Audience Research in a Web 2.0 world

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Workshop given at New Zealand Digital Forum Conference 28/11/08, Auckland

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Audience Research in a Web 2.0 world

  1. 1. Doing audience research in a Web 2.0 world Dr Lynda Kelly, Australian Museum
  2. 2. <ul><li>What is audience research? </li></ul><ul><li>How is it done? </li></ul><ul><li>What has it told us? </li></ul><ul><li>How do we use it? </li></ul>Coverage
  3. 4. <ul><li>Gilman: 1916 </li></ul><ul><li>Robinson & Melton: 1930-1940s </li></ul><ul><li>Alt, Shaw, Griggs: 1970-1980s </li></ul><ul><li>Screven, Hood: 1980-1990s </li></ul><ul><li>Falk & Dierking: 1990-2004 </li></ul><ul><li>Hein, 1998 </li></ul><ul><li>Museum Learning Collaborative: 2000  </li></ul><ul><li>Web 2.0 & Evaluation: Kelly & Russo, 2007; 2008 </li></ul><ul><li>Website Analytics: Chan, 2008 </li></ul>Development of audience research
  4. 5. <ul><li>Purpose of audience research: </li></ul><ul><ul><li>Who uses audience research </li></ul></ul><ul><ul><li>What have they done </li></ul></ul><ul><ul><li>What have they used it for </li></ul></ul><ul><ul><li>Feedback/questions </li></ul></ul>Exercise 1
  5. 6. <ul><li>It gives us data about: </li></ul><ul><ul><li>leisure patterns: who , where, why </li></ul></ul><ul><ul><li>demographics </li></ul></ul><ul><ul><li>what people want from a visit </li></ul></ul><ul><ul><li>what they do when they visit </li></ul></ul><ul><ul><li>prior interests and knowledge </li></ul></ul><ul><ul><li>satisfaction </li></ul></ul><ul><ul><li>what they learn and take away </li></ul></ul>Why do audience research?
  6. 7. <ul><li>Find out visitor mix: </li></ul><ul><ul><li>locals, tourists (Austn, O/s), age, social grouping </li></ul></ul><ul><li>Visiting patterns: </li></ul><ul><ul><li>weekdays, weekends, seasonal </li></ul></ul><ul><ul><li>helps to plan programs, opening hours, pages </li></ul></ul><ul><li>Track advertising and marketing </li></ul>
  7. 8. <ul><li>For use in: </li></ul><ul><ul><li>promotion and marketing </li></ul></ul><ul><ul><li>grant applications </li></ul></ul><ul><ul><li>grant acquittals </li></ul></ul><ul><ul><li>decision making </li></ul></ul><ul><ul><li>programming </li></ul></ul><ul><ul><li>improvements and change </li></ul></ul><ul><ul><li>seeking funding (e.g. Councils, Ministry, Federal agencies, others) </li></ul></ul>
  8. 9. <ul><li>Before embarking on anything there are a number of questions we need to ask… </li></ul>Doing audience research
  9. 10. <ul><li>What information do we already have? </li></ul><ul><li>What are the gaps in our information? </li></ul><ul><li>Who will use the information? </li></ul><ul><li>What will the information be used for? </li></ul><ul><li>What will be the consequences if we don’t get the information? </li></ul>
  10. 11. <ul><li>Who do we need to get the information from? </li></ul><ul><li>How can we get the information? </li></ul><ul><li>What methods will we use? </li></ul><ul><li>How much will we invest : cost vs. benefit </li></ul>Then ask …
  11. 12. <ul><li>What does this mean for your institutions?? </li></ul>Implications 1
  12. 13. <ul><li>Methods: </li></ul><ul><ul><li>What types of audience research are you aware of/used? </li></ul></ul><ul><ul><li>How are you measuring visitation/online users </li></ul></ul><ul><ul><li>Feedback/questions </li></ul></ul>Exercise 2
  13. 14. <ul><li>Structured surveys, questionnaires </li></ul><ul><li>Log files, analytics </li></ul><ul><li>Usually closed questions (e.g. yes/no, rating scales, agree/disagree) </li></ul><ul><li>Results often presented as percentages, frequency counts </li></ul><ul><li>Gives statistical measures : </li></ul><ul><ul><li>extrapolate to general population </li></ul></ul><ul><ul><li>trend data : over time and across programs and/or venues </li></ul></ul>Quantitative research
  14. 15. <ul><li>demographics </li></ul><ul><li>where else they visit/sites used </li></ul><ul><li>how they find out/how they got there </li></ul><ul><li>areas visited (physical/online) </li></ul><ul><li>satisfaction </li></ul><ul><li>what stood out </li></ul><ul><li>things they’d tell others </li></ul><ul><li>messages retained, meanings made </li></ul>Surveys
  15. 16. <ul><li>Focuses on people’s own recounts and meaning s ma de </li></ul><ul><li>Through : </li></ul><ul><ul><li>in-depth interviews </li></ul></ul><ul><ul><li>case studies </li></ul></ul><ul><ul><li>observation/tracking </li></ul></ul><ul><ul><li>focus groups </li></ul></ul><ul><ul><li>community consultation </li></ul></ul><ul><li>Results are interpretations </li></ul>Qualitative research
  16. 17. <ul><li>What research methods might be suitable? </li></ul><ul><li>How can it be done effectively and efficiently? </li></ul>Implications 2
  17. 18. <ul><li>Visitor Motivation: </li></ul><ul><ul><li>Why do people visit museums/museum websites? </li></ul></ul><ul><ul><li>Who visits your institutions - profiles </li></ul></ul>Exercise 3
