book, etc.), I asked them to write down all the pieces that might appear on such a page; one post-it note per item e.g. “title”, “description”, “img”, “rating”, etc.

The next step involved prioritisation. They took those post-it notes and put them on the wall, but they had to put them in a vertical line from top to bottom in decreasing order of importance. This can be a challenge, but it’s better to solve these problems now rather than later.

Okay. I know asked them to “mark up” those vertical lists of post-it notes: writing HTML tag names by each one. By doing this before doing any visual design, it meant they were thinking about the meaning of the content first.

After that, we did a good ol’ fashioned classic 6-up sketching exercise, followed by critique (including a “designated dissenter” for each round). At this point, I was encouraging them to go crazy with ideas—they already had the core functionality figured out (with plain ol’ client/server requests and responses) so they could all the bells and whistles they wanted on top of that.

We finished up with a discussion of some of those bells and whistles, and how they could be used to improve the user experience: Ajax, geolocation, service workers, notifications, background sync …the sky’s the limit.

It was a whirlwind tour for just one day but I think it helped emphasise the importance of thinking about the fundamentals before adding enhancements.

This marked the end of the structured masterclass lessons. Tomorrow I’m around to answer any miscellaneous questions (if I can) and chat to the students individually while they work on their term projects.

Thursday, February 16th, 2017

Teaching in Porto, day three

Day two ended with a bit of a cliffhanger as I had the students mark up a document, but not yet style it. In the morning of day three, the styling began.

Rather than just treat “styling” as one big monolithic task, I broke it down into typography, colour, negative space, and so on. We time-boxed each one of those parts of the visual design. So everyone got, say, fifteen minutes to write styles relating to font families and sizes, then another fifteen minutes to write styles for colours and background colours. Bit by bit, the styles were layered on.

When it came to layout, we closed the laptops and returned to paper. Everyone did a quick round of 6-up sketching so that there was plenty of fast iteration on layout ideas. That was followed by some critique and dot-voting of the sketches.

Rather than diving into the CSS for layout—which can get quite complex—I instead walked through the approach for layout; namely putting all your layout styles inside media queries. To explain media queries, I first explained media types and then introduced the query part.

I felt pretty confident that I could skip over the nitty-gritty of media queries and cross-device layout because the next masterclass that will be taught at the New Digital School will be a week of responsive design, taught by Vitaly. I just gave them a taster—Vitaly can dive deeper.

By lunch time, I felt that we had covered CSS pretty well. After lunch it was time for the really challenging part: JavaScript.

The reason why I think JavaScript is challenging is that it’s inherently more complex than HTML or CSS. Those are declarative languages with fairly basic concepts at heart (elements, attributes, selectors, etc.), whereas an imperative language like JavaScript means entering the territory of logic, loops, variables, arrays, objects, and so on. I really didn’t want to get stuck in the weeds with that stuff.

I focused on the combination of JavaScript and the Document Object Model as a way of manipulating the HTML and CSS that’s already inside a browser. A lot of that boils down to this pattern:

When (some event happens), then (take this action).

We brainstormed some examples of this e.g. “When the user submits a form, then show a modal dialogue with an acknowledgement.” I then encouraged them to write a script …but I don’t mean a script in the JavaScript sense; I mean a script in the screenwriting or theatre sense. Line by line, write out each step that you want to accomplish. Once you’ve done that, translate each line of your English (or Portuguese) script into JavaScript.

I did quick demo as a proof of concept (which, much to my surprise, actually worked first time), but I was at pains to point out that they didn’t need to remember the syntax or vocabulary of the script; it was much more important to have a clear understanding of the thinking behind it.

With the remaining time left in the day, we ran through the many browser APIs available to JavaScript, from the relatively simple—like querySelector and Ajax—right up to the latest device APIs. I think I got the message across that, using JavaScript, there’s practically no limit to what you can do on the web these days …but the trick is to use that power responsibly.

At this point, we’ve had three days and we’ve covered three layers of web technologies: HTML, CSS, and JavaScript. Tomorrow we’ll take a step back from the nitty-gritty of the code. It’s going to be all about how to plan and think about building for the web before a single line of code gets written.

Wednesday, February 15th, 2017

Teaching in Porto, day two

The second day in this week-long masterclass was focused on CSS. But before we could get stuck into that, there were some diversions and tangents brought on by left-over questions from day one.

