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Presentation by Erika Sanger of Albany Institute of History & Art given during THV's 2011 summer institute
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Digital Renaissance
Convention n.
(4) An arbitrary but consistently observed usage
Conventional adj.Depending on or deriving from convention, customary, sanctioned by usage
Harriet Bryant, 1940Bemidji, Minnesota
Dr. William C. Little, North Carolina Baptist Hospital, first recipient of a cordless phone.
Hammond 1884
Crandall 1881
Blickensderfer, 1893
Prototype typewriter invented by Christopher Latham Sholes, Carlos Glidden and Samuel W. Soule between 1868 -1873, manufactured by Remington & Sons Co., Ilion, New York, USA, beginning 1874. Cost: $125 ($2,400 in 2009 dollars)
1878 Typewriter Patent Drawing
www.albanyinstitute.org
It’s pretty bad.... I love the Albany institute and find it both beautiful, sophisticated and art historically rigorous. the website, however does not convey those qualities. It is downright ugly, busy and confusing. The colors, layout and user interface need to be streamlined to better serve the website visitors and encourage them to attend and support the museum.”
You guys are a great museum with real programs and a highly qualified, professional staff. It was truly jarring to visit your website --it just doesn't convey the great qualities that are the essence of your institution. This survey is good and needed research and it's brave of you to open it up to the 'outside.' good luck!
Natt Phenjati, RPI Class of 2010Harvard University Class of 2013
Patricia Search, Professor, Department of Language, Literature and Communication, RPI
Yes38%
No62%
Response Percent
Do you usually visit a museum’s website after you visit the museum?
Do you usually visit a museum’s website before visiting the museum?
Yes88%
No12%
Response Percent
Educators: 23%
Arts/Non Profit/Education Administrators: 17%
2.13
2.89
3.46
3.20
3.61
2.80
3.54
2.10
1 2 3 4
Shop
News
Calendar
Collections
Exhibitions
Education
Directions and Hours
Interactive Media
Rating Average
How important to you are these museum website features?
Please visit the Detroit Art Institute website. Try to find the title of a painting by “Frederic Edwin Church.” How hard is it to find?
When we did the survey, the box did not have the word “Search” inside
I entered his name into the search box. The only problem is that it is not labeled as a search box. That is a real problem, I guess. If you read it quickly it looks more like some sort of login box.
Please visit the Hudson River Mill Project website. Try to find information about “The 1910 Strike.” How hard is it?
?
“It seemed you had to read carefully and think about what each link might contain. I prefer a search option on websites.”
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35
Very Hard Hard Average Easy Very Easy
Response Count
hudsonrivermillproject.org dia.org
Please visit and explore the Chicago History Museum website and the Peabody Essex Museum website. Then rate the quality of each website.
0
20
40
60
80
100
120
140
160
180
200
Unacceptable Poor Average Good Excellent
Chicagohs.org's Response Count
Ease of Use Appearance Content Overall Experience
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Unacceptable Poor Average Good Excellent
PEM.org's Response Count
Ease of Use Appearance Content Overall Experience
www.chicagohs.org
www.pem.org
Please rank the homepages of these websites according to how visually appealing they are.
0
20
40
60
1st
2nd
3rd
4th
Response Count
cca.qc.ca
clarkart.edu
guggenheim.org
mainehistory.org
20 teachers
8 school districts3 private schools6 NY counties
40% elementary school15% middle school35% high school10% community college
24% ages 21-3029% ages 31-4018% ages 41-5029% ages 51–60
August 2010 Focus Group for EducatorsAlbany Institute Teacher Resources
Can We Go Digital?
Highest ratings went to website pages that incorporated text, images and maps.
Make explicit the cross curricular connections materials produced for teachers to quickly see how the museum based lessons and activities are inherently cross
curricular and support simultaneous learning in multiple subjects.
94% use resources found on museum websites
76% use resources found on library websites
88% visit a museum’s website before bringing their class to a museum
65% visit a museum’s website after bringing their class to a museum
Teachers in our region are very familiar with the internet as a classroom resource.
