DIGITAL TECHNOLOGY FOR MUSEUM LEARNING

Ashmolean Museum2 March 2012

Martin Bazley (Martin Bazley & Associates)

Martin BazleyPreviously• Teaching (7 yrs)• Science Museum, London,

Learning Unit, Internet Projects (7yrs)• E-Learning Officer, MLA South East (3yrs)

Martin Bazley• Currently• Vice Chair, DLNET (was E-Learning

Group for Museums, Lib, Archives)• Consultancy, websites, training, user

testing, evaluation …Martin Bazley & Associateswww.martinbazley.com

Digital technology for museum learning

1015 Museum websites and new media– What is ‘new media’? – Museum website functions

1115 – 1130 Break1130 Creating online content

– How people use the web– About creating online content

1230 – 1315 Lunch

1315 Online resources for schools and video for the web– The online learning resources market:– Video for websites

1430 – 1445 Break1445 Crit room and surgery

– Who is my website for? What will it offer this audience? How, when, where, why

– Review examples / simulated user testing

1630 Feedback forms and close

Sharpen your mice... starter for 10

• What ways can you think of, in which digital technology can be used to engage and work with young people?

• What’s the difference between new media and social media? Why ‘new’ and why ‘social’?

Sharpen your mice... starter for 10

• What social media services have you heard of, and what do you know about them?

• Which is more popular with young people, MySpace, Facebook, LinkedIn or WordPress?

• What is RSS?

Sharpen your mice... starter for 10

• What is a blog and where does the word come from?

• What is a podcast and where does the word come from?

Sharpen your mice... starter for 10

• When using Facebook to work with young people, it is important to....

CommonCraft videos

Online audiences site

Podcast examples?

Header inc banner – establishes visual identityHeader inc banner – establishes visual identity

Main navigation – contents summary, links to sectionsMain navigation – contents summary, links to sections

Section (context-sensitive)

navigation – contents summary

and links

Section (context-sensitive)

navigation – contents summary

and links

Right hand column – links to relevant

items within site, sometimes outside it

Right hand column – links to relevant

items within site, sometimes outside itMain content areaMain content area

Website examples

http://eastanglianlife.org.uk/discover/ http://www.museumoflondon.org.uk/London-Wall/Visiting-us/ http://www.nhm.ac.uk/visit-us/booking/index.htmlhttp://www.sciencemuseum.org.uk/educators/plan_and_book_a_visit/book_a_visit.aspxhttp://www.vam.ac.uk/http://www.amazon.co.uk/http://jameelcentre.ashmolean.org/

Elements of online learning resourcesImage(s) + caption(s)

Key question(s) / short activities

Background teacher notes / pupil activity sheets

Zoomable images 

Video

Interactive

More complex functionality

Increasing cost and complexity

Increasing cost and complexity M

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These are the first things to provide, and do not require high levels of IT expertise or investment

Video can be done quite easilyThe others will mean investment of money and /or expert time

This is good news. Maybe creating online learning resources is not so difficult?

We are all different and some people like to read

all the text on a web page before deciding

what to do next, even though a lot of it might

be pretty redundant but most people – or at least most regular users

of the web – rather than reading through them

in detail just scan the web pages they are using, or at least the

ones where they are still trying to work out

where to go next

• Users won't read your text thoroughly word-by-word.

Exhaustive reading is rare, especially when browsing. Yes, some people will read more, but most won't.

• The first two paragraphs must state the most important information. There's some hope that users will actually read this material – though they'll probably read more of the first paragraph than the second.

• Start subheadings, paragraphs, and bullet points with information-carrying words that users will notice when scanning down the left side of your content in the final stem of their F-behaviour.

They'll read the third word on a line much less often than the first two words.

