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Planning and managing a successful online exhibition – what to consider Grace Kimble School Programme Developer James Hatton Archives Assistant
Examples of online exhibitions
Things to think about What? Who?  Why?  How?  When?
Iterative Process what? who? why? how? when?
1.  What Choice of content To raise the profile of previously unseen material Common request from audience To support curators To support a temporary exhibition To support a permanent exhibition To support the curriculum Government agenda Grant funding
To raise the profile of previously unseen material
Common request from audience
To support curators
To support a temporary exhibition
To support a permanent exhibition
To support the curriculum
Government / wider agenda
Grant funding
2. Who?  Age/education level Wide/narrow range Formal/informal Accessibility What will I find out?  Why do I want to?  What do I already know about this collection?  Am I going to visit?
Age/education level
Wide/narrow focus: Levels of information
Degree of formality- Curriculum constraints/ extra information
Accessibility
3. Why?  Who benefits? How do they benefit?  Learning Objectives:  To develop knowledge and understanding of variation and classification To understand how scientists and historians share, interpret and collect evidence To select and identify relevant information to use in an exhibition design activity Generic learning outcomes- Inspiring Learning for all
Returning to ‘What’- more detail this time! Selection of resources Collaboration with other departments/organisations Digitisation Interpretation Narrative and tone of voice Degree of linearity Navigation Degree of choice Place on website
Collaboration with other departments/organisations
Narrative and tone of voice
Digitisation
Interpretation
Degree of linearity
Degree of choice- site map
NaturePlus Visitors collect content during the Cocoon experience, which they can access later online, to continue their learning.
Look and feel Placefinder
Navigation
Place on website
4. How Software Downloads- useful for setting an activity to do- drawback printing out, time taken to download Hardware- test with the range of hardware which audience might use: phone/laptop/PC How much?  Planning
Software Content management system  Information input Picture upload Video  links- time Structure Games Amount of text Time to learn Downloads Updated?
Downloads
Hardware- test with the range of hardware which audience might use: phone/laptop/PC How is it going to be presented (informs guidance notes)
How much? -staff time (development/maintenance) -photographer -consultation -hardware -software -expertise
Planning 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
5. When  Timescale initial ideas (scope for audience input/front end evaluation here) check with relevant departments- curation/archives, learning, press and marketing, learning, external copyright etc. Generate content  Input to software platform Review – internal departments edit Review again publish Evaluate- in house/external advertise maintain- e.g. review figures, respond to comments competitions as a means to raise profile
Evaluation method- videoconferencing
 
Evaluation Mr Shibli: You did actually stretch them, it wasn’t a simple activity which sort of just made them go through the motions without thinking, and some of them,  particularly those who were more resilient really benefited from it.  Laura: (Hans Sloane) went to Jamaica to find different plants, animals and rocks  Sam: he helped with hot chocolate and the making of it Ifeoluwa: I learnt more about fossils, and how to divide up fossils from minerals, vertebrates and invertebrates. I liked the way you moved around the boxes, the sections George:  … more games would improve it Todd: I didn’t think there was enough information about everyone in all the links
Things we learnt Try out links outside organisation External deadlines can change plans Make the most of linking expertise in different departments Get audience to read text and see which words they don’t understand!
Questions? Grace Kimble School Programme Developer [email_address] James Hatton Archives Assistant [email_address]
 

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Grace Kimble NHM Intro

  • 1. Planning and managing a successful online exhibition – what to consider Grace Kimble School Programme Developer James Hatton Archives Assistant
  • 2. Examples of online exhibitions
  • 3. Things to think about What? Who? Why? How? When?
  • 4. Iterative Process what? who? why? how? when?
  • 5. 1. What Choice of content To raise the profile of previously unseen material Common request from audience To support curators To support a temporary exhibition To support a permanent exhibition To support the curriculum Government agenda Grant funding
  • 6. To raise the profile of previously unseen material
  • 9. To support a temporary exhibition
  • 10. To support a permanent exhibition
  • 11. To support the curriculum
  • 14. 2. Who? Age/education level Wide/narrow range Formal/informal Accessibility What will I find out? Why do I want to? What do I already know about this collection? Am I going to visit?
  • 16. Wide/narrow focus: Levels of information
  • 17. Degree of formality- Curriculum constraints/ extra information
  • 19. 3. Why? Who benefits? How do they benefit? Learning Objectives: To develop knowledge and understanding of variation and classification To understand how scientists and historians share, interpret and collect evidence To select and identify relevant information to use in an exhibition design activity Generic learning outcomes- Inspiring Learning for all
  • 20. Returning to ‘What’- more detail this time! Selection of resources Collaboration with other departments/organisations Digitisation Interpretation Narrative and tone of voice Degree of linearity Navigation Degree of choice Place on website
  • 21. Collaboration with other departments/organisations
  • 22. Narrative and tone of voice
  • 26. Degree of choice- site map
  • 27. NaturePlus Visitors collect content during the Cocoon experience, which they can access later online, to continue their learning.
  • 28. Look and feel Placefinder
  • 31. 4. How Software Downloads- useful for setting an activity to do- drawback printing out, time taken to download Hardware- test with the range of hardware which audience might use: phone/laptop/PC How much? Planning
  • 32. Software Content management system Information input Picture upload Video links- time Structure Games Amount of text Time to learn Downloads Updated?
  • 34. Hardware- test with the range of hardware which audience might use: phone/laptop/PC How is it going to be presented (informs guidance notes)
  • 35. How much? -staff time (development/maintenance) -photographer -consultation -hardware -software -expertise
  • 36. Planning 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. 5. When Timescale initial ideas (scope for audience input/front end evaluation here) check with relevant departments- curation/archives, learning, press and marketing, learning, external copyright etc. Generate content Input to software platform Review – internal departments edit Review again publish Evaluate- in house/external advertise maintain- e.g. review figures, respond to comments competitions as a means to raise profile
  • 39.  
  • 40. Evaluation Mr Shibli: You did actually stretch them, it wasn’t a simple activity which sort of just made them go through the motions without thinking, and some of them, particularly those who were more resilient really benefited from it. Laura: (Hans Sloane) went to Jamaica to find different plants, animals and rocks Sam: he helped with hot chocolate and the making of it Ifeoluwa: I learnt more about fossils, and how to divide up fossils from minerals, vertebrates and invertebrates. I liked the way you moved around the boxes, the sections George: … more games would improve it Todd: I didn’t think there was enough information about everyone in all the links
  • 41. Things we learnt Try out links outside organisation External deadlines can change plans Make the most of linking expertise in different departments Get audience to read text and see which words they don’t understand!
  • 42. Questions? Grace Kimble School Programme Developer [email_address] James Hatton Archives Assistant [email_address]
  • 43.