65% had digital projectors in their classrooms or they could request that one be brought in for their use
40% had interactive whiteboards mounted to their classroom walls
25% use overhead projectors with transparencies as a teaching tool
National Geographic and PBS websites were most frequently used 65-70%
www.education.nationalgeographic.com/education
www.pbs.org/teachers
Resources meant to be used in a connected, on line environment
The Library of Congress, The Smithsonian Institution, The Metropolitan Museum of Art and The New York State Archives were used by 40-55% of the focus group.
www.loc.gov/teachers
www.archives.nysed.gov/education/showcase
www.si.eduamericanart.si.edu/education/resources/guides
• Compare and contrast these portraits of George Washington.
• What do these representations say about Washington’s impact on the US Government?
• How do they compare to the way you are used to seeing him represented?
• What classical references do you see?
George Washington refused to accept the extraordinary power Congress offered to him after his victory over the British, declaring "as the sword was the last resort for the preservation of our liberties, so it ought to be the first thing laid aside, when those liberties are firmly established." He resigned his military commission and became an ordinary citizen because he believed that only monarchies needed standing armies, chiefly to keep the people subdued. Citizen militias, organized at moments of crisis and quickly disbanded, represented the true nature of a democracy. Pettrich created this work at a time when political power in the United States was being consolidated around the federal government. He may have felt that this historic moment in Washington's life would remind a new generation of the nation’s founding ideals, and of the dangers of too much power given to too few.
Visually appealing
Easy to navigate
87% applicable to the curriculum
100% would use the activities with their students
100% could be used by social studies and visual art teachers equally
50% the teachers thought the lessons were applicable to Science and Technology
Appreciated the large number of images
Links to other resources
Detailed instructions for activities
Cut and paste images and text to incorporate into classroom work
The British Museum
70% teachers indicated that they used this resource in the first part of the assessment, in the qualitative assessment, strong biases were revealed.
Did not like the advertisements on the National Geographic pages
Activities needed context for teachers
Would be best for younger children.
Did not see connections to the Visual Arts, English Language or Technology, only science and social studies.
They would not use the activities if they were available in print form.
National Geographic In the past month National Geographic has updated the teacher section of it’s website ! Go online to comment.
½ found it easy to navigate, ½ found it difficult
½ thought it would be easier to use the resource in print form
All found clear curriculum connections in Visual Art, English and Social Studies
None found connections to Science, Math or Technology
One thought that she would use the scripts that provided the appropriate questions for teachers to ask.
The Seattle Art Museum
Too much text.I can’t even bring myself to read it.
Fun, but perhaps not age appropriate for elementary students
Best way to use: do game together on the interactive white board and then individually in the computer lab
The gap in available technology in our region revealed again in that 35% of the teachers that indicated they wouldn’t use it because it was too difficult to get all their students on a computer at the same time
Several wanted information about the artifacts pictured in the game.
Only 20% of the teachers found curriculum connections to the game.
oi.uchicago.edu/OI/MUS/ED/mummy.html
Embalm Your Own Mummy, Oriental Institute at the University of Chicago
Contracted with Slate Roof Studio December 2010 as website designers after a 3 month search and proposal process
Awarded a Museums for America grant from Institute of Museum and Library Services
project start dateAugust 1, 2010
Given budget and time restraints, what website features and design components will be most important in ensuring a satisfying experience for the primary users of AIHA’s new website?
Hannah Dym, RPI, Class of 2010Patricia Search, Professor, LLC, RPI
The Teacher Survey had a total of 25 questions 48 teachers responded
www.artic.edu/aic
www.denverartmuseum.org
I love the idea of the lesson plan and the background information because that is what a classroom teacher probably does not know and does not have time to find out. In the fast pace of the elementary day, I don’t think that a classroom teacher would spend 45 minutes unless it was really integral to what was being studied. Kids doing internet research is often prohibited by school policies. I would have rather had websites listed for the teacher to look at and choose how to get that information to the students.
ABCTeachBrainPopCulturegramsDiscovery EducationEdHelperEnchanted LearningHistory Channel History.orgMuseum of Modern ArtNASANational Council of Teachers of EnglishNew York State History Association – Farmers MuseumNOAAReadingAtoZStageforlearning.comTIME for kidsWikipedia, WikimediaYoutube
Convention n.
(4) An arbitrary but consistently observed usage
Conventional adj.Depending on or deriving from convention, customary, sanctioned by usage