This was not a problem. Far from it! The questions were really good. Like, how does a web server know that someone has permission to carry out actions via a POST request? What a perfect opportunity to talk about state! Cue a little history lesson on the web’s beginning as a deliberately stateless medium, followed by the introduction of cookies …for good and ill.

We also had a digression about performance, file sizes, and loading times—something I’m always more than happy to discuss. But by mid-morning, we were back on track and ready to tackle CSS.

As with the first day, I wanted to take a “long zoom” look at design and the web. So instead of diving straight into stylesheets, we first looked at the history of visual design: cave paintings, hieroglyphs, illuminated manuscripts, the printing press, the Swiss school …all of them examples of media where the designer knows where the “edges” of the canvas lie. Not so with the web.

So to tackle visual design on the web, I suggested separating layout from all the other aspects of visual design: colour, typography, contrast, negative space, and so on.

At this point we were ready to start thinking in CSS. I started by pointing out that all CSS boils down to one pattern:

selector {
  property: value;
}

The trick, then, is to convert what you want into that pattern. So “I want the body of the page to be off-white with dark grey text” in English is translated into the CSS:

body {
  background-color: rgb(225,225,255);
  color: rgb(51,51,51);
}

…and so one for type, contrast, hierarchy, and more.

We started applying styles to the content we had collectively marked up with post-it notes on day one. Then the students split into groups of two to create an HTML document each. Tomorrow they’ll be styling that document.

There were two important links that come up over the course of day two:

  1. A Dao Of Web Design by John Allsopp, and
  2. The CSS Zen Garden.

If all goes according to plan, we’ll be tackling the third layer of the web technology stack tomorrow: JavaScript.

Monday, February 13th, 2017

Teaching in Porto, day one

Today was the first day of the week long “masterclass” I’m leading here at The New Digital School in Porto.

When I was putting together my stab-in-the-dark attempt to provide an outline for the week, I labelled day one as “How the web works” and gave this synopsis:

The internet and the web; how browsers work; a history of visual design on the web; the evolution of HTML and CSS.

There ended up being less about the history of visual design and CSS (we’ll cover that tomorrow) and more about the infrastructure that the web sits upon. Before diving into the way the web works, I thought it would be good to talk about how the internet works, which led me back to the history of communication networks in general. So the day started from cave drawings and smoke signals, leading to trade networks, then the postal system, before getting to the telegraph, and then telephone networks, the ARPANET, and eventually the internet. By lunch time we had just arrived at the birth of the World Wide Web at CERN.

It wasn’t all talk though. To demonstrate a hub-and-spoke network architecture I had everyone write down someone else’s name on a post-it note, then stand in a circle around me, and pass me (the hub) those messages to relay to their intended receiver. Later we repeated this exercise but with a packet-switching model: everyone could pass a note to their left or to their right. The hub-and-spoke system took almost a minute to relay all six messages; the packet-switching version took less than 10 seconds.

Over the course of the day, three different laws came up that were relevant to the history of the internet and the web:

Metcalfe’s Law
The value of a network is proportional to the square of the number of users.
Postel’s Law
Be conservative in what you send, be liberal in what you accept.
Sturgeon’s Law
Ninety percent of everything is crap.

There were also references to the giants of hypertext: Ted Nelson, Vannevar Bush, and Douglas Engelbart—for a while, I had the mother of all demos playing silently in the background.

After a most-excellent lunch in a nearby local restaurant (where I can highly recommend the tripe), we started on the building blocks of the web: HTTP, URLs, and HTML. I pulled up the first ever web page so that we could examine its markup and dive into the wonder of the A element. That led us to the first version of HTML which gave us enough vocabulary to start marking up documents: p, h1-h6, ol, ul, li, and a few others. We went around the room looking at posters and other documents pinned to the wall, and starting marking them up by slapping on post-it notes with opening and closing tags on them.

At this point we had covered the anatomy of an HTML element (opening tags, closing tags, attribute names and attribute values) as well as some of the history of HTML’s expanding vocabulary, including elements added in HTML5 like section, article, and nav. But so far everything was to do with marking up static content in a document. Stepping back a bit, we returned to HTTP, and talked about difference between GET and POST requests. That led in to ways of sending data to a server, which led to form fields and the many types of inputs at our disposal: text, password, radio, checkbox, email, url, tel, datetime, color, range, and more.

With that, the day drew to a close. I feel pretty good about what we covered. There was a lot of groundwork, and plenty of history, but also plenty of practical information about how browsers interpret HTML.

