"The Connect Gallery: Using prototype evaluation as a strategic tool in the design process of interactives", presented at the VSG Summer School Conference in Edinburgh, June 2007 & a VSG Seminar in Cardiff, November 2007
Communicating with Your Audience in 140 CharactersJenni Fuchs
"Museums in the Digital Age - Communicating with Your Audience in 140 Characters", presented at the ICOM-CECA Conference in Yerevan, Armenia, October 2012
Culture and Religion in Expatriate CongregationsJenni Fuchs
"Culture and Religion in Expatriate Congregations", presented at the Research Seminar in European Ethnology, hosted by the Open University in Milton Keynes, January 2003
The impact of exhibition evaluation on setting priorities for museum educationJenni Fuchs
"'Extremes: Life in Subarctic Canada' - The impact of exhibition evaluation on setting priorities for museum education" Research paper presented at the ICOM CECA Conference 'Museum Education in a Global Context: Priorities and Processes' in Reykjavik, October 2009
Communicating with Your Audience in 140 CharactersJenni Fuchs
"Museums in the Digital Age - Communicating with Your Audience in 140 Characters", presented at the ICOM-CECA Conference in Yerevan, Armenia, October 2012
Culture and Religion in Expatriate CongregationsJenni Fuchs
"Culture and Religion in Expatriate Congregations", presented at the Research Seminar in European Ethnology, hosted by the Open University in Milton Keynes, January 2003
The impact of exhibition evaluation on setting priorities for museum educationJenni Fuchs
"'Extremes: Life in Subarctic Canada' - The impact of exhibition evaluation on setting priorities for museum education" Research paper presented at the ICOM CECA Conference 'Museum Education in a Global Context: Priorities and Processes' in Reykjavik, October 2009
Ux, ethnography and possibilities for libraries, museums and archives [recomm...Dr. Michael Baker
Checkout this Presentation recommended by Dr Michael Baker Washington Indiana. These slides are adapted from a talk I gave at the Welsh Government's Marketing Awards for the LAM sector, in 2017. It offers a primer on UX - User Experience - and how ethnography and design might be used in the library, archive and museum worlds to better understand your users.
UX, ethnography and possibilities: for Libraries, Museums and ArchivesNed Potter
These slides are adapted from a talk I gave at the Welsh Government's Marketing Awards for the LAM sector, in 2017.
It offers a primer on UX - User Experience - and how ethnography and design might be used in the library, archive and museum worlds to better understand our users. All good marketing starts with audience insight.
The presentation covers the following:
1) An introduction to UX
2) Ethnography, with definitions and examples of 7 ethnographic techniques
3) User-centred design and Design Thinking
4) Examples of UX-led changes made at institutions in the UK and Scandinavia
5) Next Steps - if you'd like to try out UX at your own organisation
Assignment x Through reviewing the Olympic Messaging Syste.docxedmondpburgess27164
Assignment x
Through reviewing the Olympic Messaging System's system design methodology, the authors will
provide advice on when particular methodologies would be used and how long they would take. The
methodologies they focus on are the following: early focus on users and tasks, empirical measurement,
and iterative design. There is a fourth principle introduced later on, which they call the “Integrated
Usability Design”.
The authors utilized a huge amount of ideas in their pursuit of the design principles. They printed
scenarios of the interfaces, performed early iterative tests of user guides, preformed early simulations
and early demonstrations, made sure to have a representative for the Olympians, took tours of the
Olympic Village sites and had interviews with Olympians themselves, made oversea tests of the
Family/Friends interface, used a hallway and storefront technique, performed a prototype tests. They
also used unusual techniques such as a “Try to destroy it” test and a win a bear contest. Of course, all
of these ideas had a purpose.
Following the principles may have required more work in the beginning, but they greatly reduced the
work later on. The use of printed scenarios was helpful in showing the first definition of system
functions, the user interface, and hard to imagine deep system organizations. The scenarios also
identified conflicts that a list of functions could not do, allowed people to criticize where their
comments had most impact and changes could be made before code was written. Basically, it helped
them make decisions that were still being debated.
