#: locale=en
## Action
### URL
LinkBehaviour_9AD565F8_1CFE_78D6_4156_B5F81064F498.source = https://forestlearning.edu.au/find-a-resource/article/82/forestlearning-tree-carbon-storage-tape-measure.html
LinkBehaviour_8BB41ADD_1CE2_68C9_4177_7F2FE4E8C1F5.source = https://museumsvictoria.com.au/apps/field-guide-app-to-victorian-fauna/
LinkBehaviour_AFCCF70D_1CDE_5948_4193_D99D2D483FA1.source = https://soundcloud.com/centralparkorg/the-pool-scarlett-johansson
LinkBehaviour_850548FB_1CE6_28C9_41B3_B395BA0A9D42.source = https://wilderquest.nsw.gov.au/
LinkBehaviour_AE36F76C_1CDE_39C8_4182_4B557DD80D8F.source = https://www.darwinaudiotour.com/
LinkBehaviour_ABB6870F_1CE2_3949_41AF_7CB2D168DDF5.source = https://www.oldmelbournegaol.com.au/audio-guide/
LinkBehaviour_86771F8E_1CEE_694B_41AB_3E654D912BEF.source = https://www.projectlive.org.au/
## Hotspot
### Text
QuadHotspotPanoramaOverlayTextImage_D0A02F0A_C0CF_73FA_41D1_F25038EE4136.text = Assignment Overview
QuadHotspotPanoramaOverlayTextImage_27C91E2A_29F3_4896_41BB_027939E344CE.text = Assignment Overview
QuadHotspotPanoramaOverlayTextImage_ACD5CBD9_BB4D_E5AF_41C1_E3A9BBDDDEB9.text = Assignment Overview
QuadHotspotPanoramaOverlayTextImage_CEDC325A_C035_7218_41E1_6D07754FF5F8.text = Assignment Overview
HotspotPanoramaOverlayTextImage_2023825C_0379_AF05_4165_61D03C85449A.text = Back To MOD
QuadHotspotPanoramaOverlayTextImage_9080F263_BB47_669D_41DA_E488DFC43FAD.text = Evaluation
QuadHotspotPanoramaOverlayTextImage_D0A6DF0C_C0CF_73FE_41E5_10514EEF0780.text = Evaluation
QuadHotspotPanoramaOverlayTextImage_CEDDB25C_C035_7218_41E4_76EB26A5A583.text = Evaluation
QuadHotspotPanoramaOverlayTextImage_8DEC3E7A_B0B0_6038_41AF_96B098BA1FEA.text = Evaluation
QuadHotspotPanoramaOverlayTextImage_ABB6891C_BB5B_E2A5_41CF_9C53FE7B0C45.text = Explore \
and \
Learn
QuadHotspotPanoramaOverlayTextImage_D0A6AF0C_C0CF_73FE_41E3_136CAA6A6140.text = Explore and Learn
QuadHotspotPanoramaOverlayTextImage_8595F843_BB3A_A29E_41D4_D29EC3D16561.text = Explore and Learn
QuadHotspotPanoramaOverlayTextImage_CEDC025C_C035_7218_41DE_53ED26BBFCA4.text = Explore and Learn
QuadHotspotPanoramaOverlayTextImage_0E2A6984_0007_8422_416F_F60C97BBCAA1.text = Interpreting Your World
QuadHotspotPanoramaOverlayTextImage_11C986B9_00F9_8C62_414E_87577119C805.text = Interpreting Your World
QuadHotspotPanoramaOverlayTextImage_09008F6F_1D63_E9D8_419D_D5466772E01D.text = Interpreting Your World
QuadHotspotPanoramaOverlayTextImage_0917CBBC_1D62_28B8_4192_DBDF2CC1C7F1.text = Interpreting Your World
HotspotPanoramaOverlayTextImage_0E3BA13B_1D6E_59B8_41B7_20FD7E8A3305.text = Interpreting Your World
QuadHotspotPanoramaOverlayTextImage_0E7777D5_00F9_8C2D_415A_E85D4929349C.text = Interpreting Your World
HotspotPanoramaOverlayTextImage_0E51E53A_001A_8C67_4176_4779BD432F83.text = Interpreting Your World
HotspotPanoramaOverlayTextImage_0E2FA640_1D62_3BC8_4199_AA13593DC3CA.text = Interpreting Your World
QuadHotspotPanoramaOverlayTextImage_0E3B23DD_0007_8BDD_4177_EABDC4636178.text = Interpreting Your World
HotspotPanoramaOverlayTextImage_0EB897E4_1D66_38C8_41B1_CCB14BDE1CE8.text = Interpreting Your World
QuadHotspotPanoramaOverlayTextImage_0F65CC55_0009_BC2D_4167_5D244ACD3CA9.text = Interpreting Your World
QuadHotspotPanoramaOverlayTextImage_0E072ADF_000A_85DD_416A_7C3D88359855.text = Interpreting Your World
HotspotPanoramaOverlayTextImage_0EBDE7B5_1D66_5948_4191_FB346191AAF7.text = Interpreting Your World
QuadHotspotPanoramaOverlayTextImage_A4E59823_BB45_629D_41B5_DAF12D114877.text = The Importance of Really Knowing Your Topic
QuadHotspotPanoramaOverlayTextImage_A3CED5B1_B0D0_20C8_41D0_1CA71DC823AE.text = The Importance of Really Knowing Your Topic
QuadHotspotPanoramaOverlayTextImage_D0A17F0B_C0CF_73FA_41E3_E07F1BF76810.text = The Importance of Really Knowing Your Topic
QuadHotspotPanoramaOverlayTextImage_CEDB525B_C035_7218_41D1_38593E057E43.text = The Importance of Really Knowing Your Topic
QuadHotspotPanoramaOverlayTextImage_CEDC725C_C035_7218_41DF_418A6F9827C4.text = Tips for your Assessment
QuadHotspotPanoramaOverlayTextImage_FA6EBEAD_B350_E0D8_41A6_0C8D159446A8.text = Tips for your Assessment
QuadHotspotPanoramaOverlayTextImage_D0A69F0C_C0CF_73FE_41E5_9E24D1DF9933.text = Tips for your Assessment
QuadHotspotPanoramaOverlayTextImage_8E28A832_BB45_A2FF_41DF_4570BDCCF2B0.text = Tips for your Assessment
QuadHotspotPanoramaOverlayTextImage_80470F07_98AF_B0C0_41CB_03CED774D4A9.text = Understanding Your Audience
QuadHotspotPanoramaOverlayTextImage_D0A1BF0B_C0CF_73FA_41A7_B2652AB6B64E.text = Understanding Your Audience
QuadHotspotPanoramaOverlayTextImage_CEDC825B_C035_7218_41E0_700C811239F5.text = Understanding Your Audience
QuadHotspotPanoramaOverlayTextImage_A66B4FAC_BB4B_7DE4_41D9_6CA277E561F4.text = Understanding Your Audience
QuadHotspotPanoramaOverlayTextImage_277A49F2_29F3_4B76_4185_98B9A022B851.text = Understanding Your Purpose
QuadHotspotPanoramaOverlayTextImage_D0A1FF0A_C0CF_73FA_41CF_A82C4F624887.text = Understanding Your Purpose
QuadHotspotPanoramaOverlayTextImage_CEDCC25A_C035_7218_41D3_6780A96CFD0F.text = Understanding Your Purpose
QuadHotspotPanoramaOverlayTextImage_A29A2F4E_BB4A_9EA5_41E6_658785FED1AC.text = Understanding Your Purpose
QuadHotspotPanoramaOverlayTextImage_D0A04F0A_C0CF_73FA_41BE_8A9B3D40426B.text = Welcome
QuadHotspotPanoramaOverlayTextImage_271C5958_29ED_48B2_41A1_BD22B6B65E62.text = Welcome
QuadHotspotPanoramaOverlayTextImage_CEDE0259_C035_7218_41B9_1414691E24E4.text = Welcome
QuadHotspotPanoramaOverlayTextImage_AD9B6F76_BB4E_9D65_41E3_549F61308742.text = Welcome
QuadHotspotPanoramaOverlayTextImage_9EF00B4F_BB46_E6A5_41E1_90C42CE7B011.text = What are the options?
QuadHotspotPanoramaOverlayTextImage_922E68E8_B170_2058_41CA_C6312C6373E0.text = What are the options?