With the structural building blocks of the web in place, tomorrow is going to focus more on the design side of things.

Tuesday, January 3rd, 2017

Kiss My Classname - Zeldman on Web & Interaction Design

I understand how bloated and non-reusable code can get when a dozen people who don’t talk to each other work on it over a period of years. I don’t believe the problem is the principle of semantic markup or the cascade in CSS. I believe the problem is a dozen people working on something without talking to each other.

Friday, November 25th, 2016

Hey designers, if you only know one thing about JavaScript, this is what I would recommend | CSS-Tricks

This is a really great short explanation by Chris. I think it shows that the really power of JavaScript in the browser isn’t so much the language itself, but the DOM—the glue that ties the JavaScript to the HTML.

It reminds me of the old jQuery philosophy: find something and do stuff to it.

Monday, July 25th, 2016

Class teacher

ES6 introduced a whole bunch of new features to JavaScript. One of those features is the class keyword. This introduction has been accompanied by a fair amount of concern and criticism.

Here’s the issue: classes in JavaScript aren’t quite the same as classes in other programming languages. In fact, technically, JavaScript doesn’t really have classes at all. But some say that technically isn’t important. If it looks like a duck, and quacks like a duck, shouldn’t we call it a duck even if technically it’s somewhat similar—but not quite the same—species of waterfowl?

The argument for doing this is that classes are so familiar from other programming languages, that having some way of using classes in JavaScript—even if it isn’t technically the same as in other languages—brings a lot of benefit for people moving over to JavaScript from other programming languages.

But that comes with a side-effect. Anyone learning about classes in JavaScript will basically be told “here’s how classes work …but don’t look too closely.”

Now if you believe that outcomes matter more than understanding, then this is a perfectly acceptable trade-off. After all, we use computers every day without needing to understand the inner workings of every single piece of code under the hood.

It doesn’t sit well with me, though. I think that understanding how something works is important (in most cases). That’s why I favour learning underlying technologies first—HTML, CSS, JavaScript—before reaching for abstractions like frameworks and libraries. If you understand the way things work first, then your choice of framework, library, or any other abstraction is an informed choice.

The most common way that people refer to the new class syntax in JavaScript is to describe it as syntactical sugar. In other words, it doesn’t fundamentally introduce anything new under the hood, but it gives you a shorter, cleaner, nicer way of dealing with objects. It’s an abstraction. But because it’s an abstraction taken from other programming languages that work differently to JavaScript, it’s a bit of fudge. It’s a little white lie. The class keyword in JavaScript will work just fine as long as you don’t try to understand it.

My personal opinion is that this isn’t healthy.

I’ve come across two fantastic orators who cemented this view in my mind. At Render Conf in Oxford earlier this year, I had the great pleasure of hearing Ashley Williams talk about the challenges of teaching JavaScript. Skip to the 15 minute mark to hear her introduce the issues thrown up classes in JavaScript.

More recently, the mighty Kyle Simpson was on an episode of the JavaScript Jabber podcast. Skip to the 17 minute mark to hear him talk about classes in JavaScript.

(Full disclosure: Kyle also some very kind things about some of my blog posts at the end of that episode, but you can switch it off before it gets to that bit.)

Both Ashley and Kyle bring a much-needed perspective to the discussion of language design. That perspective is the perspective of a teacher.

In his essay on W3C’s design principles, Bert Bos lists learnability among the fundamental driving forces (closely tied to readability). Learnability and teachability are two sides of the same coin, and I find it valuable to examine any language decisions through that lens. With that mind, introducing a new feature into a language that comes with such low teachability value as to warrant a teacher actively telling a student not to learn how things really work …well, that just doesn’t seem right.

Tuesday, July 12th, 2016

How Will Web Components Change CSS Architecture? - Snook.ca

Depending on how you’re currently structuring your CSS and class attributes, web components might not make all that much of a difference to your workflow.

Thursday, July 7th, 2016

The :target Trick

An alternative to using the :checked pseudo-class for sprinkling in some behaviour—you can use the :target pseudo-class. It might mess up the browser history though.

Monday, May 30th, 2016

marmelab/universal.css: The only CSS you will ever need

Ensure that your class names never go out of sync with your style declarations with this one simple trick:

Take any CSS rule you want to apply, replace : by -, and dots by -dot-, and you get the name of the corresponding universal css classname.

The only thing missing is immutability, so I would suggest also putting !important after each declaration in the CSS. Voila! No more specificity battles.