If they have to work at it for example if they

cannot see what they are looking for, or if it doesn’t make sense to

them at first glance then most people – or at least many

people who do a lot of searching or browsing on the web just

decide that this particular site is not for them, and anyway they

have a long list of other search results or ideas to try and so they go elsewhere

Exercise: Make this web page Exercise: Make this web page betterbetter

http://www.ohs.org/education/oregonhistory/index.cfm

About website structure, About website structure, ways people use the web and ways people use the web and implications for writing for the implications for writing for the

webweb

Certain types of websites impose linear user journeys:

TheTrainline.comCinema ticket bookings

Self assessment tax return online

In most websites, although there are some linear elements …

http://www.spinningtheweb.org.uk/journey.php?Title=Quarry+Bank+Mill+learning+journey&step=4&theme=places

… people like to have other pathways available to them…

… and most journeys are very non-linear

Also, most people reach your website via Google

Only 20% arrive at your website on the home page

Most may not have had your site in mind when searching

30% of them go to home page to ‘try and work out what this site is about’

So each page on the site must quickly: (a)engage users and (b)give sense of what site is about –

otherwise most will leave

‘Writing for the web’ is not just about text…

… but also choosing the right images… layouts

… graphical look and feel…website structure

etc etc

Key point of paragraph/

section

Image clearly related to text

Broken into short paras

Short video guides

• http://www.youtube.com/watch?v=AoU2yANNxRs&eurl=http://inside.123-reg.co.uk/archives/video-writing-your-web-copy

• Writing web headlines http://www.youtube.com/watch?v=zBg7dJIfHM0

Header inc banner – establishes visual identityHeader inc banner – establishes visual identity

Main navigation – contents summary, links to sectionsMain navigation – contents summary, links to sections

Section (context-sensitive)

navigation – contents summary

and links

Section (context-sensitive)

navigation – contents summary

and links

Right hand column – links to relevant

items within site, sometimes outside it

Right hand column – links to relevant

items within site, sometimes outside itMain content areaMain content area

Home page: key functions

• Offer overview: – Show user what the site can do for them– Show user what is in the site:

• The structure at a glance• Content highlights or samples

• Engagement:– make user want to continue browsing

– www.manchestergalleries.org/

Article page: key functions

• Engage the user – make them want to consume the article

• Signposting: – Show user what else is nearby in the site

• The structure at a glance

– Show user what else the site offers them

– www.mylearning.org/overview.asp?journeyid=73

– www.manchestergalleries.org/

Short writing exercisesShort writing exercises

Short writing exercisesShort writing exercises

Home page: key functions

• Offer overview: – Show user what the site can do for them– Show user what is in the site:

• The structure at a glance• Content highlights or samples

• Engagement:– make user want to continue browsing

Article page: key functions

• Engage the user – make them want to consume the article

• Signposting: – Show user what else is nearby in the site

• The structure at a glance

– Show user what else the site offers them

– www.mylearning.org/overview.asp?journeyid=73

– www.manchestergalleries.org/

Task: create some Task: create some online contentonline content

Decide where in the site this will be

Add a title Short, clear summary Write a few

sentences. Add subheading

Few more sentences

Banner

This is an ARTICLE page

TitleAdd a summary?

Each ‘promo’ needs Title Image?One-line descn

Links to related points elsewhere in this site

Where in the site is this?

This is a SECTION page - one of these links goes to the article page

Interactive Interactive whiteboardswhiteboards

Roles of IWB

… at different points in the lesson / learning cycle

– Starter

– Main

– Plenary

Interactive” means

• “lots of things moving on screen, clickable, automatic response, quizzes etc

• interaction between students, teacher and screen – activities, conversation, cognitive engagement, etc

first meaning used mainly by companies trying to market whiteboards, software etcas ‘interactive’

second used mainly by educators

Resources - examples

• Bedford Bytes • Britons at War• Ashmolean sites• Tate Tools• Museum Network Artworks• National Portrait Gallery Mary Seacole• National Gallery• Museum of London Fire of London

Resources for use on whiteboards - examples

• Wartime in Bedford • http://www.movinghere.org.uk/

schools/default.htm • www.mylearning.org/overview.asp?