QuadHotspotPanoramaOverlayTextImage_CEDB625B_C035_7218_41D0_906BA0B63991.text = What are the options?
QuadHotspotPanoramaOverlayTextImage_D0A10F0B_C0CF_73FA_41B9_33247064A4BE.text = What are the options?
## Media
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HTMLText_F4DA4635_B350_63C8_41E2_E158C01162E0.html = I want you to do well in this assessment and most importantly learn from it. Click on the assessment component below for tips on how to excel.
Understanding Your Purpose
There is a strong evidence base that suggests personally delivered interpretation can be really impactful. Various techniques that fall into this category are shown below.
Click on the techniques you are interested in to get tips and examples about the particular technique.
It is not always possible or practical to have an interpreter on-site providing talks, tours, or guidance. Media-based techniques allow us to provide interpretation without an individual being present. Various techniques that fall into this category are shown below.
Click on the techniques you are interested in to get tips and examples about the particular technique.
When you have finished your product, a common reaction is to take a break and be done. People avoid evaluation for a number of reasons, including they run out of time, they fear it might not work as planned and really don’t want to know, or they can’t see the value of it. Evaluation, however, is critical to improvement. In this project, I want to encourage you to become reflective practitioners and think about how you could improve your product. Do you think it will meet the objectives you set out at the beginning? Why/Why not? Don’t fall into the trap of just waiting till the project is completed to conduct your evaluation. There is a lot of value in conducting evaluation through the course of the project.
For example:
Front-end evaluation - can help identify what your client needs, interests of visitors etc.
Formative evaluation - can help you improve the product as you develop it.
Summative evaluation - can help you to identify ways to improve your product.
Click on the tiles below to see how you might implement each type of evaluation in your project.
Formative evaluation is important because it gives us valuable information to improve a product before it is finished. Examples of formative evaluation include:
• Having a focus group to talk to “clients” or potential visitors about what you are planning and why – and get their feedback on how it could be improved.
• Putting out a prototype of your interpretation and getting experts or your target audience to provide feedback. This can be simple as putting out laminated A4 sheets before they are made into signs. An example in VR is getting experts to look at a scenario to ensure all information is correct before launching it. Sending a teacher the table of contents for a curriculum package to ensure major elements are included; or asking them to use track changes to comment on a particular section are another examples of formative evaluation.
• In the case of a person-based interpretive technique, running a pilot program or doing a rehearsal talk is a form of formative evaluation.
Use the template below. I want to see your objectives (aim for 3-6 objectives), the target audience you have identified, your theme statement, an outline of your product, a brief feasibility analysis, and an evaluation of the product.
(To Be Added)
- Make the format clear and simple to use. Remember, until the person becomes more familiar with the trail, they will likely take your notes with them.
- Provide some links for additional information so they can gradually learn more about the plants, animals, and history of the park.
- Provide a list of useful items they could carry with them in an “interpreter’s backpack” (eg. emergency contacts, radio (reception points for phone), first aid kit, 3D printed artifacts they can hand around, bird book, binoculars, recordings on phone of different species to help with identification, clipboard so you can draw a diagram to explain something, a candle if you are doing a cave tour and want to demonstrate how dark it would have bee etc etc.
- Provide some tips on dealing with group mechanics. For example, walking to the pace of the slowest member of the group; when you want to stop at a point, walk past it until roughly half of the group is in front of it, and half behind it, and then stop and go back, so more people have a better view; remind people to move around so everyone has a view, kneel down (classic Steve Irwin/David Attenborough pose) to get people to focus on something low to the ground.
- Suggest they can use their web camera on their computer to practise a talk. It sounds silly but practising speaking confidently and smiling can make you feel more comfortable when you actually do a tour.
Apps can be a great way to provide customised information to your audience groups. They allow interaction and provide great flexibility to allow different languages, videos, first-person interpretation, and historic imagery. They come in many forms, from interactive games to audio tours. Explore and enjoy.
Tips
- Keep it focussed. Use a theme statement to make sure your app is trying to do one thing well.
- Provide the information your users want and need.
- Be consistent. For example, use the back button to navigate the user back consistently.
- Think of how it will be
- Think about button size and placement
- Consider your image resolution. Use vector-based images that can scale to any resolution.
First and foremost, don’t think you can do this without a script, even if it is short. Be prepared.
