1 - Final Project Brief
Transcript of 1 - Final Project Brief
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UCL STUDENT HOME PROJECT 2012
Final Project Brief
May 2012
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The cover photo has not been approved
by LOGOG, and therefore should not
be reproduced for promotional
or commercial purposes.
Special thanks goes to Suguru Koshikawa,
for appearing in the cover photo and to
Lisa Preville for acting as photographer.
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TABLE OF CONTENT
1. Final Project Brief 71.1.Executive Summary 71.2.Project Title 111.3.Target Audience 121.4.Communication Messages and Learning Theories 121.5.Documenting Student Homes Team 131.6.Audience Advocate Team 161.7.Audience Research Team 171.8.Public Information Team 181.9.Learning and Interpretation Team 191.10. Web Resource Team 201.11. Exhibition Team 211.12. Project Management Team 231.13. Brief Appendices 27
2. Project Outcomes 622.1.Documenting Student Homes Team 632.2.Audience Advocate Team 1102.3.Audience Research Team 1752.4.Public Information Team 1992.5.Learning and Interpretation Team 2132.6.Web Resource Team 2732.7.Exhibition Team 3122.8.Project Management Team 356
3. Team Progress Reports 3903.1.Documenting Student Homes Team 3913.2.Audience Advocate Team 4053.3.Audience Research Team 4213.4.Public Information Team 4403.5.Learning and Interpretation Team 4713.6.Web Resource Team 4943.7.Exhibition Team 5223.8.Project Management Team 5683.9.Project Briefs 630
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UCL Institute of Archaeology
2012
Who Stole my Milk?1. Final Project Brief
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TABLE OF CONTENT1. Who Stole my Milk Brief 7
1.1.Executive Summary 71.1.1. Communication Messages 71.1.2. New Networks and Community Participation 81.1.3. Concourse Case Exhibition 81.1.4. Learning Events 91.1.5. Web Resources 101.1.6. Public Information Resources 101.1.7. Audience Advocacy and Evaluation 111.1.8. Audience Research 11
1.2.Project Title 111.3.Target Audience 121.4.Communication Theories & Learning Theories 121.5.Documenting Student Homes Team 13
1.5.1. Content Summary 131.5.1.1. Collected Data 131.5.1.2. Tower Hamlets 141.5.1.3. Islington 141.5.1.4. Camden 151.5.1.5. Barnet 15
1.5.2. Accessioning 151.5.3. Participant Input 16
1.6.Audience Advocate Team 161.6.1. First Front-end Evaluation 161.6.2. Second Front-end Evaluation 161.6.3. Formative Evaluation of Social Media 161.6.4. Formative Evaluation of Exhibition and Web Resources 171.6.5. Summative Evaluations of Family Days and Open Evening 17
1.7.Audience Research Team 171.7.1. Press Release 171.7.2. Postcard 171.7.3. Radio 171.7.4. Social Media 181.7.5. E-Newsletter 181.7.6. Magazine Article 181.7.7. Project Video Documentary 18
1.8.Public Information Team 181.8.1. Postcard 181.8.2. Case Study 191.8.3. Private View Event 191.8.4. Project Video Documentary 19
1.9.Learning and Interpretation Team 19
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1.9.1. Family Days 191.9.2. Open Evening - Global Homes 20
1.10. Web Resource Team 201.10.1.Web Elements 20
1.10.1.1. Facebook & Twitter 201.10.1.2. Blog 201.10.1.3. Digital Story 211.10.1.4. Interactive Floor plan 211.10.1.5. Project Video Documentary 21
1.11. Exhibition Team 211.11.1.Exhibition Concept and Design 211.11.2.Storyline 221.11.3.Location 22
1.12. Project Management Team 231.12.1.Policy and Content 23
1.12.1.1. UCL Ethics Policy 231.12.1.2. Fieldwork Safety 231.12.1.3. UCL Data Protection Policy 24
1.12.2.Rules and Regulations 241.12.2.1. Data Protection Act of 1998 241.12.2.2. Health and Safety 24
1.12.3.Resources Needed 251.12.4.Final Budget 251.12.5.Management System and Communication Plan 251.12.6.Gantt Chart 261.12.7.Learning and Communication Theory Selection & Implementation 26
1.13. Brief Appendices 271.13.1. Project Title 271.13.2. Communication Messages 281.13.3. Learning Theories 291.13.4. Project Components 311.13.5. Communication Messages Table 421.13.6. Resources Needed 491.13.7. Project Budget 521.13.8. Management System & Communication Plan 601.13.9. Gantt Chart 61
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FINAL PROJECT BRIEF
1.1. Executive SummaryIn the lead up to London 2012, the Geffrye Museum (GM) is collaborating with the MA
students from the Museum and Site Interpretation (MSI) course at UCL Institute of
Archaeology on a project as part of the Stories of the World: London programme (STOW)
within the Cultural Olympiad. The work focuses specifically on student homes in London.
Who Stole my Milk?will delve into the unusual world of Londons modern student homes,
bringing to light the unique atmosphere of friendship, conflict, and compromise that
develops amongst roommates in shared spaces, and the impact of cultural exchange on a
students personal identity. The project will also highlight how students rise to the
challenge of creating a home within an impermanent space and time.
Who Stole my Milk?will explore these themes through constructivist and socio-culturallearning theories and a cultural approach to communication. UCLs MSI students have
developed communication messages to aid and guide the team during the development of
the project.
1.1.1. Communication MessagesPrimary Message: Shared space in Londons student homes in 2012 is a unique arena in
which students from all over the world compromise, often form friendships, and
potentially come into conflict.
Secondary Message: Both practical objects and those of sentimental value found in
student homes are the material elements which connect students to past homes.
Tertiary Message: Students experience their homes in London as temporary, but find
that these homes and the city have significant effects on their identity and practices.
Over-arching Project Value: We aim to engage both existing and new GM audiences and
to support inter-group and intra-group exchange; we seek to encourage visitors to reflect
on and discuss their current or past homes, whether these be family homes, student
homes, or homes of other types.
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The Who Stole my Milk?: Exploring Student Homes in London messages were deduced from
primary data obtained using different documentation techniques of social environments
student homes. We aim to present these messages using six different mediums primarily
targeted towards a student audience.
1.1.2. New Networks & Community ParticipationThe Documenting Student Home Team (DSHT) undertook the documentation process
with the following aims:
To document student homes from an object and social history point of view in orderto collect relevant data for the Who Stole my Milk?project.
To create new community networks for the GM and improve the GMs DocumentingHomes Collection
DSHT interviewed a total of fourteen participants in four different homes. The data
collected included:
Photographs (objects, spaces, people) Audio and video interviews Private and group interviews Floor plan drawings
DSHT accessioned the collected data into the GMs archives. Furthermore, DSHT
maintained contact with the participants updating them on the projects content.
1.1.3. Concourse Case ExhibitionThe lower concourse case exhibition will explore the multiple facets of modern student
homes: from social interactions amongst roommates in shared spaces, the impacts on
identity formation, and its reflection and projection within an impermanent space. The
Exhibition Team (ET) will use data collected by DSHT and present it on twelve panels
including one introductory panel.
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ET carefully dissected the material collected by DSHT extracting themes, writing
exhibition panel text, photograph captions, and design briefs, and mapped out possible
visitor journeys.
