Grace Kimble NHM Intro

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Talk presented as part of Creating Online Exhibitions on 2 Nov 09 at the British Museum, run by the E-Learning Group for Museums, Libraries and Archives

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Grace Kimble NHM Intro

  1. 1. Planning and managing a successful online exhibition – what to consider Grace Kimble School Programme Developer James Hatton Archives Assistant
  2. 2. Examples of online exhibitions
  3. 3. Things to think about <ul><li>What? </li></ul><ul><li>Who? </li></ul><ul><li>Why? </li></ul><ul><li>How? </li></ul><ul><li>When? </li></ul>
  4. 4. Iterative Process what? who? why? how? when?
  5. 5. 1. What <ul><li>Choice of content </li></ul><ul><li>To raise the profile of previously unseen material </li></ul><ul><li>Common request from audience </li></ul><ul><li>To support curators </li></ul><ul><li>To support a temporary exhibition </li></ul><ul><li>To support a permanent exhibition </li></ul><ul><li>To support the curriculum </li></ul><ul><li>Government agenda </li></ul><ul><li>Grant funding </li></ul>
  6. 6. To raise the profile of previously unseen material
  7. 7. <ul><li>Common request from audience </li></ul>
  8. 8. <ul><li>To support curators </li></ul>
  9. 9. <ul><li>To support a temporary exhibition </li></ul>
  10. 10. <ul><li>To support a permanent exhibition </li></ul>
  11. 11. <ul><li>To support the curriculum </li></ul>
  12. 12. Government / wider agenda
  13. 13. Grant funding
  14. 14. 2. Who? <ul><li>Age/education level </li></ul><ul><li>Wide/narrow range </li></ul><ul><li>Formal/informal </li></ul><ul><li>Accessibility </li></ul>What will I find out? Why do I want to? What do I already know about this collection? Am I going to visit?
  15. 15. <ul><li>Age/education level </li></ul>
  16. 16. Wide/narrow focus: Levels of information
  17. 17. <ul><li>Degree of formality- Curriculum constraints/ extra information </li></ul>
  18. 18. <ul><li>Accessibility </li></ul>
  19. 19. 3. Why? <ul><li>Who benefits? How do they benefit? </li></ul><ul><li>Learning Objectives: </li></ul><ul><li>To develop knowledge and understanding of variation and classification </li></ul><ul><li>To understand how scientists and historians share, interpret and collect evidence </li></ul><ul><li>To select and identify relevant information to use in an exhibition design activity </li></ul>Generic learning outcomes- Inspiring Learning for all
  20. 20. Returning to ‘What’- more detail this time! <ul><li>Selection of resources </li></ul><ul><li>Collaboration with other departments/organisations </li></ul><ul><li>Digitisation </li></ul><ul><li>Interpretation </li></ul><ul><li>Narrative and tone of voice </li></ul><ul><li>Degree of linearity </li></ul><ul><li>Navigation </li></ul><ul><li>Degree of choice </li></ul><ul><li>Place on website </li></ul>
  21. 21. Collaboration with other departments/organisations
  22. 22. Narrative and tone of voice
  23. 23. Digitisation
  24. 24. Interpretation
  25. 25. Degree of linearity
  26. 26. Degree of choice- site map
  27. 27. NaturePlus Visitors collect content during the Cocoon experience, which they can access later online, to continue their learning.
  28. 28. <ul><li>Look and feel </li></ul><ul><li>Placefinder </li></ul>
  29. 29. Navigation
  30. 30. Place on website
  31. 31. 4. How <ul><li>Software </li></ul><ul><li>Downloads- useful for setting an activity to do- drawback printing out, time taken to download </li></ul><ul><li>Hardware- test with the range of hardware which audience might use: phone/laptop/PC </li></ul><ul><li>How much? </li></ul><ul><li>Planning </li></ul>
  32. 32. <ul><li>Software </li></ul><ul><li>Content management system </li></ul><ul><li>Information input </li></ul><ul><li>Picture upload </li></ul><ul><li>Video </li></ul><ul><li>links- time </li></ul><ul><li>Structure </li></ul><ul><li>Games </li></ul><ul><li>Amount of text </li></ul><ul><li>Time to learn </li></ul><ul><li>Downloads </li></ul><ul><li>Updated? </li></ul>
  33. 33. <ul><li>Downloads </li></ul>
  34. 34. <ul><li>Hardware- test with the range of hardware which audience might use: phone/laptop/PC </li></ul><ul><li>How is it going to be presented (informs guidance notes) </li></ul>
  35. 35. <ul><li>How much? </li></ul>-staff time (development/maintenance) -photographer -consultation -hardware -software -expertise
  36. 36. <ul><li>Planning </li></ul>instructions competition image and download plan what does the mammals gallery look like now choose animal decision animals moving again has the mammals gallery changed? flip images What are the stories behind the specimens? matching How are specimens labelled? matching Mammal? sorting How were the specimens arranged? flip text Why was a new building needed? Richard Owen archive letters- np How do we know about the past? BM link Who started the collection? Hans Sloane - archive- chocolate link intro Can you help us redesign a gallery? find out more intro- the great move activity Title V3
  37. 37. 5. When <ul><ul><li>Timescale </li></ul></ul><ul><li>initial ideas (scope for audience input/front end evaluation here) </li></ul><ul><li>check with relevant departments- curation/archives, learning, press and marketing, learning, external copyright etc. </li></ul><ul><li>Generate content </li></ul><ul><li>Input to software platform </li></ul><ul><li>Review – internal departments </li></ul><ul><li>edit </li></ul><ul><li>Review again </li></ul><ul><li>publish </li></ul><ul><li>Evaluate- in house/external </li></ul><ul><li>advertise </li></ul><ul><li>maintain- e.g. review figures, respond to comments </li></ul><ul><li>competitions as a means to raise profile </li></ul>
  38. 38. <ul><li>Evaluation method- videoconferencing </li></ul>
  39. 40. Evaluation <ul><li>Mr Shibli: You did actually stretch them, it wasn’t a simple activity which sort of just </li></ul><ul><li>made them go through the motions without thinking, and some of them, </li></ul><ul><li>particularly those who were more resilient really benefited from it. </li></ul><ul><li>Laura: (Hans Sloane) went to Jamaica to find different plants, animals and rocks </li></ul><ul><li>Sam: he helped with hot chocolate and the making of it </li></ul><ul><li>Ifeoluwa: I learnt more about fossils, and how to divide up fossils from minerals, </li></ul><ul><li>vertebrates and invertebrates. I liked the way you moved around the boxes, the sections </li></ul><ul><li>George: … more games would improve it </li></ul><ul><li>Todd: I didn’t think there was enough information about everyone in all the links </li></ul>
  40. 41. <ul><li>Things we learnt </li></ul><ul><li>Try out links outside organisation </li></ul><ul><li>External deadlines can change plans </li></ul><ul><li>Make the most of linking expertise in different departments </li></ul><ul><li>Get audience to read text and see which words they don’t understand! </li></ul>
  41. 42. Questions? <ul><li>Grace Kimble </li></ul><ul><li>School Programme Developer </li></ul><ul><li>[email_address] </li></ul>James Hatton Archives Assistant [email_address]

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