1. Keep it real. “Stick to what you know,” Rob says. “People know when you’re talking about stuff you don’t have a clue about. So talk about what you know and what you’re interested in.”
2. Use your independence. “Take advantage of the fact that this is an audio tour by taking people where they can’t go in a group. When you’re on an audio tour, you can go down tiny alleys that you can’t go down when you’re on a tour bus, or you can actually go eat inside a bar or a café. Use that.”
3. Facts are good, but so is emotion. “When I think ‘audio tours,’ I think of something that puts you to sleep. Very dignified, but totally boring. People want facts, but they also want personality and emotion.” Tips: make the delivery of the narrator less formal and more conversational and use background music that is influenced by the city or place you’re describing.
4. Make it personal. “We like to have a very, very strong first-person narrator. It not a voiceless, omniscient narrator, it’s Claudia Verela, the bartender and bikini model in Miami Beach. It’s Kevin Coval, the Jewish hip-hop poet in Chicago. The tour is almost like an extension of them – ‘this is my town, this is my neighborhood, that bartender is a friend of mine.’ It’s a very personal experience.”
5. Get a decent mic and a quiet room. “I’ve heard audio tours where you can hear people talking behind the narrator, lots of background noise. Not everyone has access to a professional sound studio, but at least find a good microphone and a quiet room to work from.”
6. Ambient sounds are good. “We always walk through once with a microphone recording the sounds of the city. A revolving door, for instance, has a distinct sound that is really cool. There’s something about walking down Hanover Street [in Boston] and hearing Italian men yelling at each other.”
7. Music: Tough, but awesome. “Music takes the listening experience to a whole new level, and it helps capture the flavor of a city. It’s unbelievable how each city tour has taken on its own personality – the music just feels like that city. The Miami tour is a lot of salsa and meringue, but also a lot of Reggaeton, club music. Seattle’s is way more chill – a lot of down-tempo beats, some electronic stuff, experimental stuff. That’s a departure from other audio tours with canned music or no music at all.”
8. Keep things moving – short and sweet. “People have a very short attention span, and anything over an hour is completely lost on people – their eyes begin to glaze over. So you’ll have to decide which stories to leave out of the tour. Our tours are also short from a distance perspective, rarely over a mile.”
9. Surprise me. “Give me something I never expected on this tour. In Boston, we take people to the former headquarters of the mafia. In Seattle, we incorporate public transportation by telling listeners to get on a bus and get off at the Seneca stop. We don’t tell them where Seneca is; they have to ask someone on the bus where Seneca is, forcing them to engage a local person. The things you don’t expect are the things you remember.”
10. As a narrator, I am your friend. “The narrator should be casual, funny, personal, un-touristy. Our philosophy is that our audio tour is the next-best-thing to knowing someone in the city. Narrator delivery should be like it would be to a friend: relaxed, occasionally irreverent, authentic.”
All good writing is thematic. Themes make writing clear. The genre of interpretive writing has 5 key elements
1. Interpretive writing is goal-directed. It fulfils a purpose such as increasing awareness, encouraging a certain behaviour or challenging people to consider different perspectives.
2. Interpretive writing relates to something tangible. The use of particular settings, objects, plants, wildlife, or artifacts are tangible factors that can build relevance and understanding.
3. The attributes of the tangibles are associated with intangible qualities and it is often these intangible concepts that have important meaning we want to convey.
4. The meaningful qualities of tangible objects and intangible ideas are generally associated with a universal concept (eg. fear, change, history, interdependence).
5. Interpretive writing creates an opportunity for the reader to connect with the meaning of the resource (the tangible)
Tips
- Relate to your reader.
- Use personal, informal language
- Use inclusive language (avoid language bias)
- Have a lead that grabs and hints at theme (think twitter-like headings)
- Use active rather than passive voice (put subject at the beginning of the sentence)
- Write vividly (avoid cliches, select active verbs, chose a noun that will produce a sharp image in someone’s head).
- Write tight (short and sharp; avoid pretentious language; avoid technical jargon; test it with the audience to make sure it is engaging)
Developing educational packages can be a great way to increase the reach of your interpretation. Making your park/site accessible to teachers and students can further the mission of the park service and help facilitate meaningful experiences for many people. Remember, to be successful you first need to attract the interest of teachers but also need to include ideas that they know will appeal to their students.
Tips:
- Teachers are under great pressure to meet curriculum requirements so to grab their interest, make sure your teacher’s package is clearly aligned to the curriculum framework.
- If you know some teachers, especially teachers that use your park, talk to them about what type of things they would like information about.
- Provide teachers with some context for your park. An introduction to the site will help them to prepare the students. They won’t have time to read chapters of history, but a brief summary of why the park is significant, the key cultural and natural values, and what they might expect to see, can be really helpful.
- If your teacher’s package includes recommendations for field trips, make sure you also include logistical information to help the visit go smoothly. This may include maps of the park and information about where toilets and picnic areas are, lengths of trails, and bus parking accessibility. Other information that is really helpful for school groups includes information about fees (and fee waivers), nearest hospital, and emergency contacts.
- Find out how long people usually come to the site, and prepare some lesson plans or suggested itineraries and activities for those durations. Creating some lesson plans for different age groups can be very effective as teachers are used to this format. Try to make sure you have a range of active and passive activities (for example, a walk, hike or mt bike experience could be complemented by activities like nature art, observation or a silent stroll. If your activity requires resources, list them clearly, or if you have a visitor centre, consider having a teacher’s backpack they can collect that contains required equipment and any useful props (eg. laminated pictures of key species they might observe, binoculars, 3D printed replicas of fossils etc).
- In addition to some suggested itineraries and activities, it is great to include some useful appendices. These might include species checklists, trail maps, clear photos of species and follow-up / extension activities that they might be able to do when they get home. Links to websites or Youtube videos about your site or topic are also greatly appreciated.
- Build evaluation into your product. You might include a link to a feedback survey, or simply an email address to provide suggestions for improvement.
Click for more detail on tips for developing educational packages:
Each group will have a different product so how it is presented will vary. However, I am assessing them using a standard set of criteria so please make sure you have looked at the marking rubric on your website and have included each of the items listed below:
• The physical product (this may form the bulk of the report, for example in the case of a curriculum package, or it might be included via a link, for example in the case of a website, or it may be a video that is attached as a separate file for submission, for example, if you conducted a program at a park).
