Pre-Raphaelites: an online resource


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Linda Spurdle's slides for a presentation as part of E-Learning: an overview with case studies at the Herbert Gallery, Coventry on 29 Oct 09

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Pre-Raphaelites: an online resource

  1. 1. Pre-Raphaelite Online Resource Linda Spurdle Birmingham Museums & Art Gallery
  2. 2. Project Background <ul><li>JISC digitisation funding </li></ul><ul><li>  </li></ul><ul><li>&quot;projects that will enable all users, regardless of location and time, online access to a range of authoritative digitised e-resources previously difficult or impossible to access.&quot; </li></ul><ul><li>JISC – The Joint Information Systems Committee is funded to provide world class leadership in the innovative use of ICT to support education and research. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  3. 3. Pre-Raphaelite Collection <ul><li>BMAG has the largest public collection of Pre-Raphaelite art in the world - but the vast majority was only previously available via appointment in the Print Room.  </li></ul><ul><li>  </li></ul><ul><li>Had to know what we had and exactly what you wanted to see before a visit. </li></ul><ul><li>BMAG funded £166,963 to produce Pre-Raphaelite Online Resource for use by FE & HE. </li></ul><ul><li>  </li></ul>
  4. 4. What do they want? <ul><li>A new online audience for BMAG - the HE & FE community: </li></ul><ul><ul><li>Undergraduates </li></ul></ul><ul><ul><li>Postgraduates </li></ul></ul><ul><ul><li>Lecturers </li></ul></ul><ul><ul><li>Picture Librarians </li></ul></ul><ul><ul><li>Researchers </li></ul></ul><ul><li>Curriculum & key stages underpin BMAG for Kids.  </li></ul><ul><li>  </li></ul><ul><li>What does FE & HE want/need?  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  5. 5. Audience Research <ul><li>  Questions included: </li></ul><ul><li>  </li></ul><ul><ul><li>What online resources are they using for study? </li></ul></ul><ul><ul><li>How are they using them? </li></ul></ul><ul><ul><li>What do they like/dislike? </li></ul></ul><ul><ul><li>What would they like the Pre-Raphaelite Online Resource to be? </li></ul></ul><ul><ul><li>Do they want to be able to interact with the site? e.g. tag, make comments, add content? </li></ul></ul><ul><li>  </li></ul>
  6. 7. Embracing the Web <ul><li>Lecturers and students are using the web to support research, course work, etc. </li></ul><ul><li>  </li></ul><ul><li>&quot;History of Art and the internet have a very strong relationship now -it gives you access to any gallery in the world.&quot; </li></ul><ul><li>Undergraduate </li></ul><ul><li>Hostility from some  lecturers to reliance on the web. Concerns about poor research skills & quality of information. </li></ul><ul><li>  </li></ul>
  7. 8. Demand for Quality <ul><li>&quot;If it's meant for the general public it's probably not academic enough for us.&quot; </li></ul><ul><li>Undergraduate </li></ul><ul><li>Trustworthy </li></ul><ul><li>  </li></ul><ul><li>Scholarly </li></ul><ul><li>  </li></ul><ul><li>Reliable </li></ul><ul><li>  </li></ul><ul><li>High Quality </li></ul><ul><li>  </li></ul>
  8. 9. Time Poor <ul><li>Huge passion and enthusiasm - but tempered by time. Need to be focused. </li></ul><ul><li>  </li></ul><ul><li>Resource hungry students seek quick access to content.  </li></ul><ul><li>  </li></ul><ul><li>Not about taking a 'leisurely' look at websites, but finding what they want quickly and easily. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  9. 10. Competitive <ul><li>Competitive environment. </li></ul><ul><li>Status conscience. </li></ul><ul><li>Reservations about giving away intellectual property. </li></ul><ul><li>Fear of 'getting it wrong'. </li></ul><ul><li>HE students typically work individually not collaboratively. </li></ul><ul><li>FE students more open to sharing & working together. </li></ul><ul><li>  </li></ul>
  10. 11. Wiki Rage <ul><li>“ When you first arrive, the tutors say to you, ‘if you use Wikipedia… sod off’. If you’re going to use Wikipedia you might as well not be here. It’s a load of rubbish… Wikipedia is sin.” </li></ul><ul><li>Undergraduate </li></ul><ul><li>&quot;Wikipedia is a lazy person's route to knowledge.&quot; </li></ul><ul><li>Lecturer </li></ul>
  11. 12. The Dilemma <ul><li>Web 2.0 features not embraced by HE. </li></ul><ul><li>FE students & lecturers saw potential to work together. </li></ul><ul><li>Risk of making a site off putting if we allowed people to make comments, discuss on forums, add content, etc. </li></ul><ul><li>But signs of change - especially in FE. Risk of creating an out of date site. </li></ul><ul><li>  </li></ul>
  12. 13. Is it Trustworthy and Scholarly? <ul><li>  </li></ul>
  13. 14. Our Decisions <ul><li>Scholarly, Reliable, Trustworthy... </li></ul><ul><li>  </li></ul><ul><ul><li>Collection central to the resource -  objects are the focus of the website. </li></ul></ul><ul><ul><li>Detailed records. </li></ul></ul><ul><ul><li>Project researchers - academic knowledge, enthusiasts. </li></ul></ul><ul><ul><li>User testing - with lecturer, undergraduate & postgrad. </li></ul></ul><ul><ul><li>Showing credentials </li></ul></ul><ul><ul><ul><li>Made sure the website listed who had worked on research and writing.  </li></ul></ul></ul><ul><li>  </li></ul>
  14. 15. Enhanced Access to Objects <ul><li>Zoom feature Quest for the Holy Grail link </li></ul>
  15. 16. Creating Different Ways into Content <ul><li>Related Works link </li></ul>
  16. 17. Learning Resources <ul><li>Example of how lecturers could use this website in a different way. Greater appeal to FE. </li></ul><ul><li>  </li></ul><ul><li>Stimulous piece to encourage thought and exploration. Couldn't be designed for specific course. </li></ul><ul><li>Other examples of how the website could be used in teaching also given. Also aware of school audience. </li></ul><ul><li>Link to Learning Resources </li></ul>
  17. 18. Personal Collections <ul><li>Allowed people to create: </li></ul><ul><ul><li>Personal collections </li></ul></ul><ul><ul><li>Discuss work </li></ul></ul><ul><li>Aware of fears over intellectual property, etc so allowed different options: </li></ul><ul><ul><li>Keep to self </li></ul></ul><ul><ul><li>Share with friends/colleagues/other students </li></ul></ul><ul><ul><li>Publish on website </li></ul></ul><ul><li>People are keeping their collections private. </li></ul>  Link to Personal Collections
  18. 19. Since July 2009 Launch <ul><li>I can't say too many good things about this remarkable &quot;resource.&quot; </li></ul><ul><li>William Morris Society Blog </li></ul><ul><li>  </li></ul><ul><ul><li>Excellent reviews </li></ul></ul><ul><ul><li>Great Feedback </li></ul></ul><ul><ul><li>Winner of Interactive Media Award. Nominated for BIMA & DADI awards </li></ul></ul><ul><ul><li>50,000 visitors so far </li></ul></ul><ul><li>  </li></ul>
  19. 20. Link to Website [email_address] ANY QUESTIONS?