Developing and evaluating  online resources Bits 2 Blogs conference Middlesbrough 5 Feb 2009 Martin Bazley Martin Bazley &...
Intro: Martin Bazley <ul><li>Consultancy / websites / training / user testing ICT4Learning.com </li></ul><ul><li>Chair of ...
View slides online <ul><li>www.slideshare.net/martinbazley   </li></ul>
<ul><li>About producing material for the web: </li></ul><ul><li>- why it is different </li></ul><ul><li>- why this matters...
<ul><li>Why do I need to learn how to write for the web? </li></ul><ul><li>I can write perfectly well already, thank you v...
<ul><li>The web is different </li></ul>
<ul><li>People use the web differently… </li></ul>
<ul><li>… from the way they use books, object labels, magazines, newspapers, information screens, etc </li></ul>
<ul><li>For most people the web is a predominantly  visual  medium </li></ul>
 
 
<ul><li>We are all different and some people like to read all the text on a web page before deciding what to do next, even...
eyetracking  study , recorded 232 users, 000’s of Web pages. Users' main reading behaviour was fairly consistent  dominant...
 
Some examples <ul><ul><li>http://www.nationalarchives.gov.uk/gettingstarted/in_depth_guides.htmhttp://www.nationalarchives...
<ul><li>Exercise: Make this web page better </li></ul>
<ul><li>Oregon History Project  activity 1 </li></ul><ul><li>Edit/redesign the  home page   => flip chart </li></ul><ul><l...
<ul><li>Oregon History Project  activity 2 </li></ul><ul><li>Review structure of  Subtopic : Introduction: Themes for an U...
<ul><li>About website structure,  ways people use the web and implications for writing for the web </li></ul>
<ul><li>Certain types of websites impose  linear user journeys:  </li></ul><ul><ul><li>TheTrainline.com </li></ul></ul><ul...
<ul><li>In most websites, although there are some linear elements …  </li></ul>
<ul><li>… people like to have other pathways available to them… </li></ul>
<ul><li>… and most journeys are  very non-linear </li></ul>
<ul><li>Also, most people reach your website via Google </li></ul><ul><li>Only 5% arrive at your website on the home page ...
<ul><li>Most of the other 95% may not have had your site in mind when searching </li></ul>
<ul><li>30% of them go to home page to ‘try and work out what this site is about’ </li></ul>
<ul><li>So each page on the website should:  </li></ul><ul><li>engage users   </li></ul><ul><li>give sense of  what site i...
<ul><li>‘Writing for the web’ is not just about text… </li></ul>
<ul><li>… but also choosing the right images </li></ul><ul><li>… layouts </li></ul><ul><li>… graphical look and feel </li>...
Key point of paragraph/ section Image clearly related to text Broken into short paras
Print vs web <ul><li>Reading on screen much slower + people scan more than read </li></ul><ul><li>On web, connections betw...
Watch ‘TV’ while reading Immediate links to related stories Juxtaposition of stories puts particular slant on this one Oth...
<ul><li>Why evaluate websites? </li></ul>
How will you ever know? <ul><li>Very few people will ever voluntarily provide critical feedback on your website – if you h...
How will you ever know? <ul><li>Even when asked people are generally polite </li></ul><ul><li>A lot of time and money is s...
Why evaluate websites? <ul><li>Why do evaluation and user testing?  </li></ul><ul><li>Isn’t it really expensive and time c...
Making websites effective <ul><li>3 key success factors </li></ul><ul><li>Understanding  audience </li></ul><ul><li>Learni...
Who for what for ... <ul><li>Who for?   (audience) </li></ul><ul><ul><li>Need to be clear from start e.g. ‘ for teachers o...
<ul><li>How to evaluate websites </li></ul><ul><li>When to test or evaluate,  and why </li></ul>
When to evaluate or test and why <ul><li>Before funding approval – project planning </li></ul><ul><li>Post-funding - proje...
Testing websites <ul><li>Need to think ahead a bit: </li></ul><ul><ul><li>what are you trying to test? </li></ul></ul><ul>...
Test early <ul><li>Testing one user early on in the project… </li></ul><ul><li>… is better than testing 50 near the end </...
Testing is an iterative process <ul><li>Testing isn’t something you do once.  </li></ul><ul><li>You make something, test i...
Before funding – project planning <ul><li>*Evaluation of other websites </li></ul><ul><ul><li>Who for? What for? How use i...
 