• A report that includes:
- Title page (with an engaging title!)
- Table of Contents (showing how well you have organised your report)
• An executive summary (half – one page max.)
• An introduction that identifies the objectives, target audience and theme, and provides a rationale for the product.
• A explanation of the methods you employed to create your product
• The product itself (i.e. results). In some cases, you will simply be able to insert your product, in other cases you may want to add some screen shots, images etc to highlight key components of your product.
• An evaluation
• A conclusion
• A list of any references you have cited.
Front-end evaluation can help to scope our project more precisely. We might begin by talking to key stakeholders. Here are some examples of potential conversations:
• If I am creating a product for Flinders Chase National Park, I might start by talking to people who staff the visitor reception desk and ask them what are the common questions people ask.
• If I am creating a teacher’s education package for a particular site, I might start by talking to some teachers that I know visit this park and some who don’t. I might ask them what would be most helpful to improve their experience, or what barriers are currently preventing them from considering a visit to this site.
• If I am developing an app about creating more sustainable lifestyle choices, I might begin with a search looking at who is doing this already, look at the most popular features, and get it contact with people involved in the development of similar apps.
Observation is another form of front-end evaluation. I might, for example, look at how an existing exhibit area or set of interpretive signs is being used. If people are moving chairs around to play on one computer simulation, it might suggest people want to play in groups rather than alone. If there is a lot of compaction near a particular outdoor sign, it might suggest people are actually stopping to read this sign. If I see the no-one tends to stop or even go passed a particular sign, it might suggest that it is not appealing or is placed in sub-optimal location.
Group work can be challenging and sometimes the work and effort are not distributed evenly. To account for this and recognise those who have gone above and beyond, in this assessment, SparkPlus will be used to moderate each individual’s grade within the group. Information on how to login to SparkPlus is provided on your website. I encourage you all to provide professional, constructive feedback to acknowledge the effort and expertise of your team members and help them develop their team skills.
(To Be Added)
If you are designing a set of signs for a self-guided walk, make sure each sign includes the following:
1. Focussing sentence
2. Description or explanation
3. Thematic connector
4. Transition
For tips about writing – see the tab interpretive writing.
Design Checklist.
- Keep the sign simple and uncluttered
- Keep some negative space (clear area), especially along margins
- Use a strong image to provide a focal point
- Develop a visual sequence from the focal point. Think about where the graphics lead your eyes and consider a hierarchy of message levels (eg. using bold or different font sizes) to draw your eye around the sign.
- Make sure your signs are attractive and blend in with their environment.
- Choose readable typefaces
- Minimise your use of CAPITAL letters.
- Use symbols and graphics to make your sign easier to understand.
- Get people in your target audience to review mock-ups of your signs before you finalise and fabricate them.
(Adapted from: Trapp, Gross and Zimmerman. 1994. Signs, trails and wayside exhibits).
Not all rangers have done a class in interpretation, or they may have done it years ago but haven’t worked in that role for a long time. However, providing some basic tips, information and resources can help rangers feel more comfortable conducting tours or talks and can improve the experience for park visitors.
Features in an Interpretive Ranger Package
A brief introduction that explains the importance of knowing your audience, resources and theme.
Explain the basic steps in conducting a walk (click on the “Interpretive Talks” tab under the “Person-based techniques for more information).
Consider a “pre-canned” 30 min – 1hr walk that could be modified for different groups. A “lesson plan” for this activity might include:
- A title for the activity (that sounds interesting to different groups)
- A theme statement
- A list of 3-6 objectives
- A map suggesting 6-10 stops
- An introduction that gives an example of how they might introduce this walk in a way that is engaging and introduces the theme.
- An example of different places where they might stop and what information they would want to impart. Each stop should have something tangible they can point out (and include a photo and description of what it is); a description or explanation about why it is important; a statement that connects it to the theme; and a statement that a transition to the next step (eg. let’s now move to our next stop but while we are walking, I want you to think about three indicators that suggest fire is an important part of this landscape”). Varying the format of your walk makes it more interesting, so having some stops that include short activities often works well.
- A conclusion. This reinforces the theme. So your “text” you might provide will summarise the main points of the walk and might end with a call to action (eg. “During our walk today we’ve seen how fire plays an important role in a heathland. We’ve seen…. That concludes our walk today. I hope you have enjoyed it and thought about some of the ways you can help protect important ecosystems like this one. Thank you for coming. I’ll be hanging around for a little while if anyone has any further questions.” (Note: if you end at a particularly spectacular view or intriguing place (such as Seal Bay), do the conclusion before you arrive – so people can just enjoy the experience once they are there.
- Suggested times to spend at each stop.
- An evaluation form that they could distribute at the completion of the walk
People learn best when they are having fun and board games can be really effective at entertaining and teaching people about natural and cultural history. Board games are built upon three core elements: mechanics, theme and components. You need to pay attention to each of these when designing a game. Mechanics are the rules and interactions. You want these to be clear but not so simple that it appears just like any other game with a different board. You want to give the players meaningful choices and actions. Theme is the main message of the game. Ironically, the main message of Monopoly when it was designed was to teach people about income inequality. The theme creates the emotional connection with the players – and you can achieve this through the storytelling and aesthetics. The components can be used to convey your theme by everything that comes in the box – the cards, the boards itself, the name, the pieces etc.
Some successful games in this genre include Australian Menagerie, Oceans, Photosynthesis, Biocasa, Earthcare.
Tips
When creating boardgames, keep the following tips in mind….
- Monopoly is popular because it is nuanced. For teenage and beyond audience, you want a game that involves some skill rather than just the luck of the dice and moving around a board. Give people interesting choices that have pros and cons.
- While on the topic of monopoly, the duration and number of players required, puts some people off. Most gamers suggest 30-60 minutes is the ideal average length for a game. Ten minutes is a good time for younger audiences
- Make it look attractive so people want to play it.
- Give it a name that draws attention to itself
Presenting as a group can be very challenging but the ability to pitch a new idea effectively will serve you well in your future career, regardless of what field you end up in. Use the checklist below to help you design a dynamic, engaging presentation.
(To Be Added)
Some tips:
• Walk at the pace of the slowest person in your group.
• Give people breaks (not just the fastest people in the group)
• Where possible, have your first stop in viewing distance from the start so as people coming late can see you.