journeyid=409 (Passion for Fashion)• http://www.mylearning.org/

overview.asp?journeyid=318 (Ruskin)• Ford Madox Brown MAG

Some examples

– http://www.nhm.ac.uk/nature-online/british-natural-history/index.html

– http://www.manchestergalleries.org/the-collections/highlights-of-the-collection/narrativeobject.php?irn=876

– www.seayourhistory.org.uk/content/view/39/77/

– http://www.portsmouth.gov.uk/business/2781.html

More information:Well presented advice on usability

including writing for the web, with a useful little self test option

• http://usability.coi.gov.uk/ •  A one page structured set of advice:

http://www.webdesignfromscratch.com/copywriting/writing-for-the-web/

More information (2)• Simple to follow good practice list:http://www.jisc.ac.uk/aboutus/whoweare/

brand/webwriting.aspx• Articles to read and help you develop skillshttp://www.writingfortheweb.co.uk/

artwrite.html •  Classic advice from usability guru Jakob

Nielsenhttp://www.useit.com/papers/webwriting/

Elements of online learning resourcesImage(s) + caption(s)

Key question(s) / short activities

Background teacher notes / pupil activity sheets

Zoomable images 

Video

Interactive

More complex functionality

Increasing cost and complexity

Increasing cost and complexity M

ost u

sefu

l for

teac

hers

Mos

t use

ful f

or te

ache

rs

These are the first things to provide, and do not require high levels of IT expertise or investment

Video can be done quite easilyThe others will mean investment of money and /or expert time

Two contrasting examples of resource development

Both produced for Ashmolean Museum- Flash interactive- John Ruskin resources including video

• Funded through Take One… Picture project

• Repurposing an existing activity

• Focus on interactive element – buying in expertise not available in-house

• Opportunity to review and improve content

• Opportunity to involve local teachers

• Time consuming (attention to detail important), but great results!

• Attempts to create interactives in house less successful

Example 1: Brighton Then & Now whiteboard interactive

Brighton Then and Now screenshot

http://www.ashmolean.org/education/resources/resources2011/interactives/Brighton/Brighton.html

Take One Picture interactive: pros

+ An ‘interactive’ resource often seems more attractive.

+ Offers a richer experience around each painting.

+ Activity is closely guided, so can be used even by inexperienced teachers.

Take One Picture interactive: cons

- Relatively expensive to produce.- Quite limited in application – teachers cannot

adjust to suit their needs. - Because most images / assets are ‘wrapped’ in

Flash, this type of resource is sometimes less findable via Google etc.

• Funded through AHRC grant - small component of bigger project

• Starting from scratch - defining concept very time consuming

• Opportunity to work closely with local school on in depth project

• Heavy demands on education staff time – (esp Joint Museums Art Education Officer)

• Opportunity to try out new approaches eg video clips

•Resulted in ‘solution’ for education staff to create teaching and learning packages (requiring minimal help from busy ICT team)

Example 2: ‘Through Ruskin’s Eyes’ learning package

‘Through Ruskin’s Eyes’ screenshot

http://educationonline.ashmolean.org/ruskin/

John Ruskin resource: pros

+ Provides images, videos and straightforward activities that students or teachers can use in their own way.

+ Less expensive to develop+ More likely to be found via Google etc+ Used WordPress.com for prototyping and

Wordpress.org for the final site – with the option to produce more as required

John Ruskin resource: cons

- Does not have the ‘wow’ factor of an ‘interactive’

Overall comparison

TOP: approach quite well defined so easier to see the potential. More constrained.

Ruskin: more specialist audience so more in depth activities. Working with partners creative but increases complexity.