1.1.4. Learning EventsThe Learning and Interpretation Team (LIT) produced a two-day learning event themed
around the GMsAt Home with the Worldexhibition, which was held on April 3rd and 4th,
2012 at the GM.
Each day entailed four one-to-two hour sessions during which participants took part in
storytelling, cooking, arts & crafts, and tasting activities. The activities included:
Explore Origami Draw to the Music Whats your Zodiac Animal? Time for a Cuppa The World of Chopsticks
LIT organised an opening event, Global Homes, aimed at an adult audience. The activities
included:
Music: Student JukeboxExhibition Talk: At Home with the WorldExhibition Talk: Who Stole my Milk?Workshop: The World of ChopsticksActivity: Communication Breakdown!Workshop: Collage your World
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1.1.5. Web ResourcesThe Web Resource Team (WRT) created two permanent web resources for the GM
website and employed social media to engage with the projects primary target audience ,
to attract this new audience to the GM, and to encourage participation.
Permanent Resources:
The interactive floor plan highlights typical and personal objects found within a student
home.
The digital story explores the theme of what makes a student house a home.
Social Media:
Facebook1 Twitter Blogger
1.1.6. Public Information ResourcesIn order to promote Who Stole my Milk?: Exploring Student Homes in London, the Public
Information Team (PIT) created postcards; one for the project, and one for the private
view event. PIT was responsible for organising the private view event. The team also
worked on:
An Arts Council England case study The private view invitations Generating the content for the UCL Communications video documentary in
conjunction with the Audience Research Team (ART)
1 The Facebook and Twitter accounts were used to promote the blog, project events, and the exhibition.
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1.1.7. Audience Advocacy and EvaluationThroughout the entirety of the project, the Audience Advocate Team (AAT) undertook a
number of front-end, formative, and summative evaluations enabling team members to go
beyond their preconceptions. Using face-to-face and online questionnaires, as well as
group discussions, AAT gathered and analysed our primary target audiences impressions
and thoughts on the projects cultural setting, its topic and themes, the design of delivery
methods including the exhibition and the web resources, and the effectiveness of events.
It aimed to maximise visitor experience and involvement.
1.1.8. Audience Research
ART aimed to attract a new audience to the GM students between the ages of 16 to 25 by researching relevant marketing outputs. They designed a marketing strategy using the
following mediums:
Postcard Radio Social media Press release E-newsletter
1.2. Project TitleWho Stole my Milk?: Exploring Student Homes in London
AAT surveyed the projects primary target audience using an online questionnaire and
face-to-face interviews regarding six provisional titles. Participants were asked to rank a
maximum of three titles in order of preference and clarify their selection. Results
indicated thatWho Stole my Milk?ranked highest amongst available options2. Further
2 From a total of 116 responses to the questionnaire, 88 individuals selected Who Stole my Milk?as their
preferred 1st, 2nd, or 3rd option.
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consultation with GM staff resulted in the addition of the subtitle: Exploring Student
Homes in London3.
For title preference breakdown, see appendix 1.13.1.
1.3. Target AudienceFollowing research into visitor demographics at the GM conducted by AAT and ART, the
UCL team selected the following target audiences for the project:
Primary Target Audience: Age 16-25; expected to include pre-university teenagers,undergraduate students, and postgraduate students4.
Secondary Target Audience: Age 26-60+; GM core audience5. Tertiary Target Audience: Age 15 & younger6.
1.4. Communication Messages and Learning TheoriesThe projects communication messages (see section 1.1.1) aimed to implement
constructivism, socio-cultural learning theory, and cultural communication theory7. All
three theories postulate that the learner makes new meanings based on previous
knowledge and experience, and that all knowledge is individually and socially
constructed. The theoretical basis of the project shaped the communication messages in
these ways:
3 The title specifically aims to attract the projects primary target audience as it is thought that the GMs core
audience will visit the exhibition regardless.
4 This age group represents only 7% of visitors to the museum. Thus, the project aims to attract this new
audience to the GM. When taking into consideration reasonable travelling distances, AAT and ART anticipate
this new audience will originate primarily from London and the Southeast.
5 Further research into visitor demographics at the GM indicates that 71% of visitors to the museum are agedbetween 26 and 60+. AAT and ART have selected this core GM audience as the projects Secondary Target
Audience. The teams expect that this audience will tour the exhibition as part of their overall visit to the GM
as statistics show that returning visitors make up 52% of attendance to temporary exhibitions.
6 This group makes up 22% of the GMs regular visitors. The teams hope to target this group by means of twofamily activity days. See The Geffrye: Summary of Visitor Knowledge Research Findings 2010.
7 While these theories have different points of emphasistraditional constructivism tends to focus more on
what occurs between the individual and the environment, while socio-cultural learning and culturalcommunication theories focus on the interaction between the individual and the group, all three are closely
related and support one another.
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Our communication messages employ the constructivist strategy of exhibiting theknown for audience members who are or were students. They also offer familiar
points of entry for non-student audiences.
Our communication messages are designed to both tap into audience members pre-existing social knowledge and to provoke social engagement and group meaningmaking among visitors to both our physical and virtual creations.
Our communication messages, while clear and precise, are jumping off points foraudience members to consider and share their own experiences and use these to
develop their own interpretations of the material presented.
For further details on the chosen learning theories and the communication messages, see
appendices 1.13.2 1.13.5.
1.5. Documenting Student Homes Team (DSHT)DSHT documented four different households totalling fourteen participants using a
number of research methods such as film, photography, sound recordings and floor plan
drawings. The full documentation of each household took three to four hours: this
involved explaining the project to participants and informing them of the possibility that
data might be transferred into the GMs archives. Each participant signed a consent form
and a model release form giving ET and WRT clearance to use their data8. Further consent
was obtained before the collected data was accessioned into the GM archives.
1.5.1. Content Summary1.5.1.1. Collected Data
DSHT collected the following information from each household:
Photographs by Li Wang (DSHT Photographer) including:o Private space/bedroomso Personal objects
8 Each household was assigned a name according to its approximate location within London and based on thenicknames they gained during the documentation process. These nicknames were slightly altered in the
exhibition and web resources to reflect their borough and ensure the participants privacy.
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o Shared spaces: kitchen, living room, shower room, and toileto Kitchen cupboards and fridgeo Participants, individually and in groupso Participants preparing food
Film of the group interviews Sound recordings of the groups and individual interviews Floor plans drawn by each household member
1.5.1.2. Tower HamletsLocated in East London, this ex-council building flat contains three bedrooms, a living
room9
, a small kitchen, and a separate toilet and bathroom. Four out of the fivepostgraduate residents agreed to participate in our project; four took part in the group
interview, while only three were interviewed individually. From varied backgrounds
English, French, American, and German each participant has resided outside their home
country and enjoys travelling, an aspect reflected within the flats content.
1.5.1.3. IslingtonThis two-floor house located near Caledonian road includes a kitchen, three bedrooms10,
and a storage area. Its four postgraduate residents originate from different regions in
China. Although two of the participants are a couple, the flatmates did not know each
other prior to living together. As a result, they live, cook, and entertain separately
respecting each others personal and private lives. However, communication does occur
when necessary. The students suggested this house was temporary and they did not
regard it as a home.