• If something spontaneous, amazing and wonderful happens (eg. some kangaroos start fighting) – don’t ignore it because it doesn’t fit in with you theme. Embrace the opportunity – people are going to be watching it anyone.
• Don’t tell people how beautiful something is – they can see that for themselves
• Focus on children -and involve them/give them responsibility – they could carry something, look for something etc. Adults understand children are important – so giving them extra attention will not cause resentment for most people
• Consider bringing a backpack with props and activities that can help (for example if you are not seeing much on your nature walk). Examples might include – magnifying glasses, specimens, bird books, binoculars, tape measures to measure tree diameter, poems, bird noises etc.
• Make sure you have checked communications beforehand (eg. phone or radio reception).
Summative evaluation is what we usually think of first when we think about evaluation. It is the idea of looking at results and effectiveness to see if the product works as we intended it. For example, did it meet the objective or success criteria that we identified at the beginning of the project.
Common methods used to conduct summative evaluations include:
• Surveys
• Interviews
• Focus groups
A combination of open and closed questions are often used to gain valuable information. For example:
• Using the following scale, where 1 = strongly disagree and 5 = strongly agree, how would you rate the following statements?
- I learned new information as a result of interacting with this interpretive product.
- felt greater empathy with the Nukunu community after hearing this interpretive talk
- I am motivated to reduce my carbon footprint after learning about food waste.
• Please tell me how you believe we could improve the interpretive product you have just experienced?
Don’t forget to thank people in advance when you ask for their input.
There are four main conceptual levels in a well designed interpretive exhibit.
(1) Theme awareness
(2) Awareness of message components
(3) Selected details
(4) How viewers can act on this knowledge
The following exhibit at Cleland demonstrates three of these levels. The addition of a QR code, or some specific information about how to act on this information could be included in the bottom right hand corner to make it even better.
There are four main parts to a guided walk:
Staging Period
Greet people, let them know they are in the right spot and find out as much as you can about where they might be on the interpretive spectrum (questions about where they are from, if they visit parks regularly can help establish rapport but also context). Inform people about the physical requirements of the walk, any special clothing they might need, the duration of the tour and whether you will be finishing at the same spot. Use this time well but make sure you don’t start until the designated start time.
Introduction
Engage your audience – create interest in your topic so people want to listen more.
Reveal your theme and explain how the tour is organised.
Repeat info about length and duration, physical requirements etc.
Set the stage for a compelling story.
Body
Develop your theme by stopping at pertinent sites along the way that help to build the theme. Carrying some objects and props can also be useful to show people things that might be difficult to see, or they can be used to create a stop and appropriate distance if they key sites are very spaced out.
Conclusion
Reinforce the theme. Remind people about what they have seen and you have discussed along the way in relationship to the theme. Make sure you leave time to thank everyone for coming and answer any questions they might have.
There are numerous examples of lesson plans on the internet.
While the format varies, the key to getting strong uptake of your product is:
- Designing it in a format that is attractive and familiar to teachers (for example being aligned to the curriculum, providing easy-to-use activities, and suggestions to make any site visit run more smoothly.)
- Making it easily accessible. Think about channels teachers use and how you can promote your product effectively. For example, you might suggest a “Teacher’s Resources” tab from you the park website – or there may be a more effective launchpad for this information (eg. maybe you launch it first at a SA Geography Teachers meeting if the focus is geography).
Each of your activities should include the following.
• Clear curriculum aligned objectives
• Overview: Age level it is appropriate for, Subjects it is relevant to; Skills they will learn; duration; optimal group size; setting; curriculum framework reference; key vocabulary
• Method – quick overview of what the lesson is about
• Background
• Materials
• Procedures (step by step detailed description of how to do what and how long each step will likely take)
• Extensions
• Evaluation
Click here for an example of a lesson plan about how much carbon trees offset.
Video clips can provide very engaging interpretation but keep in mind two key tips:
(1) It needs to be short for most people to engage with it. (preferably less than 3 minutes)
(2) It needs to be well edited (we have very high expectations in this field – including the need for exemplary audio and seamless editing).
There are numerous YouTube clips on your website that could provide inspiration and lots of resources on all aspect of video production on the internet.
Tips
- Have clear theme – and think about your audience and how you can make it relevant to them
- Invest in or borrow quality equipment (eg. Rode microphone, green screen, lighting, tripod, iPad for autocue)
- Write a script.
- Have a simple, non-distracting background
- Consider your screen presence
- Shoot from different angles to add interest
- Don’t forget to shoot b-roll so you can splice this with your primary footage to add interest.
- Remember that editing take a long time to do well – so plan your project so you have time to do this.
- Test it with your audience and make necessary adjustments.
For more tips on audio – see app design tips.
Virtual Reality (VR) and Augmented Reality (AR) offer great potential in interpretation. VR refers to a computer-generated simulation of a 3D environment that a user can interact with via special equipment such as a head set or gloves. AR on the other hand, is a technology that overlays digital information on to the physical world. For example and AR of Naracoorte Caves might project mega fauna onto the landscape and you might use a tablet to scan the landscape.
Tips for Successful VR and AR Development
Have clear objectives and a clear theme. While these technologies are often used in entertainment, your objective will be more broad. A clear theme helps you to stay focussed.
Keep your audience in mind. Think about the subject knowledge, experience and time your target audience is likely to have and design with that in mind. Think also about how you could make it more interesting to them. For example, you might be able to add some gamification components or group elements in.
Start small. It is tempting to experiment with the full potential of VR but development can be overwhelming – so start with a small, tightly scoped project.
Explore and Reach Out. Think about what games interest you and what features you like. There is lots of information online and often there are contact names who you could direct questions to.
Test your Product. Test as you go along so you know things are working before a small problem becomes a big problem.
Check out Project LIVE for various examples on how this technology can be used in interpretation.
Websites are most people’s first port of call when they want to find out more information. Most people know intuitively what makes a great website. You want to be able to get the information you need with as few clicks as possible so organisation is key.
In the past most students designing websites have preferred wix or weebly.
Tips
Some tips from Wix for designing an outstanding website include:
- Keep your homepage minimalistic and free of clutter. One large, strong, relevant image and a clear title in a clear font, is better than a mosaic of many images.
- Create a visual hierarchy and then design with that in mind. Keeping this consistent helps to organise you material and makes it easier for people to navigate.