The early user guides were helpful in identifying issues and problems in system organization. When the
developers were performing early simulations, they utilized a Voice Toolkit that allowed them to debug
the user interface, conduct informal user experiments for the interfaces for both major user groups, and
provide demonstrations to raise comments from people. These early simulations also helped to develop
help messages and revealed how much a user should know to use the system.
Hallway methodology was an easy way to get participants for informal experiments, it was enjoyable,
accelerated the rate of progress, and other group members got a better feel for where their work fit in.
The prototype test performed in Yorktown was useful in debugging the system and user interfaces. It
also helped them fine tune of what was implemented in the OMS so far. The contest was useful in
displaying the usability for everyone and caught bugs as well. On the “try to destroy it” test, they were
able to figure how reliable the system was. The final prototype test they performed was useful in
learning how to interface OMS with the Los Angeles telephone network. All in all, the OMS was very
exportable.
The principles are worth following, but there are some consequences. It was sometimes
psychologically difficult .
Design Thinking : Prototyping & TestingSankarshan D
The design team will now produce a number of inexpensive, scaled down versions of the product or specific features found within the product, so they can investigate the problem solutions generated in the previous stage. Prototypes may be shared and tested within the team itself, in other departments, or on a small group of people outside the design team.
https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
User Experience 6: Qualitative Methods, Playtesting and InterviewsMarc Miquel
This presentation introduces the most fundamental qualitative methods: the playtesting and the interview. It discusses when to use it and the possible bias the researcher may incur.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
A week after Apple's new iPod touchscreen interface came out, our professor used it to situate a real-world problem: how can designers exploit the affordances and new potential interactions made possible by this fluid, new, touchable technology? This is a good example of how I like to deconstruct an interface to its most raw parts before reconstruction (around appropriate persona requirements).
http://taxitaiongtho.com/chuyen-nha-lien-tinh-thue-xe-tai-lien-tinh/le bao
Dịch Vụ Chuyển Nhà Liên Tình, Chuyển Nhà Liên Tình, xe tải chuyển nhà liên tỉnh, chuyển nhà trọn gói liên tỉnh
http://taxitaiongtho.com/chuyen-nha-lien-tinh-thue-xe-tai-lien-tinh/
Due Sept 20th by 700pm est. 1.Background & Proposed InterveAlyciaGold776
Due Sept 20th by 7:00pm est.
1.Background & Proposed Interventions/Implementations:
· Now that the problem has been identified,
write in APA format several paragraphs providing background information on the topic. The amount of paragraphs you write varies topic-to-topic.
· Sufficient background information helps your reader determine if
you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your planned intervention and/or findings. It will also aid
your reader in understanding the depth of your problem. Keep this in mind because providing succinct background information can be an effective way to show that
you have a clear grasp of key issues and concepts guiding your project.
· You should be able to back up what you claim is the problem with data or quotes and paraphrases from people who have authority on the topic (i.e.: previous research, experts in that specific field).
· Use the following as headers for your background information:
history of the issue, current data on the issue (summarize this, you will describe more in the literature review),
current organizational practices or activities to resolve the issue.
Proposed Interventions/Implementations:
· Describe methods/activities to address this issue (what
you would do to fix/correct the problem/issue during your practicum). Example: Develop an educational plan on diabetes training for nurses? Develop a checklist on use of a specific therapy?
· Keep in mind that you are
NOT going to actually perform your proposed intervention. You are planning and designing only.
· Consider and describe:
What do you plan to do as a part of your practicum? Meet with the nurse manager? Interview staff nurses? Observe a specific activity?
· You are the student here--not the students you plan to teach. What student learning outcomes to you as a student want to achieve from this practicum? Make them measurable, realistic, and appropriate for your planned project. A minimum of 3 outcomes.
· You can write this as:
Upon completion of practicum, the student will be able to:
1.
xxx
2.
xxx
3.
minimum of three
My PICOT question and info:
Question: Is there a significant decrease in Emergency Department patient length of stay (LOS) for those whose blood was analyzed using POC testing versus those whose blood was analyzed using laboratory testing?
