This document discusses various ways that digital technology can be used to engage audiences and generate or save money. It provides examples of hosting workshops on topics like animation, music, photography and video. It also discusses using social media for promotion and audience research, creating websites and online learning resources, and making short informational videos. The document emphasizes that many digital opportunities do not require high technical skills or budgets, and suggests starting with basic online content like images, questions and video before investing in more complex features.

1. Using digital to generate and/or
save money
Selwyn College, Cambridge
4 September 2014
Martin Bazley

2. Sessions using digital (chargeable)
Design workshops
Animation
Music workshops
Photography workshops
Video / film workshops
Promotion, evaluation
Social media
Audience research - understanding your audience better
Create your own website / add another section
Online learning resources
Prototyping website / online learning resources
Short films to enhance engagement with the website and promote
learning offer

3. Sessions using digital
Types (all potentially chargeable)
Individual drop-in
Individual booked in advance
School class (obviously booked in advance!)
Animation
Music workshops
Design workshops
Photography workshops
Video / film workshops

4. Download

5. Download

6. Sharpen your mice... starter for 10
• What ways can you think of, in which digital
technology can be used to engage and work
with young people?
• What’s the difference between new media
and social media? Why ‘new’ and why
‘social’?

7. Sharpen your mice... starter for 10
• What social media services have you heard
of, and what do you know about them?
• Which is more popular with young people,
MySpace, Facebook, LinkedIn or WordPress?
• What is RSS?

8. Sharpen your mice... starter for 10
• What is a blog and where does the word
come from?
• What is a podcast and where does the word
come from?

9. Sharpen your mice... starter for 10
• When using Facebook to work with young
people, it is important to....
CommonCraft videos
Online audiences site
Podcast examples?

10. Animation
Two main types:
Wallace and Gromit
Computer generated
Lots of free animation software
- some specially designed for schools
Just google 'free animation software for schools'
Need to manage expectations!
Use archive photo as background
Add music afterwards

11. Design /desktop publishing
Example (V&A):
visitor lent camera
Goes round galleries and takes photo of object
Back at base, photo taken of visitor
Combine the two images to produce printable
poster
Lots of possibilities - adapt appropriate to
your situation

12. Film/ video sessions
Example (LMWS) (see sheets)
define clear achievable appropriate task
work in specific area of gallery
editing afterwards not needed - edit as you
shoot
great way of getting parents and others to see
moving images of your site
Lots of possibilities - adapt appropriate to
your situation

13. =============================================
Ideas surgery: 5 mins thinking time, then plenary review
Work in pairs / threes. Choose one or more ideas using digital technology to
save money and / or generate income in your own organisation(s).
Think ‘elevator pitch’ not ‘feasibility study’!
Keep this light – don’t fret over the figures. If unsure whether something will
work ‘technologically’, assume it will.
=============================================
Our idea: [sessions]
Quick description / how it works (so you can explain to others):
How might it save / generate money? (note costs etc where known)

14. Promotion, evaluation
Social media
Audience research - understanding your
audience better
Create your own website / add another
section
Online learning resources
Prototyping website / online learning
resources
Short films to enhance engagement with the
website and promote learning offer

15. Social media
Plenty of advice out there on this.
Key points:
What are you trying to achieve?
How much time do you have to spend on this,
really?
What are the criteria for success? (SMART)
Consistency of tone - but something different
from the corporate line

16. Planning audience research

17. How can we get a sense of who our visitors
are and how they react to what we offer?
How do we gather data to help us improve
what we do?
How do we measure success from the
user's point of view, and / or against our own
objectives and constraints?
For example, how justify investment (or lack
of it) in social networks etc?

