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Creating online learning resources for schools Ulster Museum 28 September 2011 Martin Bazley (Martin Bazley & Associates)
Martin Bazley Previously Teaching (7 yrs) Science Museum, London,  Learning Unit, Internet Projects (7yrs) E-Learning Officer, MLA South East (3yrs)
Martin Bazley Currently Vice Chair, DLNet (was E-Learning Group for Museums, Lib, Archives) Consultancy, websites, training, user testing, evaluation … Martin Bazley & Associates www.martinbazley.com
 
Martin Bazley & Associates  BBC / Public Catalogue Foundation Your Paintings project Consulting on user interface Consulting on online survey User testing
Martin Bazley & Associates  Ford Madox Brown  Work   schools   interactive with embedded video Consulting on content and user interface User testing (classroom-based) (Also worked on redevelopment of main website)
Martin Bazley & Associates  John Ruskin Elements of Drawing website Consulting on content and user interface User testing – HE and Ruskin specialists (Also development of schools resource)
Martin Bazley & Associates  The National Archives Cabinet Papers project Consulting on content and user interface for schools User testing (classroom-based)
Martin Bazley & Associates  Development of small to medium sized museum websites Using WordPress or working with web developer associate User testing etc included
Martin Bazley & Associates  Training Writing for the web Developing online resources Planning online audience research and impact assessment Video for the web Podcasting – planning, production, promotion Social media  And more – anything digital
Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes  / pupil activity sheets Zoomable images  Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers This is good news.  Maybe there is no need to learn how to create online learning resources after all? These are the first things to provide, and do not require high levels of IT expertise or investment Video can be done quite easily The others will mean investment of money and /or expert time
Why do we have to learn to write for the web?  Isn’t it just writing like any other kind of material?
Users don’t always ‘get’ what we are offering: a real–world analogy
Even a slight difference in viewpoints… … can cause real problems for users
 
 
 
 
 
 
In a conflict between  visual affordance … … and  written instructions visual affordance  almost always wins
Another example
Hmm… the button is really small… And it’s not green… You can’t push it in… Just push the big green button by the gate
Huge green button
So what is the point of all this?
Web users also don’t get it
People use the web differently…
…  from the way they use books, object labels, magazines, newspapers, information screens, etc
For most people the web is a predominantly  visual  medium
 
 
 
 
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 – rather than reading through them in detail   just scan   the   web pages   they are using, or at least the ones where they are still trying to work out where to go next
 
Users won't read your text thoroughly  word-by-word.  Exhaustive reading is rare, especially when browsing.  Yes, some people will read more, but most won't.
The first two paragraphs must state the most important information .  There's some hope that users will actually read this material – though they'll probably read more of the first paragraph than the second.
Start subheadings, paragraphs, and bullet points with information-carrying words  that users will notice  when scanning down the left side of your content in the final stem of their F-behaviour.  They'll read the third word on a line much less often than the first two words.
If they have to work at it   for example if they cannot see what they are looking for, or if it doesn’t make sense to them at first glance then  most   people   – or at least many people who do a lot of searching or browsing on the web   just   decide that this particular site is not for them, and anyway they have a long list of other search results or ideas to try and so they  go elsewhere
Exercise: Make this web page better
 
About website structure,  ways people use the web and implications for writing for the web
Certain types of websites impose  linear user journeys:  TheTrainline.com Cinema ticket bookings Self assessment tax return online
 