· P-Population= emergency room patients
· I-Intervention or Exposure= POC testing of blood specimens
· C-Comparison= Laboratory blood specimens
· O-Outcome= Decrease patient stay in the emergency room
· T-Time = N/A
Timing is essential in the nursing field and the Emergency Room is notorious for its long wait times. The goal of a clinical laboratory is to deliver medically useful results for pat ...
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Ux, ethnography and possibilities for libraries, museums and archives [recomm...Dr. Michael Baker
Checkout this Presentation recommended by Dr Michael Baker Washington Indiana. These slides are adapted from a talk I gave at the Welsh Government's Marketing Awards for the LAM sector, in 2017. It offers a primer on UX - User Experience - and how ethnography and design might be used in the library, archive and museum worlds to better understand your users.
UX, ethnography and possibilities: for Libraries, Museums and ArchivesNed Potter
These slides are adapted from a talk I gave at the Welsh Government's Marketing Awards for the LAM sector, in 2017.
It offers a primer on UX - User Experience - and how ethnography and design might be used in the library, archive and museum worlds to better understand our users. All good marketing starts with audience insight.
The presentation covers the following:
1) An introduction to UX
2) Ethnography, with definitions and examples of 7 ethnographic techniques
3) User-centred design and Design Thinking
4) Examples of UX-led changes made at institutions in the UK and Scandinavia
5) Next Steps - if you'd like to try out UX at your own organisation
Assignment x Through reviewing the Olympic Messaging Syste.docxedmondpburgess27164
Assignment x
Through reviewing the Olympic Messaging System's system design methodology, the authors will
provide advice on when particular methodologies would be used and how long they would take. The
methodologies they focus on are the following: early focus on users and tasks, empirical measurement,
and iterative design. There is a fourth principle introduced later on, which they call the “Integrated
Usability Design”.
The authors utilized a huge amount of ideas in their pursuit of the design principles. They printed
scenarios of the interfaces, performed early iterative tests of user guides, preformed early simulations
and early demonstrations, made sure to have a representative for the Olympians, took tours of the
Olympic Village sites and had interviews with Olympians themselves, made oversea tests of the
Family/Friends interface, used a hallway and storefront technique, performed a prototype tests. They
also used unusual techniques such as a “Try to destroy it” test and a win a bear contest. Of course, all
of these ideas had a purpose.
Following the principles may have required more work in the beginning, but they greatly reduced the
work later on. The use of printed scenarios was helpful in showing the first definition of system
functions, the user interface, and hard to imagine deep system organizations. The scenarios also
identified conflicts that a list of functions could not do, allowed people to criticize where their
comments had most impact and changes could be made before code was written. Basically, it helped
them make decisions that were still being debated.
The early user guides were helpful in identifying issues and problems in system organization. When the
developers were performing early simulations, they utilized a Voice Toolkit that allowed them to debug
the user interface, conduct informal user experiments for the interfaces for both major user groups, and
provide demonstrations to raise comments from people. These early simulations also helped to develop
help messages and revealed how much a user should know to use the system.
Hallway methodology was an easy way to get participants for informal experiments, it was enjoyable,
accelerated the rate of progress, and other group members got a better feel for where their work fit in.
The prototype test performed in Yorktown was useful in debugging the system and user interfaces. It
also helped them fine tune of what was implemented in the OMS so far. The contest was useful in
displaying the usability for everyone and caught bugs as well. On the “try to destroy it” test, they were
able to figure how reliable the system was. The final prototype test they performed was useful in
learning how to interface OMS with the Los Angeles telephone network. All in all, the OMS was very
exportable.
The principles are worth following, but there are some consequences. It was sometimes
psychologically difficult .