Post-funding - project development <ul><li>*Concept testing </li></ul><ul><ul><li>refine project outcomes based on  feedba...
 
 
<ul><li>MAG Ford Madox Brown website </li></ul>
 
 
Post-funding - project development 2 <ul><li>*Full evaluation of a draft working version  </li></ul><ul><ul><li>usability ...
 
 
 
 
 
 
<ul><li>Video clip Moving Here key ideas not lesson plans  </li></ul>
 
Post-funding - project development 3 <ul><li>Acceptance testing of ‘finished’ website </li></ul><ul><ul><li>last minute ch...
User testing – who should do it? <ul><li>The worst person to conduct (or interpret) user testing of your own site is… </li...
 
Two usability testing techniques  <ul><li>“ Get it” testing </li></ul><ul><li>- do they understand the purpose, how it wor...
 
Who for what for ... <ul><li>Who for?   (audience) </li></ul><ul><ul><li>Need to be clear from start e.g. ‘ for teachers o...
<ul><li>How can you ensure you do get these right? </li></ul><ul><ul><li>Build questions into the planning process  </li><...
Making websites effective <ul><li>3 key success factors </li></ul><ul><li>Understanding  audience </li></ul><ul><li>Websit...
<ul><li>Simple, low cost web enhancements for websites to help give users what they want </li></ul>
Simple, low cost enhancements <ul><ul><li>Freebies (or cheapies) for museum websites:  </li></ul></ul><ul><ul><ul><li>Goog...
<ul><li>WordPress CMS example:  </li></ul><ul><li>E-Learning Group for Museums, Libraries and Archives </li></ul><ul><li>I...
Free Google / Yahoo map <ul><li>embed a map panel in the website, or  </li></ul><ul><li>provide link to customised map </l...
Schematic map <ul><li>Depending on area and transport connections, a  schematic map  (specially drawn for this purpose) ca...
Increasing visits to your website <ul><li>Findability via Google etc </li></ul><ul><li>Search Engine Optimisation (SEO) ha...
Increasing visits to your website <ul><li>For cultural sector the situation is rather better:  </li></ul><ul><li>strong US...
Increasing visits to your website <ul><li>But  </li></ul><ul><li>to be found by Google  </li></ul><ul><li>a website needs ...
Increasing visits to your website <ul><li>Also, the more other websites that link to it, the further up the search results...
Increasing visits to your website <ul><li>More information on improving Google rankings are available on the Google site i...
<ul><li>Understanding online audiences – a coordinated approach </li></ul>
Geffrye Museum web stats linked with events etc
 
 
 
 
Most commonly requested web content relates to visiting <ul><li>The top 4 overall are:  </li></ul><ul><li>information on w...
<ul><li>Data gathering techniques - strengths and  weaknesses </li></ul>
Online questionnaires <ul><li>(+) once set up they continue to gather numerical and qualitative data with no further effor...
Focus groups <ul><li>(+) can explore specific issues in more depth, yielding rich feedback  </li></ul><ul><li>(+) possible...
Visitor surveys  <ul><li>(+) possible to control participant composition to ensure representative </li></ul><ul><li>(–) co...
Web stats <ul><li>(+) Easy to gather data – can decide what to do with it later </li></ul><ul><li>(+) Person-independent d...
Web stats <ul><li>(–) Metrics are complicated and require specialist knowledge to appreciate them fully </li></ul><ul><li>...
<ul><li>What is Web 2.0? </li></ul>
Web 2.0 … <ul><li>Web 2.0 is a vague label </li></ul><ul><li>refers to recent trends in  attitudes  and  ways of using the...
Web 2.0 is … <ul><li>A continually evolving spectrum of approaches, embodying </li></ul><ul><ul><li>User focus </li></ul><...
Web 2.0 is … <ul><li>A continually evolving raft of technologies (distributed services) </li></ul><ul><ul><li>Blogs, podca...
Web 2.0 is … <ul><li>A continually evolving set of companies including </li></ul><ul><ul><li>Google </li></ul></ul><ul><ul...
Web 2.0 examples <ul><li>Google – various apps </li></ul><ul><li>TripAdvisor   – wisdom of crowds / social reviewing Flick...
More info from: Martin Bazley 0780 3580 727 www. ICT 4 Learning .com or martinbazley.com
Upcoming SlideShare
Loading in …5
×