Wordpress.com vs Wordpress.org

Wordpress.com is particularly quick to get going – great for developing and trialling resources, or just playing around with ideas

Wordpress.org needs installation and a little maintenance, but offers a stable website solution

Making websites - CMSs

http://wordpress.com - free website creation service (pay extra for features like own domain name etc). All hosting and upgrading etc is done for you

Making websites - CMSs

http://wordpress.org - free website creation service – like .com except you have to install it on your server and you are responsible for updating, hosting costs, etc

Making websites - CMSs

www.contentcurator.net - free open-source CMS specially developed for cultural and heritage sector. Powerful and easy to use e.g. in-place editing

Making websites - CMSs

www.cmsmadesimple.org - free website creation service – you install it on your server and you are responsible for updating, hosting costs, etc - very similar to wordpress.org

Video for the web

Reasons to use it• Moving images have much more impact, tend

to attract more interest• Demonstrate evidence of engagement with

school groups / other learners• Good medium for explaining things,

stimulating discussion etc

Video for the web

Equipment, technical etc• Video camera – choose something simple

without too many controls (RIP Kodak Zi8 ...)

• Use an external microphone – sound quality is biggest factor in overall quality.

• Tripod probably a good idea• Think about lighting, background noise etc

Video for the web

Storyboarding• Plan for a short video (for the web, for

schools, for general interest)• You can always add more clips, and present

them as ‘chapters’ in a sequence• Imagine shooting it and play it back in your

mind – then revise the storyboard

Video for the web

Editing• Most time consuming element! Many hours,

for short clips, until more experienced.• Free programs fine – iMovie (Mac),

MovieMaker (Windows), and search online• ‘cutaways’ is main additional feature you

might need – Adobe Premiere Elements?

Video for the web

Sharing and uploading• YouTube, Vimeo etc – these handle all the

format conversion for you and provide streaming service

• Upload file to website – can be good (YouTube blocked in some schools) but more technical fiddling required.

Developing a learning resource: iterative review

your content curriculum (find a match)

Ch

eck

Does it match your audience’s specific needs?

If so TEST - and then amend

Learning activities Learning outcomes (find a match)

‘What have museums ever done for us?’The main value added for teachers working online is

selection of suitable material

with learning activities and outcomes in mind

Focus resources on editorial, evaluation and testing

rather than technical functionality

Elements of online learning resourcesImage(s) + caption(s)

Key question(s) / short activities

Background teacher notes / pupil activity sheets

Zoomable images 

Video

Interactive

More complex functionality

Increasing cost and complexity

Increasing cost and complexity M

ost u

sefu

l for

teac

hers

Mos

t use

ful f

or te

ache

rs

Reflection

How can you create effective learning resources on a limited budget?

What are the quick wins for teachers, in online provision?

How do you build a case for investing in the development of online resources?

Website usersWebsite users

Website users• Who uses your website?

• Why would they want to use it?

• How would they find it?

• What do they get out of it?

• What do they dislike about it?

How do you get it right for everyone?

• Answer:• You can’t get it right for everyone.

• You have to make choices, and stick to them:

• Who is it for? • What..• How…

Who for…?Who for…?What for?What for?

How will they use it?How will they use it?

Learning resource: iterative planning

content curriculum (find a match)

Learning activities Learning

outcomes (find a match)

Filtered by your specific audience needs

Who for…?Who for…?What for?What for?

How will they use it?How will they use it?

Who for what for ...• Who for? (audience)

Need to be clear from start• mum + 2 children looking for something to do

this weekend• teachers of yr5/6 in local area with whiteboards• men interested in gadgets

Who for what for ...• What ‘real-world’ outcomes?

What will they do as a result of using the site?

• make a donation• plan a visit to a museum• buy a train ticket• think differently about learning disability

Who for what for ...• How will they use it? (user experience)

What do they actually do on the site? • browse and read articles

• working alone or in pairs? (learning resources)• lean forward or sit back?• Browsing, following, searching…

• Also Where, When and Why?

Examples of teacher feedback

• Vimeo videos• http://vimeo.com/18888798 Key ideas• http://vimeo.com/18892401 Lesson

starter• http://vimeo.com/18867252 Timesaver

Who for what for ...• Website appraisal

– For each example note first impressions

•Who is it for?•What does it offer them?•How will they use it?

Crit roomCrit room

Crit room

Simulated user testing- Learn how user testing works- Get feedback on specifics of websites

Remember this is just a simulation of real user testing!

Crit room sites

More information / advice / ideas

Martin Bazley0780 3580 737

www.martinbazley.com