* Date:

Client:

Prepared by:

ABC Science

Online Community Debrief

Lisa Walsh & Janine Cesnich

Karon Lekeu & Ben White

16 Dec 2014

The primary focus of the research is to evaluate the performance of the ABC’s science based content through audience understanding and assessment.

ABC SCIENCE -

CURRENT STATE

OF AFFAIRS

RESPONSE TO

CONTENT

AUDIENCE

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OVERVIEW

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CHALLENGE

AND RESEARCH

OBJECTIVES

DEVELOPING A

FRAMEWORK SUMMARY

The objectives…

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Gauge the performance of the ABC’s science content through the eyes of the

audience in order to better serve audiences and promote science.

1. Assess if audience understanding of has been enhanced

as a result of exposure to content

2. Uncover attitudes and responses to differing styles of

content delivery (tone, style, format, channel etc.)

3. Identify drivers of, and barriers to, behaviours in relation to

interest and engagement and further action as a result of

exposure to content

Considerations in undertaking the research

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1. RECRUITING THE TARGET AUDIENCE(S)

Recognising the need to

talk to ‘expert’

audiences in addition to

‘general’ audiences, we

segmented the specific

audience segments.

These segments included

academics and teachers

actively teaching

science, science students

and members of the

general population

interested in science.

2. EXPOSURE TO SPECIFIC CONTENT

In order to ensure

participants had been

exposed to a broad

range of science content

we adopted an online

research process. This

allowed the participants

time to watch/listen to/

or view the content and

provide feedback during

the course of the online

community.

3. UNDERSTANDING IMPACT ON BEHAVIOUR

While we want to

understand audience

opinions, we also want to

understand action. This is

better identified during a

more extended

conversation. At the

completion of the online

community we

conducted synchronous

online discussions to

probe deeper into some

of the insights and

information uncovered

during the community.

The research process…

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• To identify and understand perceptions, needs, and motivations the ABC can leverage to better

understand audience perceptions of science content and ultimately serve audiences better

CONTENT DEEP DIVE a series of 4 online 7 day “Science Communities”

• Sample structure:

• Academics (n = 13)

• School Teachers (Science) (n = 8)

• High School Students (n = 6)

• General population (n = 46)

Assessment task:

• Over 7 days all participants, within each audience segment, were exposed to specific content in

it’s original form (e.g. video, news reports, articles, web content, audio etc.). Each respondent

accessed between 22 - 27 individual items of content

• Participants responded a range of questions and probes around the content relating to delivery,

engagement, learning, attitudes and behaviour

Discussion task:

• At the conclusion of the online community we invited selected participants form each segment to

join an online forum for a more in-depth evaluation. This involved two groups of gen pop, one

group of academics and a joint group of teachers and students.

Online “Science

Community”

Academics n = 13

Science Teachers

n = 9

School Children n = 6

General Pop n = 46

• AUDIENCE QUALITY FRAMEWORK WITH DIMENSIONS AND TERRITORIES OVERLAID

• PHOTOS/EXAMPLES/COMMENTARY OF ISSUES, NEEDS AROUND CURRENT ABC (AND NON ABC)

SOURCES AND BEHAVIOURS FOR POTENTAIL IDEATION

• PERCEIVED ABC SCIENCE CONTENT CAPABILITY, MYTHS AND POTENTIAL

AIM

PROCESS

OUTPUTS

A snapshot of the different audience segments.

ABC SCIENCE -

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Online Community Groups

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General

Population

Teachers Students Academics

Diverse group of males and

females of different ages and backgrounds: • Stay at home mums • Retiree's - (backgrounds

in teaching, engineering, science, other...)

• Managers - Construction,

Hospitality, Retail, Accountancy, IT

• Health Care – nurses, health professionals

• Other – child care; small business owners, train driver

• Students – full & part-time

A mix of males and females

in different stages of their academic career: • Post-doctoral students • Doctoral students • Lecturers • Professors

All participants were

involved with teaching at a university level

Represented a wide range of sciences including environmental sciences, chemistry, pharmacology, biology, medicine and

physics.