Bazley Developing And Evaluating Online Resources

482 views

Published on

Slides from talk given at the Bits 2 Blogs conference in Middlesbrough on 5 Feb

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
482
On SlideShare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
12
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Bazley Developing And Evaluating Online Resources

    1. 1. Developing and evaluating online resources Bits 2 Blogs conference Middlesbrough 5 Feb 2009 Martin Bazley Martin Bazley & Associates www.martinbazley.com
    2. 2. Intro: Martin Bazley <ul><li>Consultancy / websites / training / user testing ICT4Learning.com </li></ul><ul><li>Chair of E-Learning Group for Museums, Libraries and Archives link </li></ul><ul><ul><li>Previously: </li></ul></ul><ul><li>E-Learning Officer, MLA South East (3yrs) </li></ul><ul><li>Science Museum, London, Internet Projects </li></ul>
    3. 3. View slides online <ul><li>www.slideshare.net/martinbazley </li></ul>
    4. 4. <ul><li>About producing material for the web: </li></ul><ul><li>- why it is different </li></ul><ul><li>- why this matters </li></ul>
    5. 5. <ul><li>Why do I need to learn how to write for the web? </li></ul><ul><li>I can write perfectly well already, thank you very much…  </li></ul>
    6. 6. <ul><li>The web is different </li></ul>
    7. 7. <ul><li>People use the web differently… </li></ul>
    8. 8. <ul><li>… from the way they use books, object labels, magazines, newspapers, information screens, etc </li></ul>
    9. 9. <ul><li>For most people the web is a predominantly visual medium </li></ul>
    10. 12. <ul><li>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 – scan ( as opposed to reading through them in detail) the web pages they are using, or at least the ones where they are still trying to work out where to go next </li></ul>
    11. 13. eyetracking study , recorded 232 users, 000’s of Web pages. Users' main reading behaviour was fairly consistent dominant reading pattern looks like an F :
    12. 15. Some examples <ul><ul><li>http://www.nationalarchives.gov.uk/gettingstarted/in_depth_guides.htmhttp://www.nationalarchives.gov.uk/gettingstarted/in_depth_guides.htm </li></ul></ul><ul><ul><li>http://www.manchester.gov.uk/site/scripts/documents.php?categoryID =448 </li></ul></ul><ul><ul><li>http://www.manchestergalleries.org/the-collections/highlights-of-the-collection/narrativeobject.php?irn =876 </li></ul></ul><ul><ul><li>http:// www.nottingham.ac.uk /mss/ </li></ul></ul><ul><ul><li>http://www.nhm.ac.uk/nature-online/british-natural-history/index.html </li></ul></ul>
    13. 16. <ul><li>Exercise: Make this web page better </li></ul>
    14. 17. <ul><li>Oregon History Project activity 1 </li></ul><ul><li>Edit/redesign the home page => flip chart </li></ul><ul><li>Edit/redesign the How to use this site: Teachers and Students page => flip chart </li></ul><ul><li>www.ohs.org/education/oregonhistory </li></ul>
    15. 18. <ul><li>Oregon History Project activity 2 </li></ul><ul><li>Review structure of Subtopic : Introduction: Themes for an Urban History </li></ul>
    16. 19. <ul><li>About website structure, ways people use the web and implications for writing for the web </li></ul>
    17. 20. <ul><li>Certain types of websites impose linear user journeys: </li></ul><ul><ul><li>TheTrainline.com </li></ul></ul><ul><ul><li>Cinema ticket bookings </li></ul></ul><ul><ul><li>Self assessment tax return online </li></ul></ul>
    18. 21. <ul><li>In most websites, although there are some linear elements … </li></ul>
    19. 22. <ul><li>… people like to have other pathways available to them… </li></ul>
    20. 23. <ul><li>… and most journeys are very non-linear </li></ul>
    21. 24. <ul><li>Also, most people reach your website via Google </li></ul><ul><li>Only 5% arrive at your website on the home page </li></ul>
    22. 25. <ul><li>Most of the other 95% may not have had your site in mind when searching </li></ul>
    23. 26. <ul><li>30% of them go to home page to ‘try and work out what this site is about’ </li></ul>