In most websites, although there are some linear elements …
 
…  people like to have other pathways available to them…
…  and most journeys are  very non-linear
Also, most people reach your website via Google Only 20% arrive at your website on the home page
Most may not have had your site in mind when searching
30% of them go to home page to ‘try and work out what this site is about’
So each page on the site must quickly:  engage users  and   give sense of what site is about –  otherwise most will leave
‘ Writing for the web’ is not just about text…
…  but also choosing the right images …  layouts …  graphical look and feel … website structure etc etc
Key point of paragraph/ section Image clearly related to text Broken into short paras
Short video guides http://www.youtube.com/watch?v=AoU2yANNxRs&eurl=http://inside.123-reg.co.uk/archives/video-writing-your-web-copy   Writing web headlines  http://www.youtube.com/watch?v=zBg7dJIfHM0
Home page: key functions Offer overview:  Show user what the site can do for them Show user what is in the site: The structure at a glance Content highlights or samples Engagement: make user want to continue browsing www.manchestergalleries.org/
Article page: key functions Engage the user – make them want to consume the article Signposting:  Show user what else is nearby in the site The structure at a glance Show user what else the site offers them www.mylearning.org/overview.asp?journeyid=73 www.manchestergalleries.org/
Short writing exercises
Short writing exercises
Short writing exercises
Home page: key functions Offer overview:  Show user what the site can do for them Show user what is in the site: The structure at a glance Content highlights or samples Engagement: make user want to continue browsing
Article page: key functions Engage the user – make them want to consume the article Signposting:  Show user what else is nearby in the site The structure at a glance Show user what else the site offers them www.mylearning.org/overview.asp?journeyid=73 www.manchestergalleries.org/
Task: create some  online content
Decide where in the site this will be  Add a title  Short, clear summary  Write a few sentences.  Add subheading Few more sentences  Banner This is an ARTICLE page
Title Add a summary? Each ‘promo’ needs  Title  Image? One-line descn Links to related points elsewhere in this site Where in the site is this? This is a SECTION page  - one of these links goes to the article page
Interactive whiteboards
Roles of IWB …  at different points in the lesson / learning cycle Starter Main  Plenary
Interactive ” means “ lots of things moving on screen, clickable, automatic response, quizzes etc interaction between students, teacher and screen – activities, conversation, cognitive engagement, etc first meaning used mainly by companies trying to market whiteboards, software etc as ‘interactive’ second used mainly by educators
Resources - examples  Bedford Bytes  Britons at War Tate Tools Museum Network  Artworks National Portrait Gallery Mary Seacole National Gallery Museum of London Fire of London
Resources for use on whiteboards - examples Wartime in Bedford  http://www.movinghere.org.uk/schools/default.htm   www.mylearning.org/overview.asp?journeyid=409   (Passion for Fashion) http://www.mylearning.org/overview.asp?journeyid=318   (Ruskin) Ford Madox Brown MAG
Some examples http://www.nhm.ac.uk/nature-online/british-natural-history/index.html   http://www.manchestergalleries.org/the-collections/highlights-of-the-collection/narrativeobject.php?irn=876   www.seayourhistory.org.uk/content/view/39/77/   http://www.portsmouth.gov.uk/business/2781.html
Task: create some  online content  -review
Decide where in the site this will be  Add a title  Short, clear summary  Write a few sentences.  Add subheading Few more sentences  Banner This is an ARTICLE page
Title Add a summary? Each ‘promo’ needs  Title  Image? One-line descn Links to related points elsewhere in this site Where in the site is this? This is a SECTION page  - one of these links goes to the article page
Home page: key functions Offer overview:  Show user what the site can do for them Show user what is in the site: The structure at a glance Content highlights or samples Engagement: make user want to continue browsing
Article page: key functions Engage the user – make them want to consume the article Signposting:  Show user what else is nearby in the site The structure at a glance Show user what else the site offers them www.mylearning.org/overview.asp?journeyid=73 www.manchestergalleries.org/
More information: Well presented advice on usability including writing for the web, with a useful little self test option http://usability.coi.gov.uk/     A one page structured set of advice:  http://www.webdesignfromscratch.com/copywriting/writing-for-the-web/
More information (2) Simple to follow good practice list: http://www.jisc.ac.uk/aboutus/whoweare/brand/webwriting.aspx Articles to read and help you develop skills http://www.writingfortheweb.co.uk/artwrite.html     Classic advice from usability guru Jakob Nielsen http://www.useit.com/papers/webwriting/
Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes  / pupil activity sheets Zoomable images  Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers These are the first things to provide, and do not require high levels of IT expertise or investment Video can be done quite easily The others will mean investment of money and /or expert time
Two contrasting examples of resource development Both produced for Ashmolean Museum Flash interactive John Ruskin resources including video
Funded through Take One… Picture project Repurposing an existing activity  Focus on interactive element – buying in expertise not available in-house Opportunity to review and improve content Opportunity to involve local teachers Time consuming (attention to detail important), but great results! Attempts to create interactives in house less successful  Example 1: Brighton Then & Now whiteboard interactive Brighton Then and Now screenshot http://www.ashmolean.org/education/resources/resources2011/interactives/Brighton/Brighton.html
 