9 This room was converted into a fourth bedroom. The tenants, however, still use the space as a living room.
10 The first bedroom is located on the ground floor, while the other two are found in the basement.
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1.5.1.4. CamdenThis house located near Euston station includes a small kitchen and three bedrooms.
Three out of the six occupants agreed to participate in our project: a Vietnamese couple
and a Maltese woman11. The Maltese woman occupies a large bedroom filled with objects
belonging to her partner and furniture owned by the landlord. The Vietnamese couple
share a very small room; having resided in the country for only a short period of time,
they do not own many objects. The three participants believed they had created a home
together.1.5.1.5. Barnet
This house located in North London is larger than most student homes. It includes adining room12, a living room13, a large kitchen, a laundry room, two bathrooms, and four
bedrooms. Three out of the four residents took part in our project; all PhD students, one
flatmate is English and the remaining are Italian. Having resided in the flat for three to
four years, the Italian participants own many objects. The English participant, however,
only relocated in September and has not yet decorated his bedroom. There was a
significant difference in the flats cleanliness and tidiness compared to the other student
homes. DSHT associates this with the students being older14.
1.5.2. AccessioningDSHT accessioned the material into the GMs Documenting Homes Collection.
11 The Maltese woman shares her room with her partner who, like the other non-participants, is not a student.
12 The dining room has been converted into a guest room sofa bed.
13 The living room is the main shared space television.
14 The participants are all PhD students, and are older than the projects primary target audience.
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1.5.3. Participant InputDSHT remained in contact with the participants informing them on how they would be
featured in the project; ET and WRT were keen not to portray the participants in an
unfavourable light.
1.6. Audience Advocate Team (AAT)AAT conducted front-end evaluations and formative evaluations. They also conducted
summative evaluations of the Family Days and the Global Homes events.
1.6.1. First Front-end EvaluationUCL team members carried out 83 surveys at the GM and at UCL on December 13 th 14th,
2011. They aimed to test public awareness and interest in the Cultural Olympiad, SOTW,
and student homes.
1.6.2. Second Front-end EvaluationUsing results from the first front-end evaluation, AAT developed a second front-end
evaluation15. The survey tested the primary target audiences reactions to the projects
potential titles, the types of objects to be used, any potential links between personal
objects and cultural identity, different mediums through which the project could be
presented, and the popularity of certain social media sites.
1.6.3. Formative Evaluation of Social MediaAAT began its formative evaluation of the blog on March 5th using an online survey posted
on the websites main page. The blog survey and the collection of data continued until
March 29th. The survey aimed to assess the audiences reaction to the blogs design,
writing style, and content. AAT also monitored online traffic and the effectiveness of the
postcards QR code. AAT also evaluated the outreach of the Facebook and Twitter posts.
15 Some of the surveys were carried out in person. The majority were circulated by UCL team members using
an online SurveyMonkey link.
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1.6.4. Formative Evaluation of Exhibition and Web ResourcesOn March 12th, AAT carried out a fourth evaluation with the Geffrye Youth Panel testing
their opinion of proposed design, content, and images for the exhibition panels, WRTs
floor plan, and digital story. AAT continued its evaluation using an online survey betweenMarch 17th and March 23rd.
1.6.5. Summative Evaluations of Family Days and the Global Homes EventAAT carried out a summative evaluation of the Family Days at the GM on April 3rd and 4th.
AAT also carried out a summative evaluation at the Global Homes event on May 16th.
1.7. Audience Research Team (ART)ART designed a marketing strategy to reach out to the primary target audience. The
elements of the strategy were:
1.7.1. Press ReleaseThe press release was sent to student magazines, student papers, and alumni magazines.
An email to the editor followed complete with relevant images and text about the project,
as well as the project postcard.
1.7.2. PostcardThe postcard was sent to high schools, colleges, relevant organisations and shops along
with the press release it was also available at the GM. Any recipient intending to place
the postcard on an announcement board received a minimum of two cards, thus allowing
for the display of both sides.
1.7.3. RadioA shorten text version of the press release was sent to ten radio stations and three UCL
team members were nominated to be spokespeople should any station request
interviews. The interviews would have focused on the projects title, its links to student
life, and would have referred the audience to the projects blog for further details.
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1.7.4. Social MediaART assisted WRT in circulating news and content regarding the project using Facebook
and Twitter. The posts encouraged the primary target audience to interact: their casual
and humorous tone aimed to provoke interest among students and trigger discussions.
1.7.5. E-NewsletterPre-existing members of the GMs mailing list received an e-newsletter summarising the
project and detailing key information. The newsletter enabled the project to target the GMs
core audience. The email also included the press release and postcard.
1.7.6. Magazine ArticleART wrote an article showcasing the projects outputs for publication in a popular
magazine.
1.7.7. Project Video DocumentaryUCL Communications approached the UCL team wanting to produce a video documentary
about the project in order to highlight student achievements within the university. The
documentary, filmed jointly by ART and PIT, coordinated by the ART point team member
and assembled and edited by WRT and PMT, showcased all project outputs from the
collection of data to its public display using interviews of UCL team members, and GM
staff members.
1.8. Public Information Team (PIT)PIT aimed to promote and inform the public about the project using a series of marketing
outputs. In addition to the project outputs, PIT assisted the Geffrye Youth Panel in manning
the information stalls during half term and April Family Days.
1.8.1. PostcardIn collaboration with a graphic designer, PIT designed a postcard to promote the project
which featured a picture of the Regency Room at the GM next to a picture of a messy
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student room. The back of the postcard included brief details about the project, including
the dates of the exhibition and a QR code to link to the blog.
1.8.2. Case StudyPIT drafted a case study describing the project for submission to the Arts Council England.
The case study was completed in late April.
1.8.3. Private View EventPIT organised a private view event that showcased all project outcomes to a select
audience. The event occurred at the GM on May 24th after the exhibition opened and the
web resources launched. PIT designed the invitation with the help of a graphic designer; it
was approved by LOGOG.
1.8.4. Project Video DocumentaryPIT assisted in writing questions, contacting participants, and recording interviews at the
GM chronicling student and staff participation in the Who Stole my Milk?: Exploring Student
Homes in London project.
1.9. Learning and Interpretation Team (LIT)LIT organised two Family Days and a Global Homes event aimed at an adult audience.
1.9.1. Family DaysThe Family Days served as a platform to promote the values, themes, and objects
associated with the GMsAt Home with the Worldexhibition. Through these activities, LIT
aimed to improve family ties, shape knowledge using hands-on and multi-sensory games,
and highlight the culturally eclectic nature of homes in England. The Family Days, aimed
at family groups with participants of all ages, consisted of eight one-to-two hour sessions
(four sessions per day). Attendees participated in such activities as storytelling, cooking,
arts & crafts, and tasting sessions. The Family Days took place on April 3rd and April 4th,
2012.
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1.9.2. Opening Evening Global HomesGlobal Homes was aimed atthe projects primary target audience in order to encourage
them to engage with the project. Activities included workshops, music, and informal
discussions where visitors were invited to speak with the curators and socialise withother participants. The event enabled visitors to soak up the atmosphere of the Cultural
Olympiad and student homes. It took place on May 16th, 2012.