    24. 27. <ul><li>So each page on the website should: </li></ul><ul><li>engage users </li></ul><ul><li>give sense of what site is about – otherwise most will leave </li></ul>
    25. 28. <ul><li>‘Writing for the web’ is not just about text… </li></ul>
    26. 29. <ul><li>… but also choosing the right images </li></ul><ul><li>… layouts </li></ul><ul><li>… graphical look and feel </li></ul><ul><li>…website structure </li></ul><ul><li>etc etc </li></ul>
    27. 30. Key point of paragraph/ section Image clearly related to text Broken into short paras
    28. 31. Print vs web <ul><li>Reading on screen much slower + people scan more than read </li></ul><ul><li>On web, connections between pieces almost as important as words themselves – also juxtaposition with images, graphic layout etc </li></ul><ul><li>Most people find things via Google, so keywords important, and ‘instant context’ essential </li></ul>
    29. 32. Watch ‘TV’ while reading Immediate links to related stories Juxtaposition of stories puts particular slant on this one Other areas also available - and the rest of the Internet! Other context-sensitive links encourage browsing
    30. 33. <ul><li>Why evaluate websites? </li></ul>
    31. 34. How will you ever know? <ul><li>Very few people will ever voluntarily provide critical feedback on your website – if you have an Email us link or feedback form, how many responses do you get, compared to the number of web visits? </li></ul>
    32. 35. How will you ever know? <ul><li>Even when asked people are generally polite </li></ul><ul><li>A lot of time and money is spent developing websites that very few people will ever use (in any meaningful way) </li></ul>
    33. 36. Why evaluate websites? <ul><li>Why do evaluation and user testing? </li></ul><ul><li>Isn’t it really expensive and time consuming? </li></ul><ul><li>Save money – avoid substantial, hurried redevelopment later in project </li></ul><ul><li>Audience feedback improves resource in various ways – new activity ideas, etc </li></ul><ul><li>Demonstrate involvement of key stakeholders throughout project </li></ul>
    34. 37. Making websites effective <ul><li>3 key success factors </li></ul><ul><li>Understanding audience </li></ul><ul><li>Learning experience and learning outcomes – right for audience and clearly stated </li></ul><ul><li>Evaluation – esp in classroom or home (observe in ‘natural habitat’ wherever possible…) </li></ul>
    35. 38. Who for what for ... <ul><li>Who for? (audience) </li></ul><ul><ul><li>Need to be clear from start e.g. ‘ for teachers of yr5/6 in local area with whiteboards’ </li></ul></ul><ul><li>What ‘real-world’ outcomes? (learning outcomes) </li></ul><ul><ul><li>What will they learn or do as a result? e.g. plan a visit to museum, learn that Romans wore funny clothes, discover that they enjoy using a digital camera… </li></ul></ul><ul><li>How will they use it? (learning experiences) </li></ul><ul><ul><li>What do they actually do with the site? e.g. work online or need to print it? - in pairs or alone? - with or without teacher help? </li></ul></ul><ul><li>Where, when and why will they use it? </li></ul><ul><ul><li>context is important </li></ul></ul>
    36. 39. <ul><li>How to evaluate websites </li></ul><ul><li>When to test or evaluate, and why </li></ul>
    37. 40. When to evaluate or test and why <ul><li>Before funding approval – project planning </li></ul><ul><li>Post-funding - project development </li></ul><ul><li>Post-project – summative evaluation </li></ul>
    38. 41. Testing websites <ul><li>Need to think ahead a bit: </li></ul><ul><ul><li>what are you trying to test? </li></ul></ul><ul><ul><li>how do you intend to test it? </li></ul></ul><ul><ul><li>why? what will do you do as a result ? </li></ul></ul><ul><ul><li>The Why? should drive this process </li></ul></ul>
    39. 42. Test early <ul><li>Testing one user early on in the project… </li></ul><ul><li>… is better than testing 50 near the end </li></ul>
    40. 43. Testing is an iterative process <ul><li>Testing isn’t something you do once. </li></ul><ul><li>You make something, test it, fix it, and test it again. </li></ul>