Take One Picture interactive: pros An ‘interactive’ resource often seems more attractive.  Offers a richer experience around each painting.  Activity is closely guided, so can be used even by inexperienced teachers.
Take One Picture interactive: cons Relatively expensive to produce. Quite limited in application – teachers cannot adjust to suit their needs.  Because most images / assets are ‘wrapped’ in Flash, this type of resource is sometimes less findable via Google etc.
Funded through AHRC grant - small component of bigger project Starting from scratch - defining concept very time consuming Opportunity to work closely with local school on in depth project Heavy demands on education staff time – (esp Joint Museums Art Education Officer) Opportunity to try out new approaches eg video clips Resulted in ‘solution’ for education staff to create teaching and learning packages (requiring minimal help from busy ICT team) Example 2: ‘Through Ruskin’s Eyes’ learning package ‘ Through Ruskin’s Eyes’ screenshot http://educationonline.ashmolean.org/ruskin/
 
 
John Ruskin resource: pros Provides images, videos and straightforward activities that students or teachers can use in their own way.  Less expensive to develop More likely to be found via Google etc Used WordPress.com for prototyping and Wordpress.org for the final site – with the option to produce more as required
John Ruskin resource: cons Does not have the ‘wow’ factor of an ‘interactive’
Overall comparison TOP:  approach quite well defined so easier to see the potential.  More constrained. Ruskin:  more specialist audience so more in depth activities.  Working with partners creative but increases complexity.
Wordpress.com vs Wordpress.org Wordpress.com is particularly quick to get going – great for developing and trialling resources, or just playing around with ideas Wordpress.org needs installation and a little maintenance, but offers a stable website solution
Making websites - CMSs http://wordpress.com   - free website creation service (pay extra for features like own domain name etc).  All hosting and upgrading etc is done for you
Making websites - CMSs http://wordpress.org   - free website creation service – like .com except you have to install it on your server and you are responsible for updating, hosting costs, etc
Making websites - CMSs www.contentcurator.net   - free open-source CMS specially developed for cultural and heritage sector.  Powerful and easy to use e.g. in-place editing
Making websites - CMSs www.cmsmadesimple.org  - free website creation service – you install it on your server and you are responsible for updating, hosting costs, etc  - very similar to wordpress.org
Developing a learning resource: iterative review your content       curriculum  (find a match)  Check Does it match your  audience’s specific needs? If so  TEST  -   and then  amend Learning activities       Learning outcomes  (find a match)
‘ What have museums ever done for us?’ The main value added for teachers working online is  selection of suitable material  with learning activities and outcomes in mind Focus resources on editorial, evaluation and testing  rather than technical functionality
Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes  / pupil activity sheets Zoomable images  Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers
Reflection How can you create effective learning resources on a limited budget? What are the quick wins for teachers, in online provision? How do you build a case for investing in the development of online resources?
Website users
Website users Who uses your website?  Why would they want to use it?  How would they find it?  What do they get out of it?  What do they dislike about it?
 
 
 
 
 
 
 