1.10. Web Resource Team (WRT)WRT utilized two strands of online communication: a digital story and an interactive floor
plan uploaded on the GMs website; social media applications, such as Twitter, Facebook,
and a blog, enabling WRT to communicate to a wider audience.
1.10.1.Web Elements1.10.1.1. Twitter & Facebook
WRT used linked Geffryes Young Peoples Twitter and Facebook accounts to create an
online diary and update the readership on the projects progress. The social media
applications also served as promotional tools to communicate news and upcoming events,
to promote the GMs website and the projects blog, and raise awareness amongst the
primary target audience.
1.10.1.2. BlogThe blog, launched on March 5th, was an arena where student audiences and potential
museum visitors could interact and share personal stories, videos, and photographs of
their experiences living in a student home. Topics included but were not restricted to:
food, stories of conflict, objects of identity and connections to past home. WRT posted bi-
weekly. Audiences were asked to respond either through leaving comments on the blog or
[email protected]. The blog was graphically updated after AATs
survey.
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1.10.1.3. Digital StoryThe digital story consisted of a short film (3-4 min) incorporating photographs and audio
provided by DSHT. The topic explored the idea of what makes a student house a home.
Themes included life in London, potential conflict and situations of compromise amongstroommates, homemaking through decorations, objects of sentimental value, cooking, and
ultimately the friendships that blossom within shared spaces.
1.10.1.4. Interactive Floor planThe interactive floor plan a 3-D drawing representing a typical student home delineated
common objects found within a student home and activities occurring in private and public
spaces. Upon object selection, a separate window offered the audience photographs and
texthighlighting one students personal relationship with the specific object. WRT
cooperated with Big Picture Inc., an external contractor, for the design.
1.10.1.5. Project Video DocumentaryWRT edited video footage obtained at the GM creating a story outline and a rough cut
documentary.
1.11
Exhibition Team (ET)ET intended to design a twelve panel exhibit aimed at the projects primary target
audience which disseminated the aforementioned communication messages.
1.10.2.Exhibition Concept and DesignET produced a constructivist exhibition with multiple entry points enabling visitors to
freely approach each panel section from the temporary exhibition space, the art rooms, or
the staircase. ET took advantage of the spatial layout see project outcomes appendix
2.7.7 to divide the communication messages. Each message was explored using stories
collected by DSHT of individual or student groups.
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ET formed conceptual links between each panel section in order to demonstrate how
elements of a student home work together to make them unique yet similar to other
homes. This resulted in the repetition of key information and ideas at strategic points. The
overall design of the panels also showed similarity across the exhibition in order to
provide a visually cohesive exhibition. Finally, ET utilised object images and audience
questions to create links with concurrentSOTW-themed exhibitions found throughout the
GM.
1.10.3.StorylineThe storyboard (see project outcomes appendix 2.7.8) outlines the exhibition ideas. The
panels are numbered for clarity of explanation, and do not indicate a narrative approach
dictating how the visitor must approach the exhibition.
The communication messages are summarised in the introductory panel. The first
communication message begins in panel three, while communication message two begins
in panel six, and communication message three starts with panel nine.
Each panel has been assigned a specific theme supporting the constructivist design of the
exhibition. The modalities selected within the concourse exhibition are text and images;
audio and video will be available on the web resource, thus complementing the exhibition.
ET will use the pre-selected colour scheme of the SOTWbrand: the GM has already chosen
pink in their exhibition. ET will also incorporate the ribbon theme implemented by the
GM.
1.10.4.Location16
16 The panels available include one metal wall panel at the bottom of the access stairs and eleven slim glass
cases mounted into the walls with room for panels and small objects. In addition, the glass panels above the
cases and metal panels below are available for the exhibition.
The surrounding brick walls are part of the Grade I listed building and therefore nothing can be attached to
them. The floor space needs to be left clear for functions.
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The exhibition space is an open plan and led to the GMs temporary exhibitAt Home with
the World. Potential challenges included the risk for through traffic and high noise levels
as these may have reduced visitor dwell time. ET selected panel one as the introduction
because, aside from the lift, the main way to access the exhibition space is via the stairs.
Therefore, although visitors may not have started the exhibition here, it was likely to be in
their initial line of sight.
1.11. Project Management Team (PMT)PMT was responsible for maintaining a project schedule which ensured that teams met
deadlines and generated deliverables. Calendars for each team were created and updated
to clarify team deadlines (see project outcomes appendices 2.8.3 2.8.8). PMT maintained
a project budget and resource chart, ensured good communication between the GM, the
project teams, and UCL staff, and certified that the design, content and overarching vision
of the project were consistent across all aspects of the project.
1.11.1.Policy and Content1.11.1.1. UCL Ethics Policy
The project was exempt from undergoing review by the UCL Ethics Committee as student
researchers did not collectSensitive Personal Data as defined by the UCL Ethics Policy.
As is generally recommended by the Committee to all UCL research projects involving
ethnographic research, all team members abided by the Ethical Guidelines for Good
Research Practice as put forth by the Association of Social Anthropologists of the UK and
the Commonwealth (http://www.theasa.org/ethics/guidelines.shtml). This included
negotiating informed consent with participants, allowing participants to retroactively
retract information within a given time period, and attempting to anticipate and mitigate
any potential negative effects of participation in the project.
1.11.1.2. Fieldwork SafetyThe Project Manager and DSHT Leader completed a fieldwork risk assessment outlining
risks to the personal safety of student researchers in the field. To counter these risks,
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DSHT adopted a call-in system to the Project Manager when the team arrived and
departed from a student home, exclusively utilized public transportation, and concluded
all research before 10pm.
1.11.1.3. UCL Data Protection PolicyBoth UCL and the GM comply with the Data Protection Act of 1998. In accordance with
UCLs Data Protection Policy, the Student Home Project was approved and admitted to the
UCL Data Protection Registration, reference No Z6364106/2012/01/46, section 19.
The project avoided the processing ofSensitive Personal Datadue to ethical
implications and primarily processed standard personaldata. Processing included
activities such as storing, consulting, disclosing and destroying data.
1.11.2.Rules and Regulations1.11.2.1. Data Protection Act of 1998
Both UCL and the GM comply with the Data Protection Act of 1998. Our compliance with
the act was ensured by our compliance with the UCLs Data Protection Policy section 8.3
and with guidance provided by the GM.
1.11.2.2. Health and SafetyBoth UCL and the GM must comply with the Health and Safety at Work etc Act 1974 and
its accompanying secondary legislation. Under the act, leisure and education
organizations must ensure the health and safety of both employees and participants, who,
in the case of the Student Homes Project, include UCL students and visitors to the GM. The
standard procedure for compliance requires that management conduct a risk assessment
and make plans to mitigate identified risks. Students completed a risk assessment for
fieldwork. All other aspects of health and safety were covered by the GMs Health and
Safety Policy 2010, which is specifically interpreted and implemented at departmental
levels within the GM. For the Family Days, LIT adapted the risk assessment used by the
Education and Learning Department. For the exhibition, Global Homes event, and the
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private view, the Project Manager had a discussion with the Head of Front of House and
Security at the GM, Adrian Wells, about potential risks for the concourse and caf areas.
These risks were deemed to be minimal, and no mitigation strategies other than those
routinely followed by the GM were deemed to be necessary. PMT also consulted the UCL
Guidance for Exhibitions. PMT conveyed to all team members that no activity is so
important or urgent that it will be carried out other than with full regard to all issues of
health and safety (British Museum Health and Safety Policy 2008).