    41. 44. Before funding – project planning <ul><li>*Evaluation of other websites </li></ul><ul><ul><li>Who for? What for? How use it? etc </li></ul></ul><ul><ul><li>awareness raising: issues, opportunities </li></ul></ul><ul><ul><li>contributes to market research </li></ul></ul><ul><ul><li>possible elements, graphic feel etc </li></ul></ul><ul><li>*Concept testing </li></ul><ul><ul><li>check idea makes sense with audience </li></ul></ul><ul><ul><li>reshape project based on user feedback </li></ul></ul>Focus group Research
    42. 46. Post-funding - project development <ul><li>*Concept testing </li></ul><ul><ul><li>refine project outcomes based on feedback from intended users </li></ul></ul><ul><li>Refine website structure </li></ul><ul><ul><li>does it work for users? </li></ul></ul><ul><li>*Evaluate initial look and feel </li></ul><ul><ul><li>graphics,navigation etc </li></ul></ul>Focus group Focus group One-to-one tasks
    43. 49. <ul><li>MAG Ford Madox Brown website </li></ul>
    44. 52. Post-funding - project development 2 <ul><li>*Full evaluation of a draft working version </li></ul><ul><ul><li>usability AND content: do activities work, how engaging is it, what else could be offered, etc </li></ul></ul>Observation of actual use of website by intended users , using it for intended purpose , in intended context – classroom, workplace, library, home, etc
    45. 59. <ul><li>Video clip Moving Here key ideas not lesson plans </li></ul>
    46. 61. Post-funding - project development 3 <ul><li>Acceptance testing of ‘finished’ website </li></ul><ul><ul><li>last minute check, minor corrections only </li></ul></ul><ul><ul><li>often offered by web developers </li></ul></ul><ul><li>Summative evaluation </li></ul><ul><ul><li>report for funders, etc </li></ul></ul><ul><ul><li>learn lessons at project level for next time </li></ul></ul>
    47. 62. User testing – who should do it? <ul><li>The worst person to conduct (or interpret) user testing of your own site is… </li></ul><ul><ul><li>you! </li></ul></ul><ul><li>Can be done cheaply – tips on how to do it available (MLA SE guide): www.ICT4Learning.net/onlineguide </li></ul><ul><li>Useful to have an external viewpoint </li></ul><ul><li>First 5mins in a genuine setting tells you 80% of what’s wrong with the site, etc </li></ul><ul><li>Info and guidance from Martin Bazley </li></ul>
    48. 64. Two usability testing techniques <ul><li>“ Get it” testing </li></ul><ul><li>- do they understand the purpose, how it works, etc </li></ul><ul><li>Key task testing </li></ul><ul><li>ask the user to do something, watch how well they do </li></ul><ul><li>Ideally, do a bit of each, in that order </li></ul>
    49. 66. Who for what for ... <ul><li>Who for? (audience) </li></ul><ul><ul><li>Need to be clear from start e.g. ‘ for teachers of yr5/6 in local area with whiteboards’ </li></ul></ul><ul><li>What ‘real-world’ outcomes? (learning outcomes) </li></ul><ul><ul><li>What will they learn or do as a result? e.g. plan a visit to museum, learn that Romans wore funny clothes, discover that they enjoy using a digital camera… </li></ul></ul><ul><li>How will they use it? (learning experiences) </li></ul><ul><ul><li>What do they actually do with the site? e.g. work online or need to print it? - in pairs or alone? - with or without teacher help? </li></ul></ul>
    50. 67. <ul><li>How can you ensure you do get these right? </li></ul><ul><ul><li>Build questions into the planning process </li></ul></ul><ul><ul><li>Evaluate/test regularly </li></ul></ul><ul><ul><li>Get informal feedback whenever possible – and act on it </li></ul></ul><ul><li>Who is it for? </li></ul><ul><li>What are the real world outcomes? </li></ul><ul><li>How will they use it? </li></ul><ul><li>Also When, Where, Why? </li></ul>Who for what for ...
    51. 68. Making websites effective <ul><li>3 key success factors </li></ul><ul><li>Understanding audience </li></ul><ul><li>Website experience and outcomes – right for audience and clearly stated </li></ul><ul><li>Evaluation – esp in classroom or home (observe in ‘natural habitat’ wherever possible…) </li></ul>
    52. 69. <ul><li>Simple, low cost web enhancements for websites to help give users what they want </li></ul>