 
How do you get it right for everyone? Answer: You can’t get it right for everyone. You have to make choices, and stick to them: Who is it for?  What.. How…
Who for…? What for? How will they use it?
Learning resource: iterative planning content       curriculum  (find a match)  Learning activities       Learning outcomes  (find a match) Filtered by your  specific audience needs
Who for…? What for? How will they use it?
Who for what for ... Who for?   (audience) Need to be clear from start mum + 2 children looking for something to do this weekend teachers of yr5/6 in local area with whiteboards men interested in gadgets
Who for what for ... What ‘real-world’ outcomes?   What will they do as a result of using the site?  make a donation plan a visit to a museum buy a train ticket think differently about learning disability
Who for what for ... How will they use it?   (user experience) What do they actually  do  on the site?  browse and read articles working alone or in pairs? (learning resources) lean forward or sit back? Browsing, following, searching… Also  Where, When  and  Why ?
Examples of teacher feedback Vimeo videos http://vimeo.com/18888798  Key ideas http://vimeo.com/18892401  Lesson starter http://vimeo.com/18867252  Timesaver
Who for what for ... Website appraisal For each example note first impressions Who   is it for? What   does it offer them? How   will they use it?
Agree activity  following  today’s session
Sustaining learning – continue practising! Now:  - decide on an achievable task for the next two weeks In two weeks:  Email your work (however unfinished) to Martin  [if progress is slow, ask for help] Then: - Martin will offer feedback and suggestions
My task Write down what you plan to achieve within two weeks
Crit room
Crit room Simulated user testing Learn how user testing works Get feedback on specifics of websites Remember this is just a simulation of real user testing!
Crit room sites
Websites for different audiences
Websites for different audiences The following tips are based on  numerous evaluation sessions numerous user testing sessions talking to other people who use websites talking to other people who make websites
‘ General users’ There is no such thing as a general user Are you a general user?
Adults/families with general interest What does the site tell me at a glance? genuine enthusiasts will stay interested whatever the website looks like, and will spend some time looking around it or phone up for more information if required.
Adults/families with general interest But most will not bother unless something engages them within a few seconds The questions people might like answered within a few seconds of arriving on a museum site probably include:
Adults/families with general interest Where is it?  a schematic map on every page, or at least on the home page and visit info, would really help in attracting visitors who don’t know the area
Adults/families with general interest What’s the rough cost and roughly how long might I/we want to spend there? This would give me an idea of whether to view it as a place to pop into on the way somewhere or combine it with another attraction; or whether it requires more serious investment of time or money
Adults/families with general interest What kind of experience will I get? I know there will be ‘displays’ – it is a museum!  but will there be people around to help bring the place alive for me, my spouse, my children or friends? –  or are there events, or things to do like dressing up in a pilot’s uniform, or games to play, etc?
Websites for schools ‘ Serve the National Curriculum’ or  ‘extend or enhance’? ‘ enhance’ sounds good but   most  teachers want : curriculum specific  – by all means cross-curricular but with one scheme of work or topic as ‘headline’ (think ‘product byline’) ready-to-use  – teachers may want to adapt to their own situation (esp second time round), but most will not have time – offer at least one ready to use version minimal preparation  and with time commitment (preparation time and class time) clearly specified flexible/adaptable/extensible  where possible
Foundation and KS1 (3-7yrs) Production of materials for this age range is particularly tricky: aim at teachers not children, so… good bank of images, videos or other mainly  visual  assets  think of interactive whiteboards
Key Stage 2 ( 7 to 11 years old) keep no of words on each page to a minimum, say 50 in total illustrate key ideas visually as well as verbally and use audio if possible do not assume that the teacher can be over their shoulder at all points – so keep the instructions and processes simple try to use language, images, ideas, and settings that will appeal to the target audience
Key Stage 3  ( 11 to 14 years old) For KS2 a cross-curricular approach is OK (for example they may use the same site for Geography and Science) but: At KS3 cater for a single subject (and scheme of work) (Can offer suggestions for cross-curricular working, but remember generally each teacher teachers only one subject each.)
‘ Lifelong learners’ for (non-specialist) interest level  think of  12 yr olds Identify a particular audience with  specific  interests/motivations for using your site then focus on constraints to allow successful design to proceed.  (In a formal learning setting constraints often implicit in the course, physical set up etc.)
Specialist researchers Fact-oriented, less graphics and design, more text and specifically relevant images, with good search facility Examples of specialist researchers:  HE students and staff experts or enthusiasts in this subject area
Accessibility tips http://www.w3.org/WAI/ Images & animations :  Use the  alt  attribute to describe the function of each visual.  Image maps.  Use the  client-side  map  and  text for hotspots .  Multimedia.  Provide  captioning and transcripts of audio , and  descriptions of video .  Hypertext links .  Use text that makes sense when read out of context. For example, avoid "click here."  Frames.  Use the  noframes  element and meaningful  titles .  Etc, etc.  Also: http://diveintoaccessibility.org   Illustrates real life implications e.g.  Javascript
More information / advice / ideas Martin Bazley 0780 3580 737 www.martinbazley.com

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Creating online learning resources for schools for uploading