1.11.3.Resources NeededSee appendix 1.13.6
1.11.4.Final Budget
See appendix 1.13.7
1.11.5.Management System and Communication PlanThe management system and communication plan followed the hierarchy described in
appendix 1.13.8.
Each member of PMT oversaw and facilitated communication with the following teams:
Project Manager: DSHT, ET, & LIT Project Coordinator: AAT, ART, & PIT Content Editor: ET17 & WRT
Emails were the GM staffs preferred method of communication. Each team selected a
representative responsible for contacting their GM counterpart. Team members also
communicated via email with both MSI course coordinators. For communication within
the project team, team members used Basecamp, a communication and project
management platform (www.basecamphq.com). Other forms of communication between
project members, which were primarily facilitated through Basecamp included:
17 Content only
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Intra-team meetings and messages18 Inter-team meetings and messages Full UCL team meetings and messages Panel meetings Meeting of teams with GM counterparts Sharing of relevant files Brainstorms with Whiteboard MSI classes Friday updates issued by the Project Coordinator over e-mail which included
information regarding key meetings and upcoming events.
1.11.6.Gantt ChartSee appendix 1.13.9.
1.11.7.Learning and Communication Theory Selection and ImplementationPMT facilitated the identification and application of the appropriate theoretical framework
(constructivism, socio-cultural learning theory and cultural communication theory)
throughout the development of the project. Through the use of presentations, group
discussions, and worksheets completed by each team, team members reviewed their
knowledge from the previous term and made connections between their practice in the
specific components that they were responsible for and the supporting theories. As
knowledge of and familiarity with the supporting theories grew throughout the term, team
members were eventually asked to use their experience to reflect on how they might apply
these theories in the future as a working professional, and the potential strengths and
weaknesses of the theories.
18 Messages referred to any information or query exchanged between team members relating to dates,
milestones and deliverables. Basecamp messages were the main form of communication for the project.
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1.12. Brief AppendicesAPPENDIX 1.13.1 PROJECT TITLE
First choice
17%
24%
29%
13%
13%4% A. Fusion & Confusion
B. Student Living: Just
Passing through
C. Who Stole My Milk?
D. Your Mother Doesnt
Live Here
E. Funny, Messy, Whiskey
F. Uni! No Parents
This pie chart demonstrates the overall percentage of interviewees title preferences.
Firstchoice
Secondchoice
Thirdchoice
ResponseCount
20 23 16 59
29 24 17 70
34 30 24 88
16 23 19 58
15 17 17 49
5 12 20 37
B. Student Living: Just Passing through
C. Who Stole My Milk?
D. Your Mother Doesnt Live Here
Answer Options
E. Funny, Messy, Whiskey
Looking at the six titles below, in the context of student living and student homes which three titles interest you the most?
F. Uni! No Parents
A. Fusion & Confusion
This table outlines the number of individuals who selected specific titles as their first,
second, and third choices.
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APPENDIX 1.13.2 COMMUNICATION MESSAGES
Our primary communication message reflects broadly shared experiences in student
homes. The idea, however, that interpersonal compromise and conflict is characteristic of
communal living will be something familiar to anyone who has lived as part of a group. The
pre-existing knowledge that this message will tap into will be of a social nature. In
addition, we expect that the stories and themes we will use to illustrate this message will
engage the audiences sense of humour and encourage them to share their own stories with
each other. Both of these effects are likely to lead to social interaction and group meaning-
making.
The first of our secondary communication messages also reflects a common student
experience of bringing or acquiring objects that connect one to past homes. As the message
also taps into a more general experience of valued objects, it will provide non-student
audiences another point of familiar entry to the project. As sentimental and practical
objects can reflect both social and cultural background on both a micro and macro scale,
this message also places personal identity within the wider contexts of family, community,
society, culture and country and, thus, encourages audience members to use their
experience of belonging to and making meaning within various groups to relate to and
make sense of the experiences portrayed in the project. Finally, the emphasis placed by
this message on valued objects provides the target audience, a statistically
underrepresented audience at the GM, with a point of familiar entry from which to connect
with other, less familiar objects within the GM and with the museum as a whole.
Our final communication message reflects the common student living experience of
transience and liminality. While a significant characteristic of the student experience and a
point of familiarity for our student audience, we predict that this message will be the most
difficult to convey to audience members who have never been students, precisely because
it lacks obvious general points of familiar entry. However, we hope to provide this
message, access to which will be scaffolded by the more accessible messages, as a
springboard for novel reflection for both student and non-student audiences alike.
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APPENDIX 1.13.3 LEARNING THEORIES
Constructivism requires that, in any educational situation, a learner be able to relate to
something familiar, something that is already known or has already been experienced
(Hein 1998, 156). As the GM focuses on the home, visitors engage with the museum from a
very personal store of pre-existing knowledge and experiences. On the one hand, for non-
student audiences, our project is replicating the constructivist strategy found throughout
the GM of granting conceptual access to all visitors by displaying familiar objects that
provide a gateway to more foreign and remote objects and situations. (Hein 1998, 161-
162). For a significant portion of our target audience, however, we are employing the
constructivist strategy of exhibiting the known (Hein 1998, 162-164); by documenting
and representing student homes in our exhibition, web resource, and events, we hope to
reflect elements of the student experience to which a significant portion of our target
audience can directly relate. All of our communication messages have been informed by
our teams personal experiences in student homes and by front-end evaluations conductedwith members of the target audience. While these communication messages reflect the
student experience, they have also been designed to offer familiar points of entry for non-
student audiences.
Home is a social place, and, thus, knowledge of home, what home is and what makes a
home is highly socially-constructed. The differences in details but broad commonalities
found in the idea of home held by individuals of a single group are an apt illustration of
the socio-cultural claim that what we know is produced through our interpretation of
our individual experiences but also through the testing and refining of our interpretation
within significant communities (Hooper-Greenhill 1999, 70). Student and non-studentvisitors alike will approach the project with ideas of home that have been informed by
those significant communities or communities of practice in which they have lived,
whether these communities are composed of family members or roommates. In addition,
GM visitors, like most museum visitors, tend to visit the museum in groups, and thus, make
meanings from the material on display and events as part of social groups. We expect the
GM core audience to visit our exhibition and events in groups, and we hope to encourage
our primary target audience to engage with the exhibition, events, and web materials as a
part of an enjoyable and social experience. Audience members will make meanings
individually and jointly. Our communication messages are designed to both tap into
audience members pre-existing social knowledge and to provoke social engagement and
group meaning making among visitors to both our physical and virtual creations.
The idea of home is so individually and collectively subjective that it would be neither
possible nor desirable to create a project on this theme that communicated a right
answer or a singular interpretation. Constructivism, socio-cultural learning theory, and
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cultural communication theory, with their common tenet that knowledge is constructed,
provide us with a basis for creating project that includes multiple layers of interpretative
possibilities. By inserting the student home into the GMs discourse of home, we are
broadening the notion of home by giving representation to new voices. By including
students of various nationalities, we are also extending this dialogue beyond cultural
boundaries. Our communication messages, while clear and precise, are jumping off points
for audience members to consider and share their own experiences and use these to
develop their own interpretations of the material presented.