Design Thinking : Prototyping & TestingSankarshan D
The design team will now produce a number of inexpensive, scaled down versions of the product or specific features found within the product, so they can investigate the problem solutions generated in the previous stage. Prototypes may be shared and tested within the team itself, in other departments, or on a small group of people outside the design team.
https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
User Experience 6: Qualitative Methods, Playtesting and InterviewsMarc Miquel
This presentation introduces the most fundamental qualitative methods: the playtesting and the interview. It discusses when to use it and the possible bias the researcher may incur.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
A week after Apple's new iPod touchscreen interface came out, our professor used it to situate a real-world problem: how can designers exploit the affordances and new potential interactions made possible by this fluid, new, touchable technology? This is a good example of how I like to deconstruct an interface to its most raw parts before reconstruction (around appropriate persona requirements).
http://taxitaiongtho.com/chuyen-nha-lien-tinh-thue-xe-tai-lien-tinh/le bao
Dịch Vụ Chuyển Nhà Liên Tình, Chuyển Nhà Liên Tình, xe tải chuyển nhà liên tỉnh, chuyển nhà trọn gói liên tỉnh
http://taxitaiongtho.com/chuyen-nha-lien-tinh-thue-xe-tai-lien-tinh/
Due Sept 20th by 700pm est. 1.Background & Proposed InterveAlyciaGold776
Due Sept 20th by 7:00pm est.
1.Background & Proposed Interventions/Implementations:
· Now that the problem has been identified,
write in APA format several paragraphs providing background information on the topic. The amount of paragraphs you write varies topic-to-topic.
· Sufficient background information helps your reader determine if
you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your planned intervention and/or findings. It will also aid
your reader in understanding the depth of your problem. Keep this in mind because providing succinct background information can be an effective way to show that
you have a clear grasp of key issues and concepts guiding your project.
· You should be able to back up what you claim is the problem with data or quotes and paraphrases from people who have authority on the topic (i.e.: previous research, experts in that specific field).
· Use the following as headers for your background information:
history of the issue, current data on the issue (summarize this, you will describe more in the literature review),
current organizational practices or activities to resolve the issue.
Proposed Interventions/Implementations:
· Describe methods/activities to address this issue (what
you would do to fix/correct the problem/issue during your practicum). Example: Develop an educational plan on diabetes training for nurses? Develop a checklist on use of a specific therapy?
· Keep in mind that you are
NOT going to actually perform your proposed intervention. You are planning and designing only.
· Consider and describe:
What do you plan to do as a part of your practicum? Meet with the nurse manager? Interview staff nurses? Observe a specific activity?
· You are the student here--not the students you plan to teach. What student learning outcomes to you as a student want to achieve from this practicum? Make them measurable, realistic, and appropriate for your planned project. A minimum of 3 outcomes.
· You can write this as:
Upon completion of practicum, the student will be able to:
1.
xxx
2.
xxx
3.
minimum of three
My PICOT question and info:
Question: Is there a significant decrease in Emergency Department patient length of stay (LOS) for those whose blood was analyzed using POC testing versus those whose blood was analyzed using laboratory testing?
· P-Population= emergency room patients
· I-Intervention or Exposure= POC testing of blood specimens
· C-Comparison= Laboratory blood specimens
· O-Outcome= Decrease patient stay in the emergency room
· T-Time = N/A
Timing is essential in the nursing field and the Emergency Room is notorious for its long wait times. The goal of a clinical laboratory is to deliver medically useful results for pat ...
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In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
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Prototype Evaluation as a Strategic Tool
1. 'The Connect gallery – using prototype evaluation as a strategic tool in the design
process of interactives.'
Introduction
This paper introduces the prototyping process and its benefits in the design process of
interactives. Through a case study from National Museums Scotland, it exemplifies how
going to the trouble of prototyping can really pay off in terms of not ending up with an
interactive that no one likes or understands.
Background to Connect
Connect is a permanent interactive science and technology gallery, situated on the ground
floor of the National Museum of Scotland. The overall theme of the gallery is Creativity,
Discovery and Innovation, inspired by the science and technology icons selected for the
gallery. These objects are key examples of innovation and creativity in their time and
provide inspiration for discovery and innovation in the future. One such example is Dolly
the Sheep, a key icon of twenty-first century scientific achievement.
Within the gallery there are five sub topics: genetics (‘Me2’), robotics (‘Robots’), Space
(‘Blast Off’), energy and power (‘Power Up’) and transport (‘Move It’). A series of
interactives are co-located with the relevant objects for each topic, and provide visitors
with opportunities to interact physically, emotionally and mentally through challenges,
puzzles, and physical activities. The objects serve as a focus for the interactives.
