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Making waves in the museum galleries with multimedia


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Conference presentation 2009 at the annual meeting of the American Anthropological Associations (Philadelphia) about several expedient ways to bring museum content online: exhibit space panoramas, online albums with extended captions, simple narrated sets of images for playback like a movie (with or without clips embedded).

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Making waves in the museum galleries with multimedia

  1. 1. Hokkaido University Museum – Sapporo, Japan Making waves in the museum galleries with multimedia work Guven Witteveen
  2. 2. Workshop – making multimedia (3 hours)
  3. 3. [panorama view] Final hall – the university history
  4. 4. Why expect multimedia from Univ. Museum reasons FOR reasons AGAINST • novel & efficient • enjoyable, effective • peer uni. catch-up/lead • institution resists change • risk averse, unknowns • no immediate reward
  5. 5. Do results merit this effort? CONSIDERATIONS • Web 2.0 (user generated content) • ever easier to make, increasingly expected • Snowballing: play> work> serious play
  6. 6. Looking ahead three years • more user generated content • peer to peer "how to" help • students produce MMD, profs follow
  7. 7. Goal: give direction and then to coach museum curators to produce & distribute multimedia Hurdles: • • • • (English/Japanese) language flow culture reference points or standards motivation/precedent for added work software ease of use
  8. 8. What the multimedia looks like: examples produced panorama views = spaces of gallery online albums = details and text narrated slideshow = playback ease
  9. 9. Panoramas – displayed as online album [Picasa >Export as HTML]
  10. 10. Gallery details - online album [Picasa >Export as HTML]
  11. 11. Narrated slides & video clips for playback [Windows MovieMaker]
  12. 12. How to make these - HARDWARE desktop PC digital still camera (for video clips)
  13. 13. How to make these - SOFTWARE • panorama = • album = Picasa3 (host • movie = Windows Movie Maker, photostory3 see also for WMM & Ps3 cf. (screencast comment) link:
  14. 14. [panorama] Download page –
  15. 15. Making panorama from images that overlap
  16. 16. Recording boundaries for screencast (JING)
  17. 17. Selling the Project - timeline simple version March 8 greet board simple demo March 20 party overview described April article blurb promotion May/June one on one talking coaching May/June 1 on 1, case by case finished products June show to board workshop June how-to practicing
  18. 18. Providing Support guidance, reference (use Jing screencasts) coaching one on one
  19. 19. Resulting Products (by Witteveen) • • • • movies: museum, botanical space, photo online albums: same subjects, different detail panoramas: same subjects, different view train: screencast demo of software, workshop for wider campus community of producers
  20. 20. Resulting Products (museum staff) researcher curator admin/outreach students
  21. 21. Recommendations • more play (personal uses)> work >serious play • showcase products, tell "how to“ • conference clinic, coaching, mentor match
  22. 22. Questions we would like to answer • Which product attracts most users? Why so? • Which mode is most effective to change knowledge, attitude, actions • What feature/function is liked best? worst? • Workflow streamlining: event> product >promo
  23. 23. More unanswered questions a) longitudinal effects of multimedia stories b) learning curve as producer: able to do more, conceive wider, foresee more (cf. Megatrends pattern: play to work to serious play) c) predisposing or shaping role of a particular recording device (digital vs optical camera; pro vs. Point-and-Shoot; camcorder vs. film movie camera); of a particular set of software tools that make certain functions easy to perform (or conversely present obstacles to quickly and easily performing) d) supposing you could have a dream device and software the streamlines your desired workflow and end product: then what subjects would you more effectively or at least more readily explore? e) cost/benefit (or Return On Investment) reasoning: do the products merit the efforts made? f) looking at each form of multimedia produced, what are the strong/weak points of each? per learner style? given the lifecycle (or food chain) for texts vs. images vs. movies vs. audio (which are used over long years vs. tend to be time-sensitive)? g) user feedback on each multimedia mode h) observed user actions or applications of each sort of multimedia (repurposing? citation? intertextual referencing? change in behavior or attitude?)
  24. 24. Hokkaido University Museum – Sapporo, Japan Making waves in the museum galleries with multimedia work Guven Witteveen