(Hein 1998, 26) Our project makes use of both the
learning theory and epistemological framework provided by constructivism.
(Hooper-Greenhill 1999, 17). Our project recognizes
that meaning making occurs at the interrelated levels of the individual, communities, and
society and culture.
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APPENDIX 1.13.4 PROJECT COMPONENTS
In order to support the chosen learning and communication theories, each project component considers: 1) the previous
knowledge and experiences of audience members, 2) the accessibility of the project and engagement of audience members, 3)
the social context from which and within which the audience members will engage with the project, and 4) how to allow and
support audience members in making their own interpretations.
Project Component Previous Knowledge
and Experience:
Increased Access and
Engagement:
Social Context and
Engagement:
Open-Ended Meaning
Making
How do the project
components encourage
audience members to
draw connections
between the project and
their previous
knowledge and
experience?
How do the project
components make the
project more
accessible to the
traditionally
underrepresented
target audience, as
well as audience
members of different
cultural backgrounds,
learning styles and
physical and mental
levels and abilities?
How do the project
components
encourage audience
members to engage
socially with the
project as part of a
community of
practice?
How do the project
components allow
audience members to
actively make their
own meanings as
opposed to passively
receiving correct
meanings?
Communication
Messages (Entire
Project Team)
See Appendix A.
Title (Entire Project When the title was tested This title resonates The title attempts to The title does not name
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Team) with the target audience,
respondents stated that it
reminded them of their
personal experiences
with student living.
with the traditionally
underrepresented
primary target
audience. The subtitle
Exploring Student
Homes In London
clarifies the subject
matter for student andnon-student audiences.
engage the audiences
sense of humour and
fun. These qualities
portray engaging with
the project as an
enjoyable social
activity.
a specific culprit.
Rather it asks who the
milk thief was,
allowing audience
members to create
their own
interpretation.
Primary Source
Research
(Documenting
Student Homes
Team)
By recruiting student
participants and
documenting their homes
and experiences, DSHT
has provided content that
allowed the rest of the
project to connect with
the primary target
audience by reflecting
components of the
primary target audiences
experience.
By collecting
photographs, videos,
and sound recordings,
DSHT provided the rest
of the project with
content that could be
used to engage a
variety of learning
styles and
developmental levels.
By recruiting
participants from
different cultural
backgrounds, the
material collected by
The material collected
by DSHT was social in
nature and provoked
students to reflect on
their own social
experience, while
potentially bringing
student and non-
student audiences
together to create a
broader community
for the discussion of
the meaning of
home.
As the material
collected by DSHT
represented a diversity
of specific experiences,
it allowed the rest of
the project to convey
that there are multiple
ways in which students
live and experience
home. This, in turn,
invited the audience to
create their own
interpretation of the
project components
and their personal
experiences.
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DSHT allowed the
project to engage with
a culturally diverse
audience.
Front-end and
formative
Evaluations
(Audience
Advocates)
Front-end and formative
evaluations assessed
precisely what audience
members were familiar
with and what they
expected to see in a
project on student
homes. The rest of the
project team utilized this
information to shape
their project components.
The front-end and
formative evaluations
focused heavily on
soliciting opinions and
feedback from the
traditionally
underrepresented
primary target
audience. This helped
the project team to
create a project that
meets the needs and
expectations of the
primary target
audience.
By asking for feedback
about social media use,
preferred
communication media
and exhibition
Front-end and
formative evaluations
examined museum
visiting and social
media habits so that
project team
members had a better
understanding of the
groups from which
and within which our
audience was likely to
engage with our
project.
The front-end and
formative evaluations
allowed multiple
audiences to have a
voice about what
content the project
covered and how it
was presented.
Decision-making
power was shared with
the audience. The
evaluations also
captured multiple and
disparate audience
viewpoints. The rest of
the project attempted
to respond to the
variety of viewpoints
expressed.
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components, the front-
end and formative
evaluations also
ensured that the target
audience was able to
engage with the project
in the ways which they
preferred.
The front-end
evaluations also
solicited feedback from
core GM audiences so
the project team was
able to ensure that the
project appealed to
them as well.
Marketing Plan
(Audience
Researchers)
The marketing plan was
based on research into
which media outlets were
used by and are familiar
to the primary target
audience.
The marketing plan
reached out to the
traditionally
underrepresented
primary target
audience by publicizing
the project in media
outlets such as student
By publicizing the
project through
various media outlets,
including social
media, the marketing
plan aimed to foster
discussions among
students about the
By engaging with the
primary target
audience in ways
which are acceptable
and appealing to them,
the elements of the
marketing plan
portrayed the project
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publications, student
radio shows and social
networking utilities
popular with this
audience.
project and its
themes.
as something which
was open to their
contribution and
interpretation, rather
than something which
was being interpreted
for them.
Family Days:
(Learning and
Interpretation
Team)
The workshops at the
Family Days drew and
expanded upon on
participants past
experiences with crafts,
cooking, music, different
cultures and the GM.
The workshops were
designed to appeal to
every age group by
providing activities that
could be both easy and
non-verbal and
adapted for more
advanced
developmental levels.
The workshops were
multi-sensory and
active and designed to
appeal to a variety of
different learning
styles.
Participants attended
the workshops in
family groups. The
activities were
designed to
encourage
cooperation,
collaboration and
knowledge-sharing
among family
members.
The workshops
encouraged young
people and their carers
to imagine, create, and
experiment. While the
workshops provided
information and
inspiration, they
allowed the young
people to reinterpret
the music, objects, arts
and traditions of
different cultures in
their own ways.
Open Evening for
Adults: and
The entertainment and
workshops at the Global
The entertainment and
workshops offered
All of the
entertainment and
The entertainment and
the workshops offered
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Interpretation
Team)
Homes event were
designed to evoke
personal memories and
reflection. By focusing on
past memories and
communication skills,
Global Homes allowed
attendees to connecttheir experiences at the
event with past
experiences.
were multi-sensory.
They were aimed at
appealing to the
underrepresented
target audience in
order to encourage
them to visit the GM.
workshops were
crafted so that they
were enjoyable and
social experiences.
Attendees were
encouraged to come
in social groups.
The workshops
encouraged social
interaction between
participants.
aimed to show that
there are many
different ways in which
people experience
home, London, and
being a student. The
workshops
emphasized thedifferent ways in which
people communicate.
Postcard (Public
Information Team)
The postcard, which
features an image of a
student room,
encouraged members of
the primary target
audience to draw
connections between
their own livingexperiences and the
project.
The postcard, by
featuring an image of a
student room and an
image of a period room
at the GM, was
designed to appeal to
both the
underrepresentedprimary target
audience and the core
GM audience. Both
audiences were
provided with a point
of conceptual entry.
By juxtaposing a
messy student room
with an image of a
period room, the
postcard attempted to
engage the audiences
sense of humour and
fun. These qualitiesportrayed engaging
with the project as an
enjoyable social
activity.
While the postcard
suggested certain
themes and hints and
common
preconceptions, it
posed these as being
in question, thus
encouraging thereader/viewer to
decide for themselves
whether or not they
agree.
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Private View (Public
Information Team)
-Event
-Invitation
The private view served
as an informal forum
which encouraged social
engagement and the
sharing of experience,
knowledge, and
preconceptions.