Diverse groups of teachers. • Some teaching at

regional schools • Mix of high school and

primary school teachers

• All interested in teaching science to students and encouraging scientific curiosity

Mix of students from different backgrounds. • Recently completed

their HSC • Preparing for HSC

exams next year • All currently studying or

have studied science

The general population segment is diverse

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• The general population segment included a very diverse mix, including some with

science backgrounds

• A portion had completed science related degrees at university; and several had worked in science related fields – teaching / lecturing, research, physicist, chemist, marine biology, veterinary science, medical science, sport & public health etc

• Other reported simply having an interest in ‘how things work’

• they referred to themselves as the ‘lay person’ who has an interest in a broad range of science-related

topics

• Many also reported having an interest in particular fields. For example, medical research

animal or marine science; environmental science etc.

• Although there was a range of differing levels of knowledge and involvement with science, there was an overarching agreement around what makes good science content

Academics

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• A mix of academics from different fields including organic chemistry, intelligent

polymers, pharmacology, health psychology, medicine, materials chemistry, marine

biology and molecular ecology.

• Participants were also in different stages of their academic career

• A mix of PhD Candidates. Post-Doctoral Researchers, Lecturers and Professors.

• All participants in this community had varied levels of teaching experience ranging from lecturing to conducting tutorials.

• Despite their level of education they prefer content that is not too technical or which uses key terms and defines what they mean

• Interest in topics was driven by the personal relevance of that content based on their lifestyle or their field of research

• Where relevance is not apparent, they tend to ask the “so what?” question while engaging in science content

Teachers

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• We had teachers from centrally based locations as well as regional communities; representing both primary-school and high-school level.

• They had a preference for content that was engaging and would help encourage

scientific curiosity in students.

• They shared science content from the ABC with students in class. Sharing was based on the educational potential of content.

• Liked that the ABC provided different formats of content –especially that they uploaded videos onto their website, as this allowed them to use those videos as teaching aids.

Students

• Students were from different stages in their schooling –some having recently

completed their HSC exams, some who will be doing their HSC exams in 2015.

• The preferred content they could engage or interact with.

• They shared science content from the ABC with friends via social media - some even said they would share content with a science teacher at school. Sharing was based on personal interest in the content.

• Interest in content is driven by its relevance to lifestyle or personal interest in the field.

Interest in science tends to start at an early age

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Exposure to science at an early age helps to nurture an ongoing interest in science

• Many participants report developing an interest in science at an early age

• We heard stories about receiving gifts of chemistry sets, or microscopes as a child with an interest in science growing from there

• Others talked about parents or teachers who ignited their interest early

I've been curious about things as long as I can remember -

yes, another kid who was always taking his toys apart

to see how they worked. The history and philosophy of science though, and an attitude of curiosity and

scepticism continue to be a

large part of how I view the world around me. Josh B

(G)

I have always been very curious about the 'why and how' of everything. Science

at school was about dissection and experiments, and at an early age I had a

home science kit and microscope that were gifts

from my grandmother. Science is everything - if we didn't follow our instincts

with scientific discovery the world would not be the

same wonderful place it is today. Peggy Ann F (G)

I remember asking for and getting a microscope when I was in Primary School and loved playing with that and

doing other activities like growing crystals, putting

together a little radio, making invisible inks from lemon juice and watching

pen inks spread up paper at different rates and in different ways. I also

enjoyed reading Science Fiction books. Robyn K (G)

My interest in science stared as a child in school - just like

for most people. A really pivotal and memorable moment was receiving a home chemistry kit for

Christmas and completing all the experiments in a

couple of days. I'm not actively engaged

with science professionally but am curious about the

world around me and so am engaged with it in my spare

time. Ivan T (G)

ABC Science programs for kids play an important role

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The role of the ABC’s children’s science-themed programs should not be under-

estimated, playing a pivotal role in promoting an interest in science

• ABC science programs for kids programs have played an integral role in

promoting an interest in science and inspired many to pursue a career in

science.

I used to watch Backyard Science and the Surfing

Scientist on the ABC as a little kid in primary school. That

started my interest in science, and that’s what drew me to

study science subjects at school. Samarah F (S)

I had an inspirational teacher, he made science

fun, even when his experiments went wrong. There was a lot of variety

too from geology to astronomy. I liked watching

the Curiosity Show on Channel 9 and tried to do

their experiments while ABC had Infinity Limited and

Behind the News. Totally Wild was another good

show. Anthony V (T)

I was interested in the world around me and liked science

and maths at school. I encourage my own

daughters to study science as it opens lots of doors. We use science everyday -when

we cook in the kitchen, gardening in our back yard, fixing things, our car, how it

works, mobile phones, technology.. Dora I (T)

As a kid I always very observant and enjoyed

nature documentaries and learning about the human experience and the natural world. I also loved science

fiction and video games and that lead me into

nanotechnology. Science is a powerful tool to understand

the world and discover mechanisms to build

awesome technology. Danikel B (A)

Perceptions of ABC science content through the eyes of the audience.

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The ABC is highly respected and trusted

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The ABC is highly respected and considered an authority in the area of providing

science programs for the general audience

• There is an extremely high level of respect and appreciation for

the science content delivered by the ABC across all segments

• Participants described the ABC’s coverage of science content as

‘excellent’ and of a high standard

• Several reported viewing /listening to a wide range of science

programs (over the years)

• Catalyst; The Science Hour; Towards 2000; Quantum; The Health Report; Life Matters;

• There was also a high level of trust associated with the credibility

and integrity of the science content delivered by the ABC.

• We only heard a couple of comments questioning the ABC’s motives or ‘agenda’, and this was in relation to the more controversial topics such as climate change and politics (eg: The Science Show; Climate Science Beyond Party Politics)

The ABC has long been seen as the "go to" for validated

research Jennifer W (G)

The ABC has the proven reputation for credibility

Susanna G (G)

I think the ABC is an excellent resource which

always provides accessible and insightful programmes

for people of all ages Elizabeth (T)

I have a high level of trust in the content provided by

ABC in the science arena. Lew (G)

Credibility of ABC Science content is assumed

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Credibility of the ABC is unquestioned

• Participants assume any science content delivered by the ABC has a high degree of credibility. This translated to perceived accuracy, and an overall sense of authority and reliability

• Referencing the source, author, university and research groups – is important and considered to be well done within current content

• This includes links to relevant reports and original sources

• Depth of discussion underpins credibility and for the most part ABC content is considered to provide appropriate depth, rather than superficial coverage which is readily dismissed

• Although it is acknowledged that degree of depth is conditional on the topic

and the format

• Fact based arguments are important – arguments supported with evidence.

• Generally participants felt the ABC content provides a balanced view allowing the audience to draw their own conclusions

I tend to assume that most content on ABC would be credible. Ray G (G)

Catalyst does present a complete, balanced and credible view.

Margot M (G)

I like ABC science. Use TV most, radio rarely and ABC web

sometimes. I trust the information presented by ABC. Steve (G)

Love Catalyst - appreciate using credible sources and the latest

research that it offered. I listen to the Health Report with Norman

Swann and like hearing the latest research and developments.

Teagan M (G)

Breadth of ABC science content surprises

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Many reported they were unaware of the breadth of content, formats and channels

available.

• Participants in this project were surprised and impressed by

both the amount of science content and the range of formats

available

• Almost all participants reported they had been introduced to

new channels to source science content in this project

• For most it was simply a lack of awareness of the range of science content provided by the ABC

• For a few of the older participants, they had been introduced to new channels they had not previously been exposed, such as Facebook and podcasts

• Overall there was a general lack of awareness of the range of

ABC science content and where it can be accessed

After doing this project I am more aware of the ABC's contribution to healthy entertainment. Ray G (G)

The Tonic website was something I was unaware

of but is something I'll share with my family and

we may individually or together explore deeper

Steve M (G)

I am pleased to have been introduced to the Tonic program and intend to watch out for it. Colin S (G)

The role of the ABC is to drive interest in science through

education and entertainment

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ABC science content needs to educate, engage and entertain the general population

in order to promote interest in science.

• As the national broadcaster, there is an expectation that the

ABC should both educate and entertain its audience.

• There was consensus across all segments that the general

mandate for ABC science content is to:

• Educate and inform by extending understanding and knowledge

• Engage by providing interesting and topical content which is relevant to the audience and their everyday lives

• Entertain by delivering content in a manner which is easy to understand and enjoyable to consume

Engage a wide as possible audience in science-

regardless of the discipline area. Katrina M

To educate in an interesting way thereby increase

creative thinking Lakshmi M

The ABC is crucial in creating that interest - it is

respected and has the opportunity to present a

wide range of topics. Chris A

As the public broadcaster it has a role to both entertain

and educate Colin S

What is the ABC’s role in

creating interest in science?

Creating a framework for developing science content.

ABC SCIENCE -

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A wide ranging variety of topics is appreciated

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• Science is understood to be a very broad and diverse field,

having relevance to most aspects of life

• Accordingly, participants appreciate the ABC’s wide-ranging

coverage and report they feel the ABC does a good job in this

regard

• One or two of the more widely read participants suggested adding coverage of ‘new’ and ‘emerging’ areas and topics which may be considered more on the ‘fringe’ (outside the traditional /widely held frames of reference)

The ABC is already doing a great job with a diverse range of content. Until I got involved in this, I had

no idea that some of these programs existed. Chris A

(G)

I was impressed with the variety of topics--something for everyone. Rhonda H (G)

I thought it was a nice array of topics across different

areas of science. Lahta S (G)

Embedding personal relevance within the ‘story’

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Providing something within the content that the audience can identify with elicits

engagement

• Participants across the groups were interested in a wide

variety of topics, however those which resonated strongly

contained some element of personal relevance embedded

within the content

• It is important to maintain some kind of personal or topical

relevance – so the audience is not left asking, ‘why do I need

to know that?’

• Even the academics we spoke to, want content which they

can relate to (particularly for topics outside their field of

specialisation)

• “I’m interested in science outside my own field, but I don’t have a lot of spare

time, so if its not clear ‘what’s in it for me’ I won’t waste my time trying to plough

through it” Elin (A)

I enjoyed the story on the brain, bacteria in the gut, 3d

printing, sleep and pancreatic cancer saliva

test. Peter F (G)

The Gut Reaction and the sleeping brain stood out

for me. These are the sort of health related topics as well at 3D organ printing

we would discuss at home amongst the family.

Guoying Z (G)

The most interesting topics were those that are

reflective of current issues within our own society.

Sue F (G)

The found the article on stem cells and regrowing

the spinal fascinating.

Easy to understand language and tone

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Content which is easy to understand is preferred across all segments

• Participants reported that the majority of content they were

exposed to was generally clear and easy to understand.

• They appreciate the use of easy to understand language and

use of plain English

• scientific terms or jargon are acceptable but need to be explained for the

general audience

• Similarly, a more conversational tone and approach to the

delivery of the content makes it more user friendly and

accessible to a general audience

• Even those with a background in science prefer content which

is easy to understand

• They understand the importance of maintaining the interest of a broader general

audience, and

• Want to access content outside their own field of expertise

There was a good balance in the articles of "scientific

language" and layman's terms. Margot M (G)

I found it very appropriate for my level of understanding,

The articles seemed written in a way so as they easily explain

and the reader can understand, not written for scholars and experts but for the masses as the intended

audience. Peter F (G)

I do appreciate how the writers convey the research or knowledge in a manner that

anyone from the general public could understand, and

would find interesting. Teagan M. (A)

Presenters

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Presenters are able to build a relationship with the ABC and a brand touch point for the

audience

• Presenters provide a two-fold benefit

• Able to facilitate understanding of the content

• explain scientific/technical terms and acronyms; identify who is speaking;

summarise points/argument

• Engage and involve the audience

• They build a relationship with the audience

• Presenters of note include:

• Dr. Karl, who is described as charismatic, dynamic and entertaining

• Dr. Norman Swan who helps demystify science and makes it easy

for the audience to relate to

• Robyn Williams whose Science Show is an iconic program for many

Dr Karl is a great communicator, he is entertaining and has

knowledge in a wide range of subjects. Its engaging

light form of entertainment and it works.

Norman Swan seems to have the knack of realising when some terms may not

be understood by the audience and provides just enough information to help

one understand some of the "jargon". Bing K (G)

The Science Show is such an icon of science in the

ABC's treatment of science. And of course Robyn

Williams is an integral part of that success. Jim W (G)

Learning something new elicits engagement

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Content which informs tends to be more engaging, it motivates sharing of information

and inspires the audience to want to find out more

• Participants report that much of the reason they engage with

science content is to learn something new / be informed. This

includes:

• Discovering something new they didn’t know before,

• Extending their understanding of a topic, or

• Finding out interesting information or fun facts about general knowledge topics

• Participants use emotive language to describe how they feel

about learning something new, referring to the experience as -

‘fascinating’, ‘enjoyable’, ‘exciting’ and ‘engaging’

• Much of the content provided did enhance participants

understanding and inform them

I always learn something new from ABC science

presentations Steve (G)

I found the topics today fascinating. I was

thoroughly engaged. Elizabeth B (S)

They open my eyes to things I wouldn't normally

even notice, and help me to broaden my knowledge on what's really happening in

the world. Nathan (S)

I was actually excited to share some of things new things I learned with my

family – that’s what keeps you coming back for more.

Chris (G)

Sharing indicates satisfaction and interest

Sharing content

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• Many participants reported that they share content

• Via social media, email, work bulletin boards, in classrooms, in conversation

• They are motivated to share content when they find

something they feel would be relevant and interesting

to friends and family

• Teachers and academics also reported sharing

relevant content with students and/or colleagues

• Particularly if it is relevant to their area of study

• And amongst friends as general interest

• Some of the participants who had been introduced to

new forms of content through the project, reported

they keen to share this new content with friends and

family eg. ABC science Facebook pages and podcasts

I would actually recommend both

facebook pages to my friends and

family as I found them both

enjoyable. Philippa A (G)

I will share the articles by sending the links. The article on sleep cleaning I will share to some of my colleagues in my workplace and I have printed it out and placed it the meal area for all to read.

James M (shift worker/G).

I would share the Dr. Karl radio interview with friends as it was

interesting and entertaining. Danikel (A)

The polar bear story would be

worth sharing with students via

our Facebook page because it

relates to our area of study. Also

the ABC fb pages. Lian Y (A)

ABC Facebook Pages elicited strong interest

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Facebook pages are a good mechanism for disseminating information and links to

other content, however awareness of the ABC’s pages is very limited

• It was evident that there is a clear lack of awareness of the ABC Science and Health & Wellbeing Facebook pages

• The majority of participants reported not being aware of them prior to this project

• The majority of participants found the Facebook pages to be interesting and a good way to ‘keep in-touch’ with new science content

• They appreciate the brevity of the information and the ability to follow up as

desired

• Even some of the older participants who do not use Facebook were impressed by the type of information available on the ABC Facebook pages. They also appreciated its simplicity and convenience as a

source of information.

• However, for a small portion of older and more purist participants, Facebook is perceived to be a superficial and unreliable source of information and therefore not a channel they would use or seek out

• Nonetheless, many reported they would ‘like’ the page and use it as a way to keep notified of new content

The Science FB page also stood out - I hadn't been on it before and I was surprised

and impressed with the quality of the posts

I really liked the two Facebook pages

They are my favourite websites now. I have bookmarked these

websites and shared the links with my friends and

family. Ben (T)

I didn't know about the Facebook page and I think

that it needs to be advertised more and

maybe post 1 cool fact a day with a link to an

article so that if the reader enjoyed the post they can learn more. Andrew (S)

Length of content

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There is a balance between the depth of information and the length. However due to

demands on time, shorter form is preferred with 30 minutes the reported upper limit

• Participants are time-poor. They are bombarded with information. They need quick and easy to digest information

• although length is dependant on the topic and the channel

• ‘Sound bites’ 2 - 5minutes

• Providing top-line information which is light and easy to understand, key facts

and highlights, fun facts, general knowledge topics, eg. news articles;

Facebook

• Short form 5 -15mins

• Some limited understanding of the topic, with links to extended versions of

the content eg. radio segments/pod casts, online articles and stories – need

to include sub-heads and sectioning of content to improve readability

• Long form – 20 - 30minutes

• TV programs (on and offline), online video magazine format, longer

podcasts

• Extended – 60minutes

• Considered appropriate for more in-depth topics and to provide a deeper

understanding eg: TV documentaries; panel discussions

The content in all the articles was easy to understand as they

contained enough details but not too much that would bog down the

content. I would call it bite sized information

It like the video 'magazine' style- it has a light tone, but full of interesting and relevant info. Not too heavy, and not too detailed. Segments are not too long. Appropriate for people who like to keep abreast of things, but without having to invest too much thought and energy.

Format – a variety of formats aids useability and access

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Participants appreciated the wide range of formats which enable greater accessibility

to a range of different science content

• Video / Online video magazine

• 'magazine' tone, light, but full of interesting and relevant info. Not too heavy, and not too detailed. Segments not too long. Appropriate for people who like to keep abreast of things, but without having to invest too much thought and energy.

• Audio – easy to maintain focus and digest information; can be doing other things at the same time

• With both video and audio many reported they like to read the transcript simultaneously to aid understanding

and if sound is not available and/or sound quality not good.

• Podcasts also enhance accessibility – anywhere/anytime medium

• Reading – can be heavy going depending on the topic, many reported loosing interest particularly where scientific language and jargon used

• Important to include sub-headings, sectioning of content structure, and images and/or animations to aid

comprehension and maintain engagement

• Interactive formats such as digi-books which allow users select what they want to interact with

ABC science content as a teaching tool

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ABC Science content is considered a useful teaching tool both in the classroom and to

provide links to additional information

• Several of the teachers and academics reported having used

ABC Science content as a teaching tools

• “I think BTN is a good resource for primary schools”

• “If there is a program which is relevant I will pass it on to my students in tutorials”

• Several of the teachers mentioned digi-books as a useful tool for

school children

• “Students can get the information they need on a topic but there is also working links if they want to research it further. Saves time in the

classroom”

• ABC Science TV programs are also used in schools

• “I also use Backyard Science in the classroom.. Students like the fact it is Science done by kids for kids.”

I enjoyed the science and education articles because

it is a topic I feel passionate about. I did find out about the new resources that will be

available in high school. I also enjoyed the articles about Space as this is a topic my senior class is

exploring at the moment and something they would find useful. Debbie W (T)

I have got a lot out of using ABC websites in my teaching and I try to use

their science programs on where ever possible.

Teaghan (T)

Creating a framework for developing science content.

ABC SCIENCE -

CURRENT STATE

OF AFFAIRS

RESPONSE TO

CONTENT

AUDIENCE

SEGMENTS

OVERVIEW

THE

CHALLENGE

AND RESEARCH

OBJECTIVES

OBSERVATIONS

DEVELOPING A

FRAMEWORK

FOR CONTENT

Increasing awareness of ABC science content

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• Clearly there is an issue in relation to the low level of awareness of breath and

range of the ABCs current science content

• The majority were unaware of the ABC’s science and health and wellbeing Facebook pages

• Many were unaware of the ABC’s podcasts or radio shows and panel discussions etc, and where to access these

• Participants suggested cross promoting current content across different channels

• Use popular higher profile programs to promote other content eg. Catalyst

• Email alerts, newsletter subscriptions, banner ads in Facebook

• Other suggestions included developing more new types of content to target new

audiences eg. children and youth

New ways to promote science

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• Children’s programs were mentioned as a key area for development of new ABC

science content

• Many participants had themselves developed an interest in science from an early

• There were several mentioned of programs which had been an influence in their own lives eg. Prof. Julius Sumner Miller ‘Why is it so?’

• Some suggestions included

• Including science content in current programs eg. Playschool – broaden the focus from numeracy and

literacy to include science

• Posing science-based questions during kids programming with links to ‘where to find the answers’

• Providing more targeted content which can be used in school curriculums to promote science

understanding, science as a human endeavour, and science inquiry skills

• Introduce more Q &A capabilities, where the audience can chat online with experts

at the end of the program

• Develop new programs to engage youth - similar to Mythbusters and Dragons Den

• Develop more audience directed interactive content, such as digi-books which

allows the audience to decide what they want to watch

Creating a framework for developing science content.

ABC SCIENCE -

CURRENT STATE

OF AFFAIRS

RESPONSE TO

CONTENT

AUDIENCE

SEGMENTS

OVERVIEW

THE

CHALLENGE

AND RESEARCH

OBJECTIVES

OBSERVATIONS

DEVELOPING A

FRAMEWORK

FOR CONTENT

Developing a model for content development

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• Inspirational – learn something new / promote an ongoing interest in science / promotes change and

contributes to furthering knowledge

• Motivational – is challenging and propels them to take action - share content with others; use a

teaching/study tool; create conversations

• Emotional – engage / excite / connect – builds personal relevance & interest and positive associations

– benefits society & humanity

• Contextual – providing content that is