  • 1. Creating online learning resources for schools Ulster Museum 28 September 2011 Martin Bazley (Martin Bazley & Associates)
  • 2. Martin Bazley Previously Teaching (7 yrs) Science Museum, London, Learning Unit, Internet Projects (7yrs) E-Learning Officer, MLA South East (3yrs)
  • 3. Martin Bazley Currently Vice Chair, DLNet (was E-Learning Group for Museums, Lib, Archives) Consultancy, websites, training, user testing, evaluation … Martin Bazley & Associates www.martinbazley.com
  • 4.  
  • 5. Martin Bazley & Associates BBC / Public Catalogue Foundation Your Paintings project Consulting on user interface Consulting on online survey User testing
  • 6. Martin Bazley & Associates Ford Madox Brown Work schools interactive with embedded video Consulting on content and user interface User testing (classroom-based) (Also worked on redevelopment of main website)
  • 7. Martin Bazley & Associates John Ruskin Elements of Drawing website Consulting on content and user interface User testing – HE and Ruskin specialists (Also development of schools resource)
  • 8. Martin Bazley & Associates The National Archives Cabinet Papers project Consulting on content and user interface for schools User testing (classroom-based)
  • 9. Martin Bazley & Associates Development of small to medium sized museum websites Using WordPress or working with web developer associate User testing etc included
  • 10. Martin Bazley & Associates Training Writing for the web Developing online resources Planning online audience research and impact assessment Video for the web Podcasting – planning, production, promotion Social media And more – anything digital
  • 11. Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes / pupil activity sheets Zoomable images  Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers This is good news. Maybe there is no need to learn how to create online learning resources after all? These are the first things to provide, and do not require high levels of IT expertise or investment Video can be done quite easily The others will mean investment of money and /or expert time
  • 12. Why do we have to learn to write for the web? Isn’t it just writing like any other kind of material?
  • 13. Users don’t always ‘get’ what we are offering: a real–world analogy
  • 14. Even a slight difference in viewpoints… … can cause real problems for users
  • 15.  
  • 16.  
  • 17.  
  • 18.  
  • 19.  
  • 20.  
  • 21. In a conflict between visual affordance … … and written instructions visual affordance almost always wins
  • 23. Hmm… the button is really small… And it’s not green… You can’t push it in… Just push the big green button by the gate
  • 25. So what is the point of all this?
  • 26. Web users also don’t get it
  • 27. People use the web differently…
  • 28. … from the way they use books, object labels, magazines, newspapers, information screens, etc
  • 29. For most people the web is a predominantly visual medium
  • 30.  
  • 31.  
  • 32.  
  • 33.  
  • 34. 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 – rather than reading through them in detail just scan the web pages they are using, or at least the ones where they are still trying to work out where to go next
  • 35.  
  • 36. Users won't read your text thoroughly word-by-word. Exhaustive reading is rare, especially when browsing. Yes, some people will read more, but most won't.
  • 37. The first two paragraphs must state the most important information . There's some hope that users will actually read this material – though they'll probably read more of the first paragraph than the second.
  • 38. Start subheadings, paragraphs, and bullet points with information-carrying words that users will notice when scanning down the left side of your content in the final stem of their F-behaviour. They'll read the third word on a line much less often than the first two words.
  • 39. If they have to work at it for example if they cannot see what they are looking for, or if it doesn’t make sense to them at first glance then most people – or at least many people who do a lot of searching or browsing on the web just decide that this particular site is not for them, and anyway they have a long list of other search results or ideas to try and so they go elsewhere
  • 40. Exercise: Make this web page better
  • 41.  
  • 42. About website structure, ways people use the web and implications for writing for the web
  • 43. Certain types of websites impose linear user journeys: TheTrainline.com Cinema ticket bookings Self assessment tax return online
  • 44.  
  • 45. In most websites, although there are some linear elements …
  • 46.  
  • 47. … people like to have other pathways available to them…
  • 48. … and most journeys are very non-linear
  • 49. Also, most people reach your website via Google Only 20% arrive at your website on the home page
  • 50. Most may not have had your site in mind when searching
  • 51. 30% of them go to home page to ‘try and work out what this site is about’
  • 52. So each page on the site must quickly: engage users and give sense of what site is about – otherwise most will leave
  • 53. ‘ Writing for the web’ is not just about text…
  • 54. … but also choosing the right images … layouts … graphical look and feel … website structure etc etc
  • 55. Key point of paragraph/ section Image clearly related to text Broken into short paras
  • 56. Short video guides http://www.youtube.com/watch?v=AoU2yANNxRs&eurl=http://inside.123-reg.co.uk/archives/video-writing-your-web-copy Writing web headlines http://www.youtube.com/watch?v=zBg7dJIfHM0