The private view
served as a fun
occasion for members
of the primary target
audience to come to the
GM and to engage with
the project. The guest
list of the private viewmixed museum
professionals with
students, which
demonstrated to the
primary target
audience that the GM is
a welcoming place that
values them.
The private view
encouraged members
of existing
communities of
practice to come to
the exhibition
together, but it also
resulted in peoplewho did not attend
the event together
engaging in dialogue.
By inviting a diverse
group of attendees, the
private view
encouraged a variety of
interpretations of the
project, rather than
just the interpretation
of a single audiencegroup.
Web Resource: (Web
Resource Team)
The themes and content
of both the floor plan and
the digital story were
shaped by the front-end
and formative
evaluations, which
informed the project
team about the
audiences pre-existing
knowledge and
The floor plan and the
digital story allowed
anyone with an
internet connection to
engage with the
project, thus expanding
access beyond those
who could physically
come to the GM.
The floor plan
featured people and
objects. When
audience members
engaged with the floor
plan they were
engaging with the
participants whose
experiences were
documented. It was
the human face that
The floor plan offered
information about the
personal and historical
significance of each
documented object.,
but as the floor plan
did not come together
in a single narrative,
audience members had
to craft their own
understanding of the
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experience.
The floor plan allowed
people to draw
connections between the
typical objects
represented and theirown objects of
sentimental or functional
value.
The digital story
addressed the challenges
that students face in
feeling at home in a new
place; student members
of the primary target
audience were able torelate their own
experiences to the story.
The floor plan and
digital story catered to
different learning styles
as the former was
interactive, while the
latter used visual and
audio media.
allowed audience
members to connect
with the objects and
the ideas presented.
One of the main
themes addressed inthe digital story was
that of the importance
of friendship in order
to feel comfortable in
a new place.
floor plan as a whole.
The digital story began
by posing questions to
the viewer. The story
that unfolded was one
possible answer to thequestion, but not the
only answer.
Social Media (Web
Resource Team)
Facebook & Twitter are
used by many of the
target audiences. Using
them to promote the
Facebook & Twitter
were particularly
effective ways to reach
the underrepresented
While going on online
is generally a solitary
activity, Facebook &
Twitter and the blog
The blog was a
platform by which
audience members
shared and reflected
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project tied into a
platform which audience
members already utilized
and understood.
The themes and content
presented by the blogwere shaped by the front-
end and formative
evaluations. The blog
allowed audience
members to share their
prior knowledge,
experience and ideas.
primary target
audience, as this group
utilizes online social
media so heavily.
The blog provided
access to people whowere online savvy and
like to engage in
dialogue, but might
otherwise shy away
from museum-based
projects.
were used to foster
the creation of virtual
group engagement
and communities.
By using the Geffryes
Young PeoplesFacebook & Twitter,
WRT tapped into a
pre-existing
community of practice
and expanded this
community by
encouraging audience
members engaging
with the project to
follow the Young
Peoples accounts.
The blog created its
own community of
practice by
encouraging students
and former students
from around the
upon their experiences.
There was no right or
wrong answer.
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world to contribute
material on different
topics and discuss it
with each other.
Exhibition
(Exhibition Team)
The content and design of
the exhibition were
shaped by the front-end
and formative
evaluations, which
informed project team
members about the
audiences pre-existing
knowledge and
experience.
The content from DSHT
allowed ET to create an
exhibition that reflected
elements of the student
experience familiar to our
primary target audience.
The content and design
of the exhibition
reached out to the
underrepresented
target audience and
demonstrated that
their experience was
valued by acting as a
physical representation
of this experience
within the GM.
The content reached
out to a culturally
diverse audience by
featuring students from
a variety of cultural
backgrounds. By
linking the exhibition
directly to the web
resources, which had
The content and
design of the
exhibition framed it
as a dialogue between
visitors, curators, and
participants.
The content of the
exhibition tapped into
the previous
communal living
experiences of
audience members.
By posing questions
as part of the text
panels, the exhibition
encouraged visitors to
discuss their own
opinions and
experiences with each
other.
The content of each
panel was introduced
by a question which
asked visitors to reflect
on what they would do
or think about a certain
topic. Participant
experiences were then
offered as a possible
answer, but not as
correct answers.
The design of the
panels highlighted the
introductory questions.
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interactive content, the
exhibition appealed to
different learning
styles.
The design of the
exhibition was testedby with the Geffrye
Youth Panel, who
served as a focus group
of our primary target
audience.
The design of the
panels highlighted the
introductory
questions posed to
the audience, as well
as the student quotes.
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APPENDIX 1.13.5 COMMUNICATION MESSAGES TABLE
Inspiring Learning for Allis a framework put forth by the Museums, Libraries and Archives Council that assists organizations in
planning and assessing impacts in terms of broad learning and social goals or Generic Learning Outcomes (GLOs) and Generic
Social Outcomes (GSOs). The chart below shows the relationship between the projects communication messages, first tier and
second tier GLOs (1.2) and GSOs (1.3), and example audience statements that would indicate that the project had met its
intended learning and social outcomes. The chart also illustrates which project component will fulfil which GLOs and GSOs.
More information can be found on the Inspiring Learning for Allframework athttp://www.inspiringlearningforall.gov.uk/.
1.1.Communication Messages and GLOs and GSOs TableCommunication
Messages
Generic Learning Outcomes
(GLOs) and Generic Social
Outcomes (GSOs)
Example Audience
Statements
Project Components
ALL GSO: Strengthening Public Life
Improving the responsiveness
of services to needs of the local
community, including other
stakeholders
As a student or former
student, I identified with someof the experiences of the
students represented.
As I might go to university, I
could see myself havingsimilar experiences in the
future.
I felt that the project catered
to my interests as young
person.
Digital Story, Interactive Floor
plan, Exhibition, Marketing
Materials, Global Homes,
Primary Source Research,
Case Study
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GLO: Attitudes and Values
Opinions about ourselves
GSO: Stronger and Safer
Communities
Helping young people to enjoy
life and make a positivecontribution
Because my interests and
experiences were worthy ofinspiring a museum project, I
feel like a valued member of
the community.
Digital Story, Interactive Floor
plan, Exhibition, Marketing
Materials, Social Media, Open
Evening
GLO: Attitudes and Values
Attitudes towards an
organization
The Geffrye Museum cares
about young people and
provides interesting and
enjoyable experiences for
them.
Digital Story, Interactive Floor
plan, Exhibition, Marketing
Materials, Social Media, Open
Evening, Primary Source
Research, Case Study
GLO: Activity, Behaviour,
Progression
What people do
What people intend to do
I will visit the Geffrye
Museum in person or online
again or for the first time.
Digital Story, Interactive Floor
plan, Exhibition, Marketing
Materials, Family Days, Open
Evening, Case Study
GLO: Enjoyment, Inspiration,
Creativity
Having fun
I enjoyed the time I spent
engaged with the Project.
I found parts of the Project
humorous.
Web Resource, Exhibition,
Marketing Materials, Social
Media, Open Evening, Primary
Source Research
GLO: Enjoyment, Inspiration, I saw the student experience Digital Story, Interactive Floor
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Creativity
Having innovative thoughts
in a new light. plan, Exhibition, Open
Evening, Primary Source
Research
GSO: Stronger and Safer
Communities
Improving group and inter-
group dialogue andunderstanding
GLO: Attitudes and Values
Opinions or attitudes towards
other people
Increased capacity for
tolerance
Not all students houses are
the same and not all students
are the same. My experience
as a student or ideas about
students may not be
representative ofall students.