    53. 70. Simple, low cost enhancements <ul><ul><li>Freebies (or cheapies) for museum websites: </li></ul></ul><ul><ul><ul><li>Google map sign up [FREE] </li></ul></ul></ul><ul><ul><ul><li>Google AdWords </li></ul></ul></ul><ul><ul><ul><li>WordPress CMS [FREE] for small websites </li></ul></ul></ul><ul><ul><ul><li>Blogs, podcasts, etc [FREE] </li></ul></ul></ul><ul><ul><ul><li>Understand your users: </li></ul></ul></ul><ul><ul><ul><ul><li>SurveyMonkey – online questionnaires </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Google Analytics , Piwik (open source) Google Trends, Benchmarking [FREE] </li></ul></ul></ul></ul>
    54. 71. <ul><li>WordPress CMS example: </li></ul><ul><li>E-Learning Group for Museums, Libraries and Archives </li></ul><ul><li>IronCurtainSites </li></ul>
    55. 72. Free Google / Yahoo map <ul><li>embed a map panel in the website, or </li></ul><ul><li>provide link to customised map </li></ul><ul><li>User can pan around on the map, </li></ul><ul><li>zoom in and out, </li></ul><ul><li>get more information on key points nearby, and </li></ul><ul><li>get directions to or from the destination and print off </li></ul>
    56. 73. Schematic map <ul><li>Depending on area and transport connections, a schematic map (specially drawn for this purpose) can still be useful: </li></ul><ul><li>highlight relevant features e.g. motorways or train stations, or other museums, attractions or accommodation </li></ul><ul><li>– although all of this can also be implemented via the Google mapping tools: www.google.com/local/add </li></ul>
    57. 74. Increasing visits to your website <ul><li>Findability via Google etc </li></ul><ul><li>Search Engine Optimisation (SEO) has become a significant industry in itself… </li></ul><ul><li>… aimed mainly at commercial companies looking to differentiate themselves within narrow, highly competitive markets – ensure a particular company is the highest on the list for people searching for printer ink supplies, for example. </li></ul>
    58. 75. Increasing visits to your website <ul><li>For cultural sector the situation is rather better: </li></ul><ul><li>strong USPs (Unique Selling Points) and authority </li></ul>
    59. 76. Increasing visits to your website <ul><li>But </li></ul><ul><li>to be found by Google </li></ul><ul><li>a website needs to be ‘transparent’ or visible to the automated archiving of the web by search ‘bots’ (robots). </li></ul>
    60. 77. Increasing visits to your website <ul><li>Also, the more other websites that link to it, the further up the search results the museum website will come. </li></ul><ul><li>This is one advantage of getting involved in blogs and social networking sites such as Facebook, MySpace, YouTube and Flickr: links from there back to the museum site increase traffic directly, and also improve the rating in Google. </li></ul>
    61. 78. Increasing visits to your website <ul><li>More information on improving Google rankings are available on the Google site itself. A recent and increasingly popular development used by a number of museum webmasters is Google Analytics: www.google.com/analytics </li></ul><ul><li>Search Engine Optimisation </li></ul><ul><li>- article </li></ul>
    62. 79. <ul><li>Understanding online audiences – a coordinated approach </li></ul>
    63. 80. Geffrye Museum web stats linked with events etc
    64. 85. Most commonly requested web content relates to visiting <ul><li>The top 4 overall are: </li></ul><ul><li>information on what the galleries are like </li></ul><ul><li>information on the museum’s objects </li></ul><ul><li>details of events and exhibitions </li></ul><ul><li>information about collections in store </li></ul><ul><li>what most online users want is more information about the museum visit </li></ul><ul><li>Is that how money is being spent…? </li></ul>
    65. 86. <ul><li>Data gathering techniques - strengths and weaknesses </li></ul>