  • 57. Home page: key functions Offer overview: Show user what the site can do for them Show user what is in the site: The structure at a glance Content highlights or samples Engagement: make user want to continue browsing www.manchestergalleries.org/
  • 58. Article page: key functions Engage the user – make them want to consume the article Signposting: Show user what else is nearby in the site The structure at a glance Show user what else the site offers them www.mylearning.org/overview.asp?journeyid=73 www.manchestergalleries.org/
  • 62. Home page: key functions Offer overview: Show user what the site can do for them Show user what is in the site: The structure at a glance Content highlights or samples Engagement: make user want to continue browsing
  • 63. Article page: key functions Engage the user – make them want to consume the article Signposting: Show user what else is nearby in the site The structure at a glance Show user what else the site offers them www.mylearning.org/overview.asp?journeyid=73 www.manchestergalleries.org/
  • 64. Task: create some online content
  • 65. Decide where in the site this will be Add a title Short, clear summary Write a few sentences. Add subheading Few more sentences Banner This is an ARTICLE page
  • 66. Title Add a summary? Each ‘promo’ needs Title Image? One-line descn Links to related points elsewhere in this site Where in the site is this? This is a SECTION page - one of these links goes to the article page
  • 68. Roles of IWB … at different points in the lesson / learning cycle Starter Main Plenary
  • 69. Interactive ” means “ lots of things moving on screen, clickable, automatic response, quizzes etc interaction between students, teacher and screen – activities, conversation, cognitive engagement, etc first meaning used mainly by companies trying to market whiteboards, software etc as ‘interactive’ second used mainly by educators
  • 70. Resources - examples Bedford Bytes Britons at War Tate Tools Museum Network Artworks National Portrait Gallery Mary Seacole National Gallery Museum of London Fire of London
  • 71. Resources for use on whiteboards - examples Wartime in Bedford http://www.movinghere.org.uk/schools/default.htm www.mylearning.org/overview.asp?journeyid=409 (Passion for Fashion) http://www.mylearning.org/overview.asp?journeyid=318 (Ruskin) Ford Madox Brown MAG
  • 72. Some examples http://www.nhm.ac.uk/nature-online/british-natural-history/index.html http://www.manchestergalleries.org/the-collections/highlights-of-the-collection/narrativeobject.php?irn=876 www.seayourhistory.org.uk/content/view/39/77/ http://www.portsmouth.gov.uk/business/2781.html
  • 73. Task: create some online content -review
  • 74. Decide where in the site this will be Add a title Short, clear summary Write a few sentences. Add subheading Few more sentences Banner This is an ARTICLE page
  • 75. Title Add a summary? Each ‘promo’ needs Title Image? One-line descn Links to related points elsewhere in this site Where in the site is this? This is a SECTION page - one of these links goes to the article page
  • 76. Home page: key functions Offer overview: Show user what the site can do for them Show user what is in the site: The structure at a glance Content highlights or samples Engagement: make user want to continue browsing
  • 77. Article page: key functions Engage the user – make them want to consume the article Signposting: Show user what else is nearby in the site The structure at a glance Show user what else the site offers them www.mylearning.org/overview.asp?journeyid=73 www.manchestergalleries.org/
  • 78. More information: Well presented advice on usability including writing for the web, with a useful little self test option http://usability.coi.gov.uk/   A one page structured set of advice: http://www.webdesignfromscratch.com/copywriting/writing-for-the-web/
  • 79. More information (2) Simple to follow good practice list: http://www.jisc.ac.uk/aboutus/whoweare/brand/webwriting.aspx Articles to read and help you develop skills http://www.writingfortheweb.co.uk/artwrite.html   Classic advice from usability guru Jakob Nielsen http://www.useit.com/papers/webwriting/
  • 80. Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes / pupil activity sheets Zoomable images  Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers These are the first things to provide, and do not require high levels of IT expertise or investment Video can be done quite easily The others will mean investment of money and /or expert time
  • 81. Two contrasting examples of resource development Both produced for Ashmolean Museum Flash interactive John Ruskin resources including video
  • 82. Funded through Take One… Picture project Repurposing an existing activity Focus on interactive element – buying in expertise not available in-house Opportunity to review and improve content Opportunity to involve local teachers Time consuming (attention to detail important), but great results! Attempts to create interactives in house less successful Example 1: Brighton Then & Now whiteboard interactive Brighton Then and Now screenshot http://www.ashmolean.org/education/resources/resources2011/interactives/Brighton/Brighton.html
  • 83.  
  • 84. Take One Picture interactive: pros An ‘interactive’ resource often seems more attractive. Offers a richer experience around each painting. Activity is closely guided, so can be used even by inexperienced teachers.
  • 85. Take One Picture interactive: cons Relatively expensive to produce. Quite limited in application – teachers cannot adjust to suit their needs. Because most images / assets are ‘wrapped’ in Flash, this type of resource is sometimes less findable via Google etc.