- Create easy to read website content (short, sharp sentences, no jargon, consider dot point and sub-headings to emphasize organisation).
- Ensure your site is easy to navigate
- Keep it mobile friendly.
An example of a great interpretive website is Wilderquest developed by the NSW Parks and Wildlife Service. Check it out here.
In this assignment, you will work in small groups and develop your own interpretive product.
The purpose of the assignment is for you to demonstrate your understanding of all facets of interpretation – from developing a theme statement to selecting a technique that makes sense for a given audience, to evaluating and improving the product. The marking rubric used for the product is on your web-page under the assessment tab, along with suggested focus areas.
There are four parts to the project:
-The product itself
- A summary overview (that includes the objective, theme, an outline of your product, and an evaluation of the product)
-A class presentation
- a peer assessment of how each member of the group contributed to the product.
We’ll explore what is expected in each later on.
Research your topic so you really know the great stories and fun facts! Effective interpretation relies on the ability to tell a compelling story in a compelling way, so think about your narrative. What are the intriguing parts of the story that could engage your audience? If you find it boring – chances are your audience will too – so find a story that intrigues you and one where you have some level of expertise!
Tips:
You need to have some expertise or develop sufficient expertise in your area to interpret a topic effectively. It would be challenging for example to talk about 4WD touring in the Flinders if you have never done it or develop a website about bird ID if you have never participated in birding.
Fun facts are great – but they are not a replacement for a strong theme. Use your interesting fact to complement a great story!
While it is tempting to jump into a particular technique (e.g. “I want to create a computer game”, “I’m going to do a walking tour”, “Learning VR will be great for my CV”), I encourage you to take a step back – and consider the virtue of systematic planning. Trust me – it will make this assessment much easier! Here are a few pointers that might help…
• What is the big picture idea you are hoping to get across? What do you want the people who experience your product to know? What will be meaningful and memorable to that group?
• How do you want people to “feel” after they’ve experienced your product?
• Are there any specific actions that you want to encourage as a result of experiencing your product?
Articulating learning, emotional and behavioural objectives at the start of your project will make design decisions less onerous and will make your evaluation much easier. Brainstorm what you think you want to achieve and then try to group your ideas before refining them into well-written objectives.
Tips:
Make sure your objectives are clear and SMART (Specific, Measurable, Achievable, Relevant and Time-bound)
Aim to end up with around 3-6 objectives for your project and try not to only include learning objectives.
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Welcome!
Welcome to “Interpreting Your World”, an interactive website designed to help you with your major assignment in ENVT 3016. Interpretation is a form of science communication that forges connection between an audience and their environment. This website is designed as your “one-stop-shop” to help you with your major group assignment. Enjoy exploring the site and please let me know if you have ideas on how we can improve it.
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Understanding Your Audience
Knowing your market is fundamental to success. What might work well with a bunch of Gen Z early 20-year-olds, can be really different from what works well for a group of cub scouts, a middle school geography class, or a busload of retirees. You will also need to think about how “diverse” or how “narrow” you can target in order to produce a product that will attract sufficient numbers to make your project viable. You also need to consider issues such as where visitors are from (eg. are you dealing with significant international tourists, if so, from what countries, is English an issue, how experienced are they with Australian wildlife?), as well as what experiences and knowledge they likely have. You also always want to think about how you can make your product as accessible as possible.
Click below for some tips on different audience groups.
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What are the Options?
The most appropriate technique for your project, depends on what you are trying to achieve, your audience, your story, your skills, and your interest. Broadly speaking, techniques fall into one of two categories: media-based or personally delivered. In both cases, we apply the TORE principles:
Thematic – has a main message. It may help to use these three steps to identify your theme.
• The main topic that my product deal with is……..
• More specifically, it addresses…….
• After interacting with my product the main message I want people to go home with is ……(this becomes your theme statement)
Organised – Easy to navigate and looks like the benefit will outweigh the work.
Relevant – consider using language and images that connect with your audience. Self-referencing, analogies and comparisons are examples of techniques that can make language more appealing to your audience
Entertaining/Engaging – People are busy – if you want them to engage with your product – how can you make it fun, intriguing or so interesting and exciting that they want to learn more?
The Importance of Really Knowing Your Topic
One of the best ways to improve your interpretation is to watch how other professionals conduct interpretation and to visit professionally installed exhibits. Click the arrows on the floor to take a walk around a previous exhibit at MOD. and learn more about media-based techniques, or select one of the exhibits from below. You can also take a quick visit to Cleland!
Assignment Overview
Task
In this assignment, you will work in small groups and develop your own interpretive product. The purpose of the assignment is for you to demonstrate your understanding of all facets of interpretation – from developing a theme statement to selecting a technique that makes sense for a given audience, to evaluating and improving the product. The marking rubric used for the product is on your web-page under the assessment tab, along with suggested focus areas.
There are four parts to the project:
- The product itself
- A summary overview (that includes the objective, theme, an outline of your product, and an evaluation of the product)
- A class presentation
- A peer assessment of how each member of the group contributed to the product.
We’ll explore what is expected in each later on.
Domestic Tourists
Domestic tourists are travelling either within the state (intrastate visitors) or from other states (interstate visitors). There is some research that would suggest there are more differences between whether we are from a rural or remote area or a city, than what actual state we come from.
Like any tour group, the key is to show interest and try to get as much information as you can to customise your tour or activity. For example you might ask them where they are from, how long they are staying, whether they have been here before, what they would like to know, and how much time they have.
International Tourists
Australia is a popular market for international tourists. When travelling to Australia people are referred to as inbound tourists. Our largest inbound tourist markets are
• New Zealand
• United States
• United Kingdom and Ireland
• Europe – particularly Germany, Italy, Scandinavia, Switzerland and France
• Japan
• Other Asian Countries – particularly mainland China, Hong Kong, Korea, Taiwan, Singapore and Malaysia.
Many international tourists are particularly interested in our wildlife and Aboriginal history. Photo opportunities can be very important for this group. Often they are on very tight schedules and trying to tick off many destinations and experiences in a short time.
There is great variation within this group and they fall into various other subsets. For example, we get a lot of young adult backpackers from Germany, Scandinavia, Ireland, the UK and Canada and we get a lot of people on packaged tours from Japan, Italy and North America.
