Slides used in session with Caroline Marcus and Annie Davey at Institute of Education on 18 March 1015

1. DIGITAL LEARNING
pre- post- and during museum visits
Institute of Education 18 March 2015
Martin Bazley
Digital Heritage Consultant

2. Focus of session
• How is digital technology used in museums
and galleries for classroom learning either
prior to or after a visit...
• Gallery visits always seem somehow separate
from what is happening in the classroom?

3. Martin Bazley
Previously:
• Teaching (7 yrs)
• Science Museum, London, Internet
Projects (7yrs)
• E-Learning Officer, Museums,Libraries and
Archives (MLA) South East (3yrs)
Slides: www.slideshare.net/martinbazley

4. Martin BazleyNow:
• Developing online resources, websites,
user testing, evaluation, training,
consultancy…
• Mentor and Monitor for HLF digital projects
Martin Bazley & Associates
www.martinbazley.com
• Chair, Digital Learning Network DLNET

5. Martin Bazley & Associates
BBC / Public Catalogue
Foundation Your Paintings
project
Consulting on user interface
Consulting on online survey
User testing

6. Martin Bazley & Associates
Ford Madox Brown Work
schools interactive with
embedded video
Consulting on content and
user interface
User testing (classroom-
based)
(Also worked on
redevelopment of main
website)

7. Martin Bazley & Associates
Development of small and
medium sized websites
Based on WordPress or
other low cost, flexible CMS,
working with various web
developer associates

8. Martin Bazley & Associates
John Ruskin Elements of
Drawing website
Consulting on content and
user interface
User testing with HE and
Ruskin specialists
Also development of schools
resource

9. Martin Bazley & Associates
The National Archives
Cabinet Papers project
Consulting on content and
user interface for schools
User testing (classroom-
based)

10. Martin Bazley & Associates
Training
Writing for the web
Developing online resources
Planning online audience
research and impact
assessment
Video for the web
Podcasting – planning,
production, promotion
Social media
Etc: ‘anything digital’

11. Poll of recent examples
Martin emailed the GEM and DLNET
lists asking for example
The responses have been emailed to
Annie Davey at IoE

12. What do teachers want?
https://vimeo.com/18888798
key ideas not lesson plans
https://vimeo.com/18867252
Oli Knight timesaver

13. Elements of online learning
resources*
Image(s) + caption(s)
Key question(s) / short activities
Background notes, activity sheets
Short videos
Zoomable images
Interactive
More complex functionality
Increasingcostandcomplexity
Mostusefulforteachers
These are the first
things to provide, and
do not require high
levels of IT expertise or
investment
First two can be done quite easily
The others will mean investment
of money and /or expert time
* for schools and other formal learning situations

22. When developing a new service for mobile, should you
create an app or a (mobile-friendly) website? Are apps the
new 'must have'? An app is not always the best choice. Good blog post:
http://www.vam.ac.uk/blog/digital-media/museumnext2014-apps-v-web

23. Developing learning resources: iterative review
Your content   Curriculum
(find a match)
Check
Does it look right for your audience’s specific needs?
If so TEST - and then amend
Learning activities   Learning outcomes
(find a match)

24. How to get it right
Audiences – research, make clear choices, then
evaluate as you go JISC SCA guidance, GetReal, AudienceFinder
Work with good people – ask others for
recommendations and look into their past work
Budget for independent consultation, user testing and
evaluation
Adopt an agile, iterative approach to development

25. Different users, different needs...
How do you get it right for everyone?
You can’t get it right for everyone.
You need to make clear decisions such as...
• Who is it for?
• What does it offer them?
• How will they use it?
To do that, you need to find out about your users

26. Testing is an iterative process
Testing isn’t something you do once
Make something
=> test it
=> refine it
=> test it again

32. Key point:
for a site designed for schools,
the most effective user testing observations
will be made in a real classroom situation

33. Evaluation: 2-phase approach

34. Site ready in parts – but not too ready:

35. The environment and social dynamics
The environment had a significant
impact on how the site was
used.
The class dynamic within the
different groups contributed to
how much the students learned.

38. Only spotted during in-class testing:
…so interactives needed
to be viewable full-
screen

40. Martin Bazley

41. Martin Bazley

42. Martin Bazley

43. Martin Bazley

44. 'This classroom user testing is all very well, but...'
How can you see everything in a class of
30 children – don't you miss things?
You see things in a classroom
that don't arise in one-to-one
testing
They are the real issues

45. 'This classroom user testing is all very well, but...'
Doesn't using a specific class with
particular needs skew the results?
» For example, low ability, poor English, equipment not
working, behaviour issues, etc - are results as reliable
as those in a 'neutral' environment?
» ‘neutral environment’ ? – no such thing - any test will be
subjective, and in any case:
» Testing is to make website work well in classroom, -
need to see effects of factors like those.
'This classroom user testing is all very well, but...'

46. 'This classroom user testing is all very well, but...'
Can't my Web developer do the testing
for us?
» best not to use external developer to do
user testing - conflict of interest
» also likely to focus more on the
technical aspects of the site than on
effect on the teacher and pupils.
» visit a classroom yourself but use an
independent evaluator for key decision
points
'This classroom user testing is all very well, but...'

50. Martin Bazley
Feel free to phone or email for help
0780 3580 727
martin@martinbazley.com