  • 86. Funded through AHRC grant - small component of bigger project Starting from scratch - defining concept very time consuming Opportunity to work closely with local school on in depth project Heavy demands on education staff time – (esp Joint Museums Art Education Officer) Opportunity to try out new approaches eg video clips Resulted in ‘solution’ for education staff to create teaching and learning packages (requiring minimal help from busy ICT team) Example 2: ‘Through Ruskin’s Eyes’ learning package ‘ Through Ruskin’s Eyes’ screenshot http://educationonline.ashmolean.org/ruskin/
  • 87.  
  • 88.  
  • 89. John Ruskin resource: pros Provides images, videos and straightforward activities that students or teachers can use in their own way. Less expensive to develop More likely to be found via Google etc Used WordPress.com for prototyping and Wordpress.org for the final site – with the option to produce more as required
  • 90. John Ruskin resource: cons Does not have the ‘wow’ factor of an ‘interactive’
  • 91. Overall comparison TOP: approach quite well defined so easier to see the potential. More constrained. Ruskin: more specialist audience so more in depth activities. Working with partners creative but increases complexity.
  • 92. Wordpress.com vs Wordpress.org Wordpress.com is particularly quick to get going – great for developing and trialling resources, or just playing around with ideas Wordpress.org needs installation and a little maintenance, but offers a stable website solution
  • 93. Making websites - CMSs http://wordpress.com - free website creation service (pay extra for features like own domain name etc). All hosting and upgrading etc is done for you
  • 94. Making websites - CMSs http://wordpress.org - free website creation service – like .com except you have to install it on your server and you are responsible for updating, hosting costs, etc
  • 95. Making websites - CMSs www.contentcurator.net - free open-source CMS specially developed for cultural and heritage sector. Powerful and easy to use e.g. in-place editing
  • 96. Making websites - CMSs www.cmsmadesimple.org - free website creation service – you install it on your server and you are responsible for updating, hosting costs, etc - very similar to wordpress.org
  • 97. Developing a learning resource: iterative review your content   curriculum (find a match) Check Does it match your audience’s specific needs? If so TEST - and then amend Learning activities   Learning outcomes (find a match)
  • 98. ‘ What have museums ever done for us?’ The main value added for teachers working online is selection of suitable material with learning activities and outcomes in mind Focus resources on editorial, evaluation and testing rather than technical functionality
  • 99. Elements of online learning resources Image(s) + caption(s) Key question(s) / short activities Background teacher notes / pupil activity sheets Zoomable images  Video Interactive More complex functionality Increasing cost and complexity Most useful for teachers
  • 100. Reflection How can you create effective learning resources on a limited budget? What are the quick wins for teachers, in online provision? How do you build a case for investing in the development of online resources?
  • 102. Website users Who uses your website? Why would they want to use it? How would they find it? What do they get out of it? What do they dislike about it?
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  • 111. How do you get it right for everyone? Answer: You can’t get it right for everyone. You have to make choices, and stick to them: Who is it for? What.. How…
  • 112. Who for…? What for? How will they use it?
  • 113. Learning resource: iterative planning content   curriculum (find a match) Learning activities   Learning outcomes (find a match) Filtered by your specific audience needs
  • 114. Who for…? What for? How will they use it?
  • 115. Who for what for ... Who for? (audience) Need to be clear from start mum + 2 children looking for something to do this weekend teachers of yr5/6 in local area with whiteboards men interested in gadgets
  • 116. Who for what for ... What ‘real-world’ outcomes? What will they do as a result of using the site? make a donation plan a visit to a museum buy a train ticket think differently about learning disability
  • 117. Who for what for ... How will they use it? (user experience) What do they actually do on the site? browse and read articles working alone or in pairs? (learning resources) lean forward or sit back? Browsing, following, searching… Also Where, When and Why ?
  • 118. Examples of teacher feedback Vimeo videos http://vimeo.com/18888798 Key ideas http://vimeo.com/18892401 Lesson starter http://vimeo.com/18867252 Timesaver
  • 119. Who for what for ... Website appraisal For each example note first impressions Who is it for? What does it offer them? How will they use it?
  • 120. Agree activity following today’s session
  • 121. Sustaining learning – continue practising! Now: - decide on an achievable task for the next two weeks In two weeks: Email your work (however unfinished) to Martin [if progress is slow, ask for help] Then: - Martin will offer feedback and suggestions
  • 122. My task Write down what you plan to achieve within two weeks
  • 124. Crit room Simulated user testing Learn how user testing works Get feedback on specifics of websites Remember this is just a simulation of real user testing!
  • 127. Websites for different audiences The following tips are based on numerous evaluation sessions numerous user testing sessions talking to other people who use websites talking to other people who make websites
  • 128. ‘ General users’ There is no such thing as a general user Are you a general user?
