You guys are a great museum with realprograms and a highly qualified, professionalstaff. It was truly jarring to visit your website --it just doesnt convey the great qualities that arethe essence of your institution. This survey isgood and needed research and its brave of youto open it up to the outside. good luck! It’s pretty bad.... I love the Albany institute and find it both beautiful, sophisticated and art historically rigorous. the website, however does not convey those qualities. It is downright ugly, busy and confusing. The colors, layout and user interface need to be streamlined to better serve the website visitors and encourage them to attend and support the museum.” Patricia Search, Professor, Department of Language, Literature and Communication, RPI Natt Phenjati, RPI Class of 2010 Harvard University Class of 2013
Do you usually visit a museum’s website before visiting the museum? Response Percent No 12% Yes 88%Do you usually visit a museum’s website after you visit the museum? Response Percent YesEducators: 23% 38%Arts/Non Profit/Education NoAdministrators: 17% 62%
How important to you are these museum website features? Rating Average Interactive Media 2.10 Directions and Hours 3.54 Education 2.80 Exhibitions 3.61 Collections 3.20 Calendar 3.46 News 2.89 Shop 2.13 1 2 3 4
When we did the survey, the box did not have the word “Search” inside Please visit the Detroit Art Institute website. Try to find the title of a painting by “Frederic Edwin Church.” How hard is it to find?I entered his name into the search box. Theonly problem is that it is not labeled as asearch box. That is a real problem, I guess. Ifyou read it quickly it looks more like some sortof login box.
?Please visit the Hudson River Mill Project “It seemed you had towebsite. Try to find information about “The 1910 read carefully andStrike.” How hard is it? think about what each link might contain. I prefer a search option on websites.”
Response Count353025201510 5 0 Very Hard Hard Average Easy Very Easy hudsonrivermillproject.org dia.org
Please visit and explorethe Chicago HistoryMuseum website and thePeabody Essex Museumwebsite. Then rate thequality of each website.
Chicagohs.orgs Response Count200180 www.chicagohs.org160140120100 80 60 40 20 0Unacceptable Poor Average Good Excellent Ease of Use Appearance Content Overall Experience PEM.orgs Response Count 200 180 160 140 120 100 80 60 www.pem.org 40 20 0 Unacceptable Poor Average Good Excellent Ease of Use Appearance Content Overall Experience
Please rank the homepages of these websitesaccording to how visually appealing they are.
August 2010 Focus Group for EducatorsAlbany Institute Teacher ResourcesCan We Go Digital?20 teachers8 school districts3 private schools6 NY counties40% elementary school15% middle school35% high school10% community college24% ages 21-3029% ages 31-40 Highest ratings went to website pages18% ages 41-50 that incorporated text, images and maps.29% ages 51–60Make explicit the cross curricular connections materials produced for teachers to quickly see how the museum based lessons and activities are inherently cross curricular and support simultaneous learning in multiple subjects.
Teachers in our region are very familiar withthe internet as a classroom resource.94% use resources found on museum websites76% use resources found on library websites88% visit a museum’s website before bringing their classto a museum65% visit a museum’s website after bringing their class toa museum65% had digital projectors in their classrooms or theycould request that one be brought in for their use40% had interactive whiteboards mounted to theirclassroom walls 25% use overhead projectors with transparencies as ateaching tool
National Geographic and PBS websites were most frequently used 65-70% www.education.nationalgeographic.com/education www.pbs.org/teachersResources meant to be used in aconnected, on line environment
The Library of Congress, The Smithsonian Institution, The MetropolitanMuseum of Art and The New York State Archives were used by 40-55%of the focus group.www.loc.gov/teachers
americanart.si.edu/education/resources/guides www.si.edu • Compare and contrast these portraits of George Washington. • What do these representations say about Washington’s impact on the US Government? • How do they compare to the way you are used to seeing him represented? • What classical references do you see?George Washington refused to accept the extraordinary power Congressoffered to him after his victory over the British, declaring "as the sword wasthe last resort for the preservation of our liberties, so it ought to be the firstthing laid aside, when those liberties are firmly established." He resigned hismilitary commission and became an ordinary citizen because he believed thatonly monarchies needed standing armies, chiefly to keep the peoplesubdued. Citizen militias, organized at moments of crisis and quicklydisbanded, represented the true nature of a democracy. Pettrich created thiswork at a time when political power in the United States was beingconsolidated around the federal government. He may have felt that thishistoric moment in Washingtons life would remind a new generation of thenation’s founding ideals, and of the dangers of too much power given to toofew.
Visually appealing The British MuseumEasy to navigate87% applicable to the curriculum100% would use the activities with their students100% could be used by social studies and visual artteachers equally50% the teachers thought the lessons were applicable toScience and TechnologyAppreciated the large number of imagesLinks to other resourcesDetailed instructions for activitiesCut and paste images and text to incorporate into classroomwork
National Geographic In the past month National Geographic has updated the teacher section of it’s website ! Go online to comment.70% teachers indicated that they used this resource in the first part ofthe assessment, in the qualitative assessment, strong biases wererevealed.Did not like the advertisements on the National Geographic pagesActivities needed context for teachersWould be best for younger children.Did not see connections to the Visual Arts, English Language orTechnology, only science and social studies.They would not use the activities if they were available in print form.
The Seattle Art Museum ½ found it easy to navigate, ½ found it difficult ½ thought it would be easier to use the resource in print form All found clear curriculum connections in Visual Art, English and Social Studies None found connections to Science, Math or Technology One thought that she would use the scripts that provided the appropriate questions for teachers to ask. Too much text. I can’t even bring myself to read it.
Fun, but perhaps not age appropriate for elementary studentsBest way to use: do game together on the interactive white board and thenindividually in the computer labThe gap in available technology in our region revealed again in that 35% of theteachers that indicated they wouldn’t use it because it was too difficult to get all theirstudents on a computer at the same timeSeveral wanted information about the artifacts pictured in the game.Only 20% of the teachers found curriculum connections to the game.oi.uchicago.edu/OI/MUS/ED/mummy.html Embalm Your Own Mummy, Oriental Institute at the University of Chicago
Awarded a Museums for America grant from Institute of Museum and Library Services project start date August 1, 2010 Contracted with Slate Roof Studio December 2010 as website designers after a 3 month search and proposal process
Hannah Dym, RPI, Class of 2010 Patricia Search, Professor, LLC, RPIGiven budget and time restraints, what website features anddesign components will be most important in ensuring asatisfying experience for the primary users of AIHA’s newwebsite?
The Teacher Survey had a total of 25 questions 48 teachers responded
www.denverartmuseum.org I love the idea of the lesson plan and the background information because that is what a classroom teacher probably does not know and does not have time to find out. In the fast pace of the elementary day, I don’t think that a classroom teacher would spend 45 minutes unless it was really integral to what was being studied. Kids doing internet research is often prohibited by school policies. I would have rather had websites listed for the teacher to look at and choose how to get that information to the students.
ABCTeachBrainPopCulturegramsDiscovery EducationEdHelperEnchanted LearningHistory ChannelHistory.orgMuseum of Modern ArtNASANational Council of Teachers of EnglishNew York State History Association – FarmersMuseumNOAAReadingAtoZStageforlearning.comTIME for kidsWikipedia, WikimediaYoutube
Convention n.(4) An arbitrary but consistently observed usageConventional adj.Depending on or deriving from convention,customary, sanctioned by usage
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