    66. 87. Online questionnaires <ul><li>(+) once set up they continue to gather numerical and qualitative data with no further effort and so given time can build up large datasets </li></ul><ul><li>(+) the datasets can be easily exported and manipulated, can be sampled at various times, and structured queries can yield useful results </li></ul><ul><li>(–) respondents are self-selected and this will skew results – best to compare with similar data from other sources, like visitor surveys </li></ul><ul><li>(–) the number and nature of responses may depend on how the online questionnaire is displayed and promoted on the website </li></ul>
    67. 88. Focus groups <ul><li>(+) can explore specific issues in more depth, yielding rich feedback </li></ul><ul><li>(+) possible to control participant composition to ensure representative </li></ul><ul><li>(–) comparatively time-consuming (expensive) to organise and analyse </li></ul><ul><li>(–) yield qualitative data only - small numbers mean numerical comparisons are unreliable </li></ul>
    68. 89. Visitor surveys <ul><li>(+) possible to control participant composition to ensure representative </li></ul><ul><li>(–) comparatively time-consuming (expensive) to organise and analyse </li></ul><ul><li>(–) responses can be affected by various factors including interviewer, weather on the day, day of the week, etc, reducing validity of numerical comparisons between museums </li></ul>
    69. 90. Web stats <ul><li>(+) Easy to gather data – can decide what to do with it later </li></ul><ul><li>(+) Person-independent data generated - it is the interpretation, rather than the data themselves, which is subjective. This means others can review the same data and verify or amend initial conclusions reached </li></ul><ul><li>(–) Different systems generate different data for the same web activity – for example no of unique visits measured via Google Analytics is generally lower than that derived via server log files </li></ul>
    70. 91. Web stats <ul><li>(–) Metrics are complicated and require specialist knowledge to appreciate them fully </li></ul><ul><li>(–) As the amount of off-website web activity increases (e.g. Web 2.0 style interactions) the validity of web stats decreases, especially for reporting purposes, but also for diagnostics </li></ul><ul><li>(–) Agreeing a common format for presentation of data and analysis requires collaborative working to be meaningful </li></ul>
    71. 92. <ul><li>What is Web 2.0? </li></ul>
    72. 93. Web 2.0 … <ul><li>Web 2.0 is a vague label </li></ul><ul><li>refers to recent trends in attitudes and ways of using the web , not specific technical developments. </li></ul>
    73. 94. Web 2.0 is … <ul><li>A continually evolving spectrum of approaches, embodying </li></ul><ul><ul><li>User focus </li></ul></ul><ul><ul><li>Agile development </li></ul></ul><ul><ul><li>‘always Beta’ </li></ul></ul><ul><ul><li>Social trust </li></ul></ul><ul><ul><li>User generated content ‘ by and for users of a particular group’ </li></ul></ul>
    74. 95. Web 2.0 is … <ul><li>A continually evolving raft of technologies (distributed services) </li></ul><ul><ul><li>Blogs, podcasts, RSS events etc </li></ul></ul><ul><ul><li>Wikis – collaborative workspaces </li></ul></ul><ul><ul><li>Mash ups – live data, filtered/combined </li></ul></ul><ul><ul><li>Social networking (Facebook, Bebo, Linked In etc) </li></ul></ul><ul><ul><li>Social bookmarking (del.icio.us) </li></ul></ul><ul><ul><li>social tagging </li></ul></ul>
    75. 96. Web 2.0 is … <ul><li>A continually evolving set of companies including </li></ul><ul><ul><li>Google </li></ul></ul><ul><ul><li>Yahoo </li></ul></ul><ul><ul><li>Flickr </li></ul></ul><ul><ul><li>YouTube </li></ul></ul><ul><ul><li>del.icio.us </li></ul></ul><ul><ul><li>etc </li></ul></ul>
    76. 97. Web 2.0 examples <ul><li>Google – various apps </li></ul><ul><li>TripAdvisor – wisdom of crowds / social reviewing Flickr example </li></ul><ul><li>YouTube example </li></ul><ul><li>Events – wouldn’t it be great if you could just note your events or collections description information once, and it would appear anywhere on the web where people might want it? => RSS and aggregated databases e.g. Culture 24 (24 Hour Museum) </li></ul>
    77. 98. More info from: Martin Bazley 0780 3580 727 www. ICT 4 Learning .com or martinbazley.com

    ×