  • 129. Adults/families with general interest What does the site tell me at a glance? genuine enthusiasts will stay interested whatever the website looks like, and will spend some time looking around it or phone up for more information if required.
  • 130. Adults/families with general interest But most will not bother unless something engages them within a few seconds The questions people might like answered within a few seconds of arriving on a museum site probably include:
  • 131. Adults/families with general interest Where is it? a schematic map on every page, or at least on the home page and visit info, would really help in attracting visitors who don’t know the area
  • 132. Adults/families with general interest What’s the rough cost and roughly how long might I/we want to spend there? This would give me an idea of whether to view it as a place to pop into on the way somewhere or combine it with another attraction; or whether it requires more serious investment of time or money
  • 133. Adults/families with general interest What kind of experience will I get? I know there will be ‘displays’ – it is a museum! but will there be people around to help bring the place alive for me, my spouse, my children or friends? – or are there events, or things to do like dressing up in a pilot’s uniform, or games to play, etc?
  • 134. Websites for schools ‘ Serve the National Curriculum’ or ‘extend or enhance’? ‘ enhance’ sounds good but most teachers want : curriculum specific – by all means cross-curricular but with one scheme of work or topic as ‘headline’ (think ‘product byline’) ready-to-use – teachers may want to adapt to their own situation (esp second time round), but most will not have time – offer at least one ready to use version minimal preparation and with time commitment (preparation time and class time) clearly specified flexible/adaptable/extensible where possible
  • 135. Foundation and KS1 (3-7yrs) Production of materials for this age range is particularly tricky: aim at teachers not children, so… good bank of images, videos or other mainly visual assets think of interactive whiteboards
  • 136. Key Stage 2 ( 7 to 11 years old) keep no of words on each page to a minimum, say 50 in total illustrate key ideas visually as well as verbally and use audio if possible do not assume that the teacher can be over their shoulder at all points – so keep the instructions and processes simple try to use language, images, ideas, and settings that will appeal to the target audience
  • 137. Key Stage 3 ( 11 to 14 years old) For KS2 a cross-curricular approach is OK (for example they may use the same site for Geography and Science) but: At KS3 cater for a single subject (and scheme of work) (Can offer suggestions for cross-curricular working, but remember generally each teacher teachers only one subject each.)
  • 138. ‘ Lifelong learners’ for (non-specialist) interest level think of 12 yr olds Identify a particular audience with specific interests/motivations for using your site then focus on constraints to allow successful design to proceed. (In a formal learning setting constraints often implicit in the course, physical set up etc.)
  • 139. Specialist researchers Fact-oriented, less graphics and design, more text and specifically relevant images, with good search facility Examples of specialist researchers: HE students and staff experts or enthusiasts in this subject area
  • 140. Accessibility tips http://www.w3.org/WAI/ Images & animations : Use the alt attribute to describe the function of each visual. Image maps. Use the client-side map and text for hotspots . Multimedia. Provide captioning and transcripts of audio , and descriptions of video . Hypertext links . Use text that makes sense when read out of context. For example, avoid "click here." Frames. Use the noframes element and meaningful titles . Etc, etc. Also: http://diveintoaccessibility.org Illustrates real life implications e.g. Javascript
  • 141. More information / advice / ideas Martin Bazley 0780 3580 737 www.martinbazley.com

Editor's Notes

  1. Resources – what can you do what are the quick wins for teachers, in online provision? How do you build a case for spending time on online? Feedback from Ts to demo demand; evaluate resources produced to demo being used and inform future development, etc Make it part of someone’s job description rather than add on – build up gradually, convince colleagues Selection of images is key
  2. Instead of What will they do, used to say how will they useit: - nicer symmetry but too easy to dismiss using answer to What for question. Answering one question often helps clarify in respect of another, e.g. sometimes find multiple uses envisaged, which can lead to improved audience definition
  3. Instead of What will they do, used to say how will they useit: - nicer symmetry but too easy to dismiss using answer to What for question. Answering one question often helps clarify in respect of another, e.g. sometimes find multiple uses envisaged, which can lead to improved audience definition
  4. Instead of What will they do, used to say how will they useit: - nicer symmetry but too easy to dismiss using answer to What for question. Answering one question often helps clarify in respect of another, e.g. sometimes find multiple uses envisaged, which can lead to improved audience definition
  5. Instead of What will they do, used to say how will they useit: - nicer symmetry but too easy to dismiss using answer to What for question. Answering one question often helps clarify in respect of another, e.g. sometimes find multiple uses envisaged, which can lead to improved audience definition