Organised Groups
When developing tours, walks or materials for organised groups (eg. Scouts, church groups, Rotary groups) it is important to first discuss the outcomes they are looking for (eg. social outing, education for a particular project they are working on, showcasing Australia for international sponsors etc) and what the context of the visit is (eg. is it part of a conference, a multi-day experience, stand-alone).
Make sure you ask how long they have and how many there are and recognise that large groups may run behind schedule and the more people there are, the less activities you can fit in a specific time. Think about activities that have strong visual components, as there will likely be less hands-on experience and more watching involved.
Consider incorporating a group photo.
People with Health Conditions or Impairments
Embrace the idea of inclusivity. All people deserve the right to experience and learn about our amazing world. There is a huge variety of disabilities. If you are unsure about the implications of a certain condition, ask and where possible do some research. It is not rude to ask but it is rude to ignore. Develop a program that is appropriate. Depending on the size of the group and the number of people with disabilities, it maybe be better to be a separate program and they may need support people. The following are some really basic tips for providing tours for people who have sight, hearing or learning impairments.
Sight Impaired
• Offer your hand when welcoming
• Use directions in relation to the way they are facing
• Act normally! Your voice will make them feel comfortable/uncomfortable
Hearing Impaired
• Don’t shout
• Face the group, stand close, keep hands away from face
• If using a translator/signer, speak to the audience, not the translator
• Don’t stand in front of windows, open doors, lights
Learning Impaired
• Don’t patronise them. Find ways to communicate.
• Ask questions they can answer correctly.
• Let them touch things (might need replicas)
• Use senses: fragrant plants, bright colours, music.
Retirees
Step 1 – realise that like all groups of people, “retirees”, “seniors”, “oldies”, “grey nomads” all vary greatly in their skills and abilities.
Being old doesn’t mean you are deaf or in a wheelchair. They may be fitter than you, be a CEO of a major corporation, have a PhD in biology, be really well networked, or be socially isolated and making a huge effort to get out and meet people. Like all people, they deserve your respect. Asking about health concerns you should be aware of is fine if you are about to guide them on an extended hike but be tactful.
Many people in this group do have a little more time and do appreciate talking with others, so it is worth considering a social component. For example, if you are taking them on a bird walk, a cuppa with the ranger afterwards could be a great addition. Remember this group can be a great pool for volunteers and supporters.
School Groups
The first thing to remember with school groups is there are two audiences -the teachers and the students.
School excursions are expensive and the curriculum is tight so the better you align your tour or product to the National Curriculum guidelines, the more likely you will get schools to visit your site or use the activities you have created. Make this explicit. It helps teachers to be able to justify the excurision.
If you do have school groups out in the park, maximise the outdoor experience, rather than talking to them in a classroom – but remember more people means getting around is slower, so plan your distances, it is about education, you don’t want it to be so physically challenging that it excludes people.
Give them opportunities to connect with live animals, interesting landscapes and vegetation and where possible give them a cultural context. Help them see the connections. Ask them questions and get them involved. Consider reflective activities, like sketching or just sitting in nature, rather than just physical activities like hiking.
Remember, use the teachers to help control the class. Worksheets or apps that help distribute older students around a site and allow for greater interactivity can be worth considering.
The Importance of Really Knowing Your Topic
Research your topic so you really know the great stories and fun facts! Effective interpretation relies on the ability to tell a compelling story in a compelling way, so think about your narrative. What are the intriguing parts of the story that could engage your audience? If you find it boring – chances are your audience will too – so find a story that intrigues you and one where you have some level of expertise!
Tips:
You need to have some expertise or develop sufficient expertise in your area to interpret a topic effectively. It would be challenging for example to talk about 4WD touring in the Flinders if you have never done it or develop a website about bird ID if you have never participated in birding.
Fun facts are great – but they are not a replacement for a strong theme. Use your interesting fact to complement a great story!
Understanding Your Audience
Knowing your market is fundamental to success. What might work well with a bunch of Gen Z early 20-year-olds, can be really different from what works well for a group of cub scouts, a middle school geography class, or a busload of retirees. You will also need to think about how “diverse” or how “narrow” you can target in order to produce a product that will attract sufficient numbers to make your project viable. You also need to consider issues such as where visitors are from (eg. are you dealing with significant international tourists, if so, from what countries, is English an issue, how experienced are they with Australian wildlife?), as well as what experiences and knowledge they likely have. You also always want to think about how you can make your product as accessible as possible.
While there is huge variation in the type of people who engage in interpretation, the key to remember is all people want basically the same thing from your interpretive product – they want to be entertained, hope to learn a little something and want to be treated with respect. In getting to know your audience – think about the following four key questions:
• Who are they?
• Why are they joining your tour / engaging with your product?
• What are their expectations?
• What are their needs?
Click below for some tips on different audience groups:
Understanding Your Purpose
While it is tempting to jump into a particular technique (e.g. “I want to create a computer game”, “I’m going to do a walking tour”, “Learning VR will be great for my CV”), I encourage you to take a step back – and consider the virtue of systematic planning. Trust me – it will make this assessment much easier!
Here are a few pointers that might help…
(1) What is the big picture idea you are hoping to get across? What do you want the people who experience your product to know? What will be meaningful and memorable to that group?
(2) How do you want people to “feel” after they’ve experienced your product?
(3) Are there any specific actions that you want to encourage as a result of experiencing your product?
Articulating learning, emotional and behavioural objectives at the start of your project will make design decisions less onerous and will make your evaluation much easier. Brainstorm what you think you want to achieve and then try to group your ideas before refining them into well-written objectives.
Tips:
Make sure your objectives are clear and SMART (Specific, Measurable, Achievable, Relevant and Time-bound)
Aim to end up with around 3-6 objectives for your project and try not to only include learning objectives.
Welcome
UniSA Kaurna Miyurna yaitya mathanya Wama Tarnatiankaya Tampinthi
(UniSA acknowledges the Kaurna people, the traditional custodians of the Adelaide Plains)
Ngadlurlu Parkarna purkinangku, yalarra, kuma tarrkarritya tampinthi
(We pay our respects to Elders past, present and emerging)
As the first interpreters, we acknowledge the interpretive skill of Aboriginal people, expressed in storytelling, art and dance that has kept culture alive since time immemorial.
What are the Options?