There are a total of 19 interactives in the gallery, of which about half are mechanical and
half are ICT interactives, as well as touch screen information stations around the gallery.
Seven of the ICT interactives and the information stations, all of which were specially
designed for the gallery, underwent prototyping during the design process.
Figure 1: Connect gallery floor plan showing the five sub topics
2. The Prototyping Process
First, the ICT developers produced the first prototypes. These mainly just contained the
‘core interaction’ of the interactives, designed to get the main messages and navigation
across. Most graphics were rough ‘placeholders’ in case substantial redesign was needed,
and paper storyboards alone were not acceptable.
The next step was to test the prototypes in the museum to see how visitors responded to
them. I’ll say a bit more about this step in a moment, but basically it consisted of two parts
– observation, followed by a short interview.
The responses from the testing were then analysed and fed back to the developers. This
consisted of a written report and a face-to-face meeting. The reports detailed problems
with the functionality of the prototypes and suggestions for improvements, and also
covered any content or design issues that needed attention.
Finally, the developers made relevant changes to the prototypes according to the
feedback. Then the process started again.
Figure 2: The Prototyping Process
3. Each interactive went through 3 phases of evaluation before final delivery. The second
round of prototypes incorporated recommendations from the earlier feedback, and most
sections incorporated final graphics or graphic styles so the museum could confirm it was
happy with that. The final version was slightly different in that the testing with visitors step
was replaced with robustness testing, where basically all available staff tested the
interactives for bugs, typos and other weaknesses.
We worked to a very tight schedule. We had one week per prototype interactive for the
testing, and a further week to gather the results, with the feedback meetings with the
developers taking place two weeks after submission of the relevant prototypes. As I said
before, 7 interactives and the information stations were tested and evaluated, which made
a total of 8 test subjects. We worked in three 4-week blocks, testing two prototype
interactives per week. The ICT developers were paid by the museum in stages which tied
into the delivery phases of the prototypes for evaluation.
Testing the Prototype Interactives
I want to say a little bit more about the step where we tested the prototypes with visitors.
Like I said, it consisted of two parts. After approaching visitors in the museum and inviting
them to take part in testing, we observed them trying out the prototype interactives to find
out what seemed to be working or not working. Specific things that the observers were
looking out for included whether visitors seemed to have any problems with the
instructions, understanding what they were meant to do, as well as difficulties with the
navigation.
The observation was followed by a short interview with the relevant visitor. If it was a group
of visitors being observed, then just one member of the group was interviewed. The
sample size for each prototype interactive was 20 groups/ interviewees. Questions that
were asked in the interviews included:
- What did you think the interactive was about?
- Did you find out anything new you didn’t know before?
- How would you describe this interactive to a friend? and
- What did you like most/ least about the interactive?
as well as practical things such as how easy or difficult they found the language to
understand, and their opinion on the length of the interactives.
1. Invite visitors to take part in testing
2. Observe visitors using prototype interactives
3. Short interview with visitors to get responses/ reactions on prototype interactives
Figure 3: Steps in testing the prototype interactives
4. Why Prototype?
So what are the benefits of prototyping? Well, it gives developers a chance to experiment
with new and different designs, and it formalises the process by which the museum feeds
back to the developers – feedback is sent a fixed number of times and in a written
document everyone agrees on.
More importantly, the museum can ensure that visitors
- understand the interactive (understanding)
- are able to operate the interactive (ergonomics), and
- enjoy the interactives (enjoyment).
Case Study: GM Foods
So, to end with I have an case study from our testing for the Connect gallery that
exemplifies how going to the trouble of prototyping can really pay off in terms of not ending
up with an interactive that no one likes or understands.
The ICT interactive I would like to present to you focuses on the GM food debate. It has a
17’’ touch screen, however, the prototype was operated by mouse. The interactive has an
introduction explaining GM, followed by a game-play based challenge, and then an
opportunity to vote on some topical GM issues at the end. The key messages the
interactive is intended to convey are the many different purposes of GM technology, and
that society must decide how best to use if for the future, i.e. a focus on the ‘pros and cons’
of GM and the surrounding debate.
