Slides used by Martin Bazley during training day for Skills for the Future trainees and others in the Education Studio at Ashmolean Museum on 2 March 2012

1. DIGITAL TECHNOLOGY FOR
MUSEUM LEARNING
Ashmolean Museum
2 March 2012
Martin Bazley (Martin Bazley & Associates)

2. Martin Bazley
Previously
• Teaching (7 yrs)
• Science Museum, London,
Learning Unit, Internet Projects (7yrs)
• E-Learning Officer, MLA South East (3yrs)

3. Martin Bazley
• Currently
• Vice Chair, DLNET (was E-Learning Group
for Museums, Lib, Archives)
• Consultancy, websites, training, user
testing, evaluation …
Martin Bazley & Associates
www.martinbazley.com

4. Digital technology for museum learning
1015 Museum websites and new media
– What is ‘new media’?
– Museum website functions
1115 – 1130 Break
1130 Creating online content
– How people use the web
– About creating online content
1230 – 1315 Lunch

5. 1315 Online resources for schools and video for
the web
– The online learning resources market:
– Video for websites
1430 – 1445 Break
1445 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

6. 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’?

7. 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?

8. 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?

9. 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?

10. Header inc banner – establishes visual identity
Main navigation – contents summary, links to sections
Section (context-
sensitive) Right hand column –
navigation – links to relevant
contents summary items within site,
Main content area
and links sometimes outside it

11. 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.html
http://www.sciencemuseum.org.uk/educators/plan_and_book_a_visit/book_a_visit.aspx
http://www.vam.ac.uk/
http://www.amazon.co.uk/
http://jameelcentre.ashmolean.org/

12. Elements of online learning resources
These are the first
Increasing cost and complexity
things to provide, and
Image(s) + caption(s) do not require high
Most useful for teachers
levels of IT expertise or
Key question(s) / short activities investment
Background teacher notes / pupil activity sheets
Zoomable images Video can be done quite easily
The others will mean investment of
Video money and /or expert time
Interactive
More complex functionality
This is good news. Maybe creating online learning
resources is not so difficult?

13. 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

15. • 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.

16. • 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.

17. • 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.

18. 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

19. Exercise: Make this web page better

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

22. Certain types of websites impose
linear user journeys:
TheTrainline.com
Cinema ticket bookings
Self assessment tax return online

24. In most websites, although there are some
linear elements …

26. … people like to have other pathways
available to them…

27. … and most journeys are
very non-linear

28. Also, most people reach your website via
Google
Only 20% arrive at your website on the
home page

29. Most may not have had your site in mind
when searching

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

31. So each page on the site must quickly:
• engage users and
• give sense of what site is about –
otherwise most will leave

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

33. … but also choosing the right images
… layouts
… graphical look and feel
…website structure
etc etc

34. Key point of Image clearly
paragraph/ related to text
section
Broken into
short paras

35. Short video guides
• http://www.youtube.com/watch?v=AoU2yANNxRs&e
• Writing web headlines
http://www.youtube.com/watch?v=zBg7dJIfHM0

36. Header inc banner – establishes visual identity
Main navigation – contents summary, links to sections
Section (context-
sensitive) Right hand column –
navigation – links to relevant
contents summary items within site,
Main content area
and links sometimes outside it

37. 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/

38. 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/

39. Short writing exercises

40. Short writing exercises

41. 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

42. 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/

43. Task: create some
online content

44. Banner
Decide where in the site this
will be
Write a few
Short, clear summary
This is an Add a title
sentences.
ARTICLE Add subheading
page
Few more sentences

45. Where in
the site is
this?
Title
Add a
summary?
Links to related
points elsewhere
Each ‘promo’ in this site
needs
Title
Image?
One-line descn
This is a SECTION
page - one of these
links goes to the
article page

46. Interactive whiteboards

47. Roles of IWB
… at different points in the lesson /
learning cycle
– Starter
– Main
– Plenary

48. 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 etc
as ‘interactive’
second used mainly by educators

49. 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

50. Resources for use on whiteboards -
examples
• Wartime in Bedford
• http://www.movinghere.org.uk/schools/defaul
• www.mylearning.org/overview.asp?journeyid=
(Passion for Fashion)
• http://www.mylearning.org/overview.asp?jour
(Ruskin)
• Ford Madox Brown MAG

51. Some examples
– http://www.nhm.ac.uk/nature-online/british-natura
– http://www.manchestergalleries.org/the-collection
– www.seayourhistory.org.uk/content/view/39/77/
– http://www.portsmouth.gov.uk/business/2781.htm

52. 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/copyw

53. More information (2)
• Simple to follow good practice list:
http://www.jisc.ac.uk/aboutus/whoweare/brand
• Articles to read and help you develop skills
http://www.writingfortheweb.co.uk/artwrite.htm
• Classic advice from usability guru Jakob
Nielsen
http://www.useit.com/papers/webwriting/

54. Elements of online learning resources
These are the first
Increasing cost and complexity
things to provide, and
Image(s) + caption(s) do not require high
Most useful for teachers
levels of IT expertise or
Key question(s) / short activities investment
Background teacher notes / pupil activity sheets
Zoomable images Video can be done quite easily
The others will mean investment of
Video money and /or expert time
Interactive
More complex functionality

55. Two contrasting examples of
resource development
Both produced for Ashmolean Museum
- Flash interactive
- John Ruskin resources including video

56. Example 1: Brighton Then & Now whiteboard interactive
• 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!
Brighton Then and Now screenshot
• Attempts to create interactives in house
http://www.ashmolean.org/education/resources/resources2011/interactives/Brighton
less successful

57. 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.

58. 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.

59. Example 2: ‘Through Ruskin’s Eyes’ learning package
• 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)
‘Through Ruskin’s Eyes’ screenshot
• Opportunity to try out new approaches eg
video clips
http://educationonline.ashmolean.org/ruskin/ ‘solution’ for education staff to
•Resulted in
create teaching and learning packages
(requiring minimal help from busy ICT team)

62. 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

63. John Ruskin resource: cons
- Does not have the ‘wow’ factor of an
‘interactive’

64. 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.

65. 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

66. 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

67. 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

68. 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

69. 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

70. 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

71. 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

72. 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

73. 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?

74. 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.

75. Developing a learning resource: iterative review
your content   curriculum
(find a match)
Check
Learning activities   Learning outcomes
(find a match)
Does it match your audience’s specific needs?
If so TEST - and then amend

76. ‘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

77. Elements of online learning resources
Increasing cost and complexity
Image(s) + caption(s)
Most useful for teachers
Key question(s) / short activities
Background teacher notes / pupil activity sheets
Zoomable images
Video
Interactive
More complex functionality

78. 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?

79. Website users

80. 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?

81. 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…

82. Who for…?
What for?
How will they use it?

83. Learning resource: iterative planning
content   curriculum
(find a match)
Learning activities   Learning outcomes
(find a match)
Filtered by your specific audience needs

84. Who for…?
What for?
How will they use it?

85. 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

86. 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

87. 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?

88. Examples of teacher feedback
• Vimeo videos
• http://vimeo.com/18888798 Key ideas
• http://vimeo.com/18892401 Lesson starter
• http://vimeo.com/18867252 Timesaver

89. 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?

90. Crit room

91. 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!

92. Crit room sites

93. More information / advice / ideas
Martin Bazley
0780 3580 737
www.martinbazley.com