The most appropriate technique for your project, depends on what you are trying to achieve, your audience, your story, your skills, and your interest. Broadly speaking, techniques fall into one of two categories: media-based or personally delivered. In both cases, we apply the TORE principles:
Thematic – Has a main message. It may help to use these three steps to identify your theme.
• The main topic that my product deal with is...
• More specifically, it addresses...
• After interacting with my product the main message I want people to go home with is... (this becomes your theme statement)
Organised – Easy to navigate and looks like the benefit will outweigh the work.
Relevant – Consider using language and images that connect with your audience. Self-referencing, analogies and comparisons are examples of techniques that can make language more appealing to your audience
Entertaining/Engaging – People are busy – if you want them to engage with your product – how can you make it fun, intriguing or so interesting and exciting that they want to learn more?
Click on the type of technique you are most interested in learning more about:
Young Adults
Teenagers and young adults want to be treated as adult – not children.
Ask them questions. List to them.
Volunteer projects can work really well if you define them well and in a way that allows them to excel. This group is very tech-savvy so techniques like VR and AR can work really well. Hikes and other activities can also be really important but keep in mind not all children have grown up with lots of nature experiences so they might be anxious. Give them clear information and training so they can excel.
Consider also more reflective activities like nature bathing or nature art. Peer pressure can be a barrier for this age group – so focus on making people comfortable.
Meaningful activities that focus on societal outcomes are really important. Keep your activities short and sharp. Even though they are older, they will still enjoy lot of hands-on activities and photo opportunities.
Young Families
We have many tourist products that are geared to young families. Most families are primarily interested in the experience for their children so keep them forefront as you are designing your product.
Think about the age of the children and how you can best engage them.
For children under 5 use games with simple rules. Colouring sheets can work well. If doing crafts remember it is fine to expect the parents to help but think big and colourful. Using activities that involve multiple senses is great. Keep in mind if you are walking, they will walk slower and can’t walk as far.
By lower primary, you can use activities that encourage observation skills and games with simple rules. Ideas like a treasure hunt can work well. Props can make explanations easier to understand and more interesting. Remember there are lots of activities designed for this group of children for a variety of topics. If you are leading a walk – it can work well if you give them something to help with or give them a task of looking for something between stops.
As children get older, they develop their logic and problem-solving skills so you can give them activities that require some more skill. From about age 12, treat them as adults, and give them activities or questions that they can excel at.
Aboriginal Hands Exhibit
This exhibit is on the way to the globe – and while passageways can be challenging exhibit spaces because we tend to move to the next large space, this one draws attention to itself. It’s interactive nature, colour scheme and the hands in particular – are a magnet for visitors. We want to touch it and see what happens! Having some form of Aboriginal Welcome or Acknowledgement is a really important step for all interpretive exhibits. A few quick notes about interpreting Aboriginal culture.
(1) Facilitate opportunities for Aboriginal people to lead Aboriginal interpretation. While there have been many improvements in recent times, since 1788 the interpretation of Aboriginal history has largely been produced and controlled by non-Aboriginal people. Make sure projects involving Aboriginal interpretation are led by Aboriginal people. Where possible facilitate opportunities for face-to-face interpretation.
(2) Be aware of relevant protocols. For example, an interactive website might begin with a warning such as “Beware this interactive computer program contains pictures and voices of Pitjantjatjara people who have passed away” (written in English and Pitjantjatjara and presented orally). If displaying images of Aboriginal people you need to think about how you will handle events such as the person in the image dying. In consultation with their family you may need to black out the image display a message such as “Due to Aboriginal Cultural Sensitivity this image is temporarily unavailable for public viewing.”
(3) Avoid common pitfalls such as lack of Aboriginal involvement, misrepresentation/simplification of Aboriginal culture, use of past tense etc.
Evaluation
Check out how they have incorporated evaluation into the exhibit area. Keeping the survey short helps to encourage greater response rates.
Front Foyer
Look around the entrance to MOD. Whenever we are entering into an exhibit space we want to achieve two main things:
(1) A sense of excitement and anticipation that this is going to be a great experience
(2) A sense of comfort that we know what to do and where to go.
Think of “Maslow’s Hierarchy of Needs”. Right away I can see the Moderator desk that can help me, I can see where the toilets are, I can get food, I can see some exhibits above me and in-front of me and there is sense of spaciousness.
How does this compare to other exhibits you have been to?
Main Exhibit Room Wall
Now look at the far wall. Walls can be challenging and often they end up covered with non-interactive exhibits, lots of words, and lots of people walking right past them. TThe use of the QR code allows the designer to keep lots of empty or “negative space”, making it look more spacious and attractive – and like it’s not a lot of “work”. The red draws our eye and the angle and simple positioning of a limited amount of words guides us through this exhibit. It is more interesting for visitors as they can use their phones to discover new information about aspects that interest them. Try clicking on the artwork to get a closer look!
Note also the inclusion of Aboriginal information on one panel, that helps transition the visitor to the next gallery that artfully uses Aboriginal storytelling to explain the importance of landscape and geology to the Adnyamathanha People.
Main Exhibit Room
This is one of the main exhibit gallery rooms at MOD. Look around. What is your eye drawn to?
Movement always attracts our attention. Interesting shapes such as the soil core are also likely to attract us. Note: this has different viewing scopes included at different heights to cater for different sizes of visitors and places -which is great for allowing multiple people to use it.
Look up! Again the designers have maximised the use of the ceiling space, highlighting sculptures that have been inspired by creatures who have evolved from living deep under the sea and now live on land.
Upstairs - Women's Work
Our eyes like to look around so don’t discount the importance of your ceiling space. Note the simple, short interpretation that is likely to attract the attention of many visitors.
Welcome to Clealand!
We’ve jumped up to Cleland Wildlife Park. This is the view as you first walk in. Orienting people is vital, so the big sign – with a clear map, is a first stop for most people who are new to the park. Note: most people will naturally flow to the area that is more open (in this case towards the koalas). You can use the principles of psychological design to subtly direct people in the direction you would prefer them to go.
Welcome!
Welcome to Interpreting Your World, an interactive website designed to help you with your major assignment in ENVT 3016. Interpretation is a form of science communication that forges connection between an audience and their environment. This website is designed as your “one-stop-shop” to help explore the major concepts of effective science communication and their application in different contexts. Begin by clicking the interactive signage in each 360 image, and move between locations using either the drop-down menu in the top-right corner, or the 360 Image Gallery button below.