The target audience for the interactive are schools and families with children age 11 and
above, as well as independent adults. I would like to focus on the middle part of the
interactive, the game-play based challenge1.
In the first prototype, visitors were given three scenarios to choose from – to create foods
that contain medicine, crops resistant to weedkiller, or foods that last longer on the
supermarket shelf. On choosing a scenario, visitors got some more information about that
scenario and were then invited to accept their challenge. On accepting their challenge,
visitors then had to choose a plant to modify. When individual plants were selected, three
characteristics popped up for each plant that visitors had to ‘accept’ or ‘decline’, based on
the information they had been given on the previous screen. Once visitors had identified
the correct plant for their challenge they could then modify it.
Feedback from the testing of the first prototype
So, did it work? Overall visitors seemed to like the interactive and enjoy the experience,
but that seemed to be mainly restricted to the colourful graphics, and perhaps the novelty
of being involved in the testing and getting a special preview. The understanding and
ergonomics showed a different picture.
1 Please note that the screenshots from the case study prototypes referred to in the original presentation at
the VSG Summer School were not available for inclusion in this paper.
5. As I already said, most of the visitors seemed to enjoy themselves, although half of them
found something they disliked. In terms of understanding of the key messages, only 55%
mentioned GM or genetic modification, and no one mentioned anything about choice or
debate. 40% found the language either quite difficult or very difficult, and overall 30% said
the interactive had taught them a lot.
The most significant result was in terms of ergonomics – 60% had a problem using the
interactive, including initial difficulties in understanding the challenge, to not really
understanding the interactive at all or why they were getting answers right or wrong.
Prototype 1 Prototype 2
Enjoyment 50% found something they
disliked
Understanding 55% mentioned GM or
genetic modification
0% mentioned choice or
debate
40% found the language
quite or very difficult
30% said it taught them a lot
Ergonomics 60% had a problem using
the interactive
Figure 4: Feedback from the testing of the first prototype
Prototype redesign
We decided to throw the baby out with the bathwater and completely revisit the game-play
of this interactive, concentrating more on ‘choice’ and ‘debate’.
The new prototype showed a card game after the introductory screens. It gives the visitor
10 pairs of picture cards they have to turn over two at a time and try to match. On correctly
matching a pair, a fact about GM food appears on screen relating to the matched picture.
The picture is then assigned to either a ‘Pro’ or ‘Contra’ column (unfortunately this screen
shot does not show the columns as no cards have been turned over yet).
When we tested this new prototype, we found a great improvement in both understanding
and ergonomics.
Only 45% found something they disliked, so slightly fewer than before. In terms of
understanding, however, the results differed significantly. All visitors mentioned GM or
genetic engineering, and half of them mentioned it was about the pros and cons of GM
food. Only 10% found the language quite difficult, which included foreign visitors whose
first language was not English. No one found the language very difficult. A total 80% said
6. they had learned something new. In terms of ergonomics, the results also differed
significantly – only 10% had any difficulties using the interactive.
Prototype 1 Prototype 2
Enjoyment 50% found something they 45% found something they
disliked disliked
Understanding 55% mentioned GM or 100% mentioned GM or
genetic modification genetic modification
0% mentioned choice or 50% mentioned it was about
debate pros and cons of GM foods
40% found the language 10% found the language
quite or very difficult quite difficult
30% said it taught them a lot 80% said they had learned
something new
Ergonomics 60% had a problem using 10% had a problem using
the interactive the interactive
Figure 5: Feedback from the testing of the second prototype
Conclusion
However, we still hadn’t got it quite right yet. Half of the visitors felt the game was too long.
And half of the visitors clicked on the cards in the game before the cards were ready to
turn over. We therefore recommended to the developers that the number of card pairs
should be reduced, and to make the cards react quicker.
The final version has 8 pairs of picture cards instead of 10, and you can also see the ‘pros
and cons’ columns in this screen shot, which we renamed ‘for and against’. The cards also
respond much faster, which I can’t show you here but if you’re ever in Edinburgh I
recommend you visit the Connect gallery and try it out for yourself. Thank you.
Jenni Fuchs
Visitor Studies Officer
National Museums Scotland
June 2007