  18. 19. <ul><li>77% visit to experience something new </li></ul><ul><li>71% visit for entertainment </li></ul><ul><li>71% for learning </li></ul><ul><li>70% for interests of children/family </li></ul><ul><li>64% worthwhile leisure </li></ul><ul><li>57% special events I must see or do </li></ul><ul><li>56% recommended by others </li></ul>AM research found
  19. 20. <ul><li>How will you factor visitor motivation into programs and services? </li></ul>Implications 3
  20. 21. <ul><li>Visitor needs: </li></ul><ul><ul><li>What do visitors want when they visit a museum? </li></ul></ul>Exercise 4
  21. 22. <ul><li>People have strong views about what they want from a physical museum visit … </li></ul>Wants
  22. 23. <ul><li>Experiences that are : </li></ul><ul><ul><li>hands-on, active </li></ul></ul><ul><ul><li>sensory </li></ul></ul><ul><ul><li>memorable, with something to take away </li></ul></ul><ul><li>Learning that : </li></ul><ul><ul><li>goes from familiar to unfamiliar concepts </li></ul></ul><ul><ul><li>is controlled by them </li></ul></ul><ul><ul><li>cater s for all levels and styles </li></ul></ul><ul><ul><li>is new </li></ul></ul>They want
  23. 24. <ul><li>Exhibit s : </li></ul><ul><ul><li>to touch and explore </li></ul></ul><ul><ul><li>not overloaded with words & information </li></ul></ul><ul><ul><li>that can get up close to </li></ul></ul><ul><ul><li>with staff there to answer questions </li></ul></ul><ul><ul><li>that are realistic </li></ul></ul><ul><ul><li>relaxing spaces to ‘take it all in’ </li></ul></ul><ul><ul><li>that encourage talking/sharing amongst groups </li></ul></ul>
  24. 25. <ul><li>AM research has found that visitors have specific interests and information needs about collection items </li></ul>Collections
  25. 26. <ul><li>What is it made of? </li></ul><ul><li>How is it used? </li></ul><ul><li>What is it used for? </li></ul><ul><li>How often is it used? </li></ul><ul><li>What is the symbolism of it? </li></ul><ul><li>How old is it? </li></ul><ul><li>Is it still used today? If not, what is? </li></ul><ul><li>Who were/are the people and what are their stories? </li></ul>Anthropology collections
  26. 27. <ul><li>What is it? </li></ul><ul><ul><li>scientific name </li></ul></ul><ul><ul><li>everyday name/description </li></ul></ul><ul><li>Where did it come from: </li></ul><ul><ul><li>and when was it found </li></ul></ul><ul><ul><li>distribution </li></ul></ul><ul><li>The ‘museum’ things: </li></ul><ul><ul><li>how is it preserved </li></ul></ul><ul><ul><li>why is it in a museum? what is it used for? </li></ul></ul><ul><li>What is it related to that’s familiar to me? </li></ul>Natural history collections
  27. 28. <ul><li>How will you factor these needs into programming both physical and online? </li></ul>Implications 4
  28. 29. <ul><li>Visitor behaviour: </li></ul><ul><ul><li>What have you noticed about how visitors behave in your institutions? </li></ul></ul><ul><ul><li>How are visitors navigating your sites? </li></ul></ul><ul><ul><li>What data do you have to support this? </li></ul></ul>Exercise 5
  29. 31. <ul><li>Include in planning </li></ul><ul><li>Involve in data gathering </li></ul><ul><li>Work through findings </li></ul><ul><li>Debriefs </li></ul><ul><li>Use consultants </li></ul><ul><li>Communication systems </li></ul>Staff ‘buy-in’
  30. 34. <ul><li>Imagine: </li></ul><ul><ul><li>Listening to young children in museum environments </li></ul></ul><ul><li>Museum 3.0: </li></ul><ul><ul><li>providing excellent physical and virtual museum experiences for young people </li></ul></ul>Communicating results
  31. 35. <ul><li>Web 2.0: </li></ul><ul><ul><li>YouTube </li></ul></ul><ul><ul><li>Facebook </li></ul></ul><ul><ul><li>Flickr </li></ul></ul><ul><ul><li>Two-way interaction </li></ul></ul><ul><ul><li>Equal relationship </li></ul></ul><ul><li>Visitor voice </li></ul>Visitor voice
  32. 38.
  33. 39. <ul><li>To fulfil its complete purpose as a show, a museum must do the needful in both ways. It must arrange it contents so that they can be looked at; but also help its average visitors to know what they mean. It must at once install its contents and see to their interpretation. </li></ul>Gilman, 1918
  34. 40. <ul><li>All audiences want … </li></ul><ul><ul><li>Respect for them as individuals </li></ul></ul><ul><ul><li>Choice </li></ul></ul><ul><ul><li>Welcoming atmosphere from trained, aware, friendly, knowledgeable staff: </li></ul></ul><ul><ul><ul><li>both front & back of house </li></ul></ul></ul><ul><ul><li>See themselves reflected in programs, exhibitions, collections & staffing: </li></ul></ul><ul><ul><ul><li>the “work” of the museum </li></ul></ul></ul><ul><ul><li>Active & varied learning experiences: </li></ul></ul><ul><ul><ul><li>group-based & individual </li></ul></ul></ul><ul><ul><li>Involvement </li></ul></ul><ul><ul><li>A contemporary experience: </li></ul></ul><ul><ul><ul><li>in communication & interpretation modes </li></ul></ul></ul><ul><ul><ul><li>content/issues that are relevant & current </li></ul></ul></ul>
  35. 41. http.//www.australianmuseum.net.au/amarc/ http://amarclk.blogspot.com/

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