Date post: | 18-Nov-2014 |
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Education |
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Planning and managing a successful online exhibition – what to considerGrace KimbleSchool Programme Developer
James HattonArchives Assistant
Examples of online exhibitions
Things to think about
1. What?
2. Who?
3. Why?
4. How?
5. When?
Iterative Process
1. WhatChoice 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
NaturePlusVisitors 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
PlanningTitle V3 activity
intro- the great move find out more
Can you help us redesign a gallery? intro
Who started the collection? Hans Sloane - archive- chocolate link BM link
How do we know about the past? archive letters- np
Why was a new building needed? Richard Owen flip text
How were the specimens arranged? sorting
Mammal? matching
How are specimens labelled? matching
What are the stories behind the specimens? flip images
has the mammals gallery changed? animals moving again
decision choose animal
what does the mammals gallery look like now image and download plan
competition instructions
5. When Timescale
1. initial ideas (scope for audience input/front end evaluation here)
2. check with relevant departments- curation/archives, learning, press and marketing, learning, external copyright etc.
3. Generate content
4. Input to software platform
5. Review – internal departments
6. edit
7. Review again
8. publish
9. Evaluate- in house/external
10. advertise
11. maintain- e.g. review figures, respond to comments
12. competitions as a means to raise profile
Evaluation method- videoconferencing
EvaluationMr 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
James Hatton
Archives Assistant