18. Define audience
research goal
Use results to guide Collect data
Analyse data
changes
Plan methodology

19. Define audience research
goal
Use results to guide Collect data
Analyse data
changes
Plan methodology

20. Define audience research
goal
Use results to guide Collect data
Analyse data
changes
Plan methodology

21. Define audience research
goal
Use results to guide Collect data
Analyse data
changes
Plan methodology

22. Define audience research
goal
Use results to guide Collect data
Analyse data
changes
Plan methodology

23. Define audience
research goal
Use results to guide Collect data
Analyse data
changes
Plan methodology

24. SCA guidance
http://sca.jiscinvolve.org/wp/audience-publications/
Good overview
Step by step approach
Lots of sources of information:
Culture 24 Let’s Get Real
http://weareculture24.org.uk/projects/action-research/

25. Create your own website / online resources
Do you have difficulty updating 'your own' web
pages?
Would you like to try out an idea for a different
website / online resource, but it seems too
expensive, time consuming, out of your control
etc?
Just try it out. Very quickly you can end up with
prototypes (free, design free)
final versions (some design needed, £500?)

26. 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

27. 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

28. Making websites - CMSs
http://wordpress.org - free website
creation service – like .com except you
need your own webspace and you are
responsible for updating, hosting costs,
etc

29. Wordpress examples
http://ruskin.ashmolean.org/education
http://www.digitallearningnetwork.net
http://www.wimbledonwindmill.org.uk
http://www.dorkingmuseum.org.uk

30. Getting your content online - others
Google maps, TripAdvisor, HistoryPin etc
YouTube, Vimeo, podcasting
Social media: Facebook, Twitter, etc
Google website search, Google Analytics
EventBrite or Amiando for event booking

31. Video for the web
Reasons to use it
• Moving images have much more impact, tend
to attract more interest
• Demonstrate evidence of engagement with
school groups / other learners
• Good medium for explaining things,
stimulating discussion etc

32. Video for the web
Equipment, technical etc
• Video camera – choose something simple
without too many controls (RIP Kodak Zi8 ...)
• Use an external microphone – sound quality is
biggest factor in overall quality.
• Tripod probably a good idea
• Think about lighting, background noise etc

33. Video for the web
Storyboarding
• Plan for a short video (for the web, for
schools, for general interest)
• You can always add more clips, and present
them as ‘chapters’ in a sequence
• Imagine shooting it and play it back in your
mind – then revise the storyboard

34. Video for the web
Editing
• Most time consuming element! Many hours,
for short clips, until more experienced.
• Free programs fine – iMovie (Mac),
MovieMaker (Windows), and search online
• ‘cutaways’ is main additional feature you
might need – Adobe Premiere Elements?

35. Video for the web
Sharing and uploading
• YouTube, Vimeo etc – these handle all the
format conversion for you and provide
streaming service
• Upload file to website – can be good
(YouTube blocked in some schools) but more
technical fiddling required.

36. Learning to plan, shoot and
edit short films in house

37. Reviewing first attempts....

38. 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
This is good news. Maybe creating online learning
resources is not so difficult?

39. =============================================
Ideas surgery: 5 mins thinking time, then plenary review
Work in pairs / threes. Choose one or more ideas using digital technology to
save money and / or generate income in your own organisation(s).
Think ‘elevator pitch’ not ‘feasibility study’!
Keep this light – don’t fret over the figures. If unsure whether something will
work ‘technologically’, assume it will.
=============================================
Our idea: [promotion/evaluation etc]
Quick description / how it works (so you can explain to others):
How might it save / generate money? (note costs etc where known)

40. Make a short film quickly for free
One approach:
Talk to camera or film around gallery / site
Open video in editing software (free or low
cost)
Add in archive images, music, titles etc

41. Make a short film quickly for free
Quicker approach
Lower production values
Use free screencasting software
Jing
Get images,music ready
Start recording the screen (and mic) and do it
'live'. Can pause record to avoid awkward
transitions.

42. Developing a learning resource: iterative review
your content   curriculum
(find a match)
Check
Learning activities   Learning outcomes
(find a match)
Does it match your audience’s specific needs?
If so TEST - and then amend

43. 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?

44. 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

45. ‘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

46. More information / advice / ideas
Martin Bazley
www.martinbazley.com
0780 3580 737