Digital Story, Interactive Floor
plan, Marketing Materials,
Open Evening, Primary Source
Research
Shared space in Londons
student homes in 2012 is a
unique arena of conflict,
compromise and
international fusion.
GSO: Stronger and Safer
Communities
Supporting cultural diversityand identity
Improving group and inter-
group dialogue andunderstanding
GLO: Attitudes and Values
People from different cultural
backgrounds can live together
peacefully and have a positive
impact on each others lives.
Digital Story, Exhibition, Open
Evening, Family Days, Primary
Source Research
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Opinions or attitudes towards
other people
Increased capacity for
tolerance
GSO: Stronger and Safer
Communities
Improving group and inter-
group dialogue and
understanding
Compromise is important in
any situation where different
people need to get along withone another.
Exhibition, Family Days, Open
Evening, Primary Source
Research
GLO: Activity, Behaviour,
Progression
What people intend to do
I will try to resolve conflicts
with people in my life through
compromise.
Exhibition, Open Evening,
Primary Source Research
Both practical objects and
those of sentimental value
found in student homes are
the material elements
which connect students topast homes.
GLO: Attitudes and Values
Empathy
I can relate to others having
favourite objects as I also have
objects that are important to
me.
I empathise with the
difficulty of living far away
from friends and family.
Digital Story, Interactive Floor
plan, Exhibition, Social Media,
Family Days, Open Evening,
Primary Source Research
GLO: Knowledge and
Understanding
Making links and relationships
I saw a connection between
the objects that were
important to students and the
Digital Story, Interactive Floor
plan , Exhibition, Marketing
Materials, Open Evening,
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1.2. First and Second Tier Generic Learning OutcomesKnowledge and Understanding
Knowing what or about something Learning facts or information Making sense of something Deepening understanding How museums, libraries and archives operate Making links and relationships between thingsSkills
Knowing how to do something Being able to do new things
between things other objects at the Geffrye
Museum.
Primary Source Research
The student home is a
unique and temporary
space occupied when
students are in between
more permanent homes
and phases of life.
GLO: Attitudes and Values
Empathy
Sometimes it must be difficult
for students to make a home
in a temporary space.
Digital Story, Interactive Floor
plan, Exhibition, Primary
Source Research
GLO: Enjoyment, Creativity,
Inspiration
Innovative thoughts
It had not occurred to me
before that student livingsituations were uniquely
temporary.
Digital Story, Interactive Floor
plan , Exhibition, PrimarySource Research
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Intellectual skills Information management skills Social skills Communication skills Physical skillsAttitudes and Values
Feelings Perceptions Opinions about ourselves (eg self esteem) Opinions or attitudes towards other people Increased capacity for tolerance Empathy Increased motivation Attitudes towards an organisation (eg a museum, archive or library) Positive and negative attitudes in relation to an experienceEnjoyment, Inspiration, Creativity
Having fun, Being surprised Innovative thoughts, Creativity Exploration, experimentation and making Being inspiredActivity, Behaviour, Progression
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What people do What people intend to do What people have done Reported or observed actions
A change in the way that people manage their lives
1.3. First and Second Tier General Social OutcomesStronger and Safer Communities
Improve group and inter-group dialogue and understanding Support cultural diversity and identity Encourage familial ties Tackle the fear of crime and antisocial behaviour Contributing to crime prevention and reductionHealth and Well-Being
Encourage healthy lifestyles and contribute to mental and physical well-being Supporting care and recovery Supporting older people to live independent lives Helping children and young people to enjoy life and make a positive contributionStrengthening Public Life
Encouraging and supporting awareness and participation in local decision making Building the capacity of community and voluntary groups Providing safe, inclusive and trusted public spaces Enabling community empowerment through the awareness of rights, benefits and external services Improving the responsiveness of services to the needs of local community, including other stakeholders
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APPENDIX 1.13.6 RESOURCES NEEDED
Team Group Human ResourcesInter-group Human
ResourcesExternal Human Resources Internal Materials External Materials
PM Team & Project
EWT, EP, JP
GM: AL,RC,VW
UCL: IC, SD All groups n/a GOS: UCL/GM
Basecamp: Project
Management System
DSTHHB, RF, CCW, LW
GM: AR, LK PMT (:EWT), ET, AAT
Student Participants in Data
Collection. GOS: UCL/GM
Student houses and
objects in data
collection.
Exhibitions Team
JB, SB
GM: AG PMT (:JP), DSTH, AAT
GM: Case designer,
installation professionals GOS: UCL/GM
Exhibition archives?,
Printers
Audience Advocates
JT, BW
GM: JF All groups, PMT (:EP)
Geffrye visitors, London
students (:UCL), the public GOS: UCL/GM
Web Surveys
(SurveyMonkey)
Audience Researchers
KD, TLL
GM: NL PMT (:EP), AAT, PIT GM: NL, press and PR officer GOS: UCL/GM
Publications, Web
resources, GM
audience evaluation,
benchmarking materi
on other museum
audiences.
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Web Resources CW, UB
GM: MW PMT(:JP),DSTH, AAT, PIT
GM: The Big Picture
Interactive (Bpi.) GOS: UCL/GM
Web resources,
Facebook, Twitter,
Flickr, GM website,
design assets.
Learning and Interpretation
MYC, NYK
GM: AL, LB, PK PMT (:EWT), AAT, PIT
For Both Events: Freelanceartist, Learning activity
assistants, Storyteller,
Musicians GOS: UCL/GM
GM: Objects from
Geffrye learning
collection.
Arts & crafts and
cooking materials.
Public Information
KT, JC
GM: VW PMT (:EP), AAT Postcard Participants GOS: UCL/GM Photoshop software?
Legend:
UCL Students
Elizabeth Wells-Thulin: EWT; Elisabetta Pietrostefani: EP; Julie Patenaude: JP; Hannah Brown: HB; Riccardo Fazzalari: RF; Chao-Chieh Wu: CCW; Li Wang: LW;
Jennifer Brown: JB; SemihaBicer: SH; Jeni Turner: JT; Binlu Wang: BW; Katy Daniels: KD; Tz-ling (Leslie) Lai: TLL; Charmaine Wong: CW; Urska Bohinec: UB; Min
Young Cho: MYC; Namyoung Kwon: NYK; Kathryn Townsend: KT; Javier Caro: JC
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Geffrye Museum (GM)
Alsion Lightbown: AL; Rachel Crofts: RC; Vanessa Weibel: VW; Laura Bedford: LB; Phoebe Kallin: PK ; Nancy Loader: NL; Jo Fells: JF; Mandy Williams: MW;
Ananda Rutherford: AR; Louisa Knight: LK; Alex Goddard: AG
GOS: UCL/GM General Office Supplies, including paper, photocopying, laminating, as well as Microsoft Office.
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APPENDIX 1.13.7 PROJECT BUDGET
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APPENDIX 1.13.8 MANAGEMENT SYSTEM AND COMMUNICATION PLAN
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APPENDIX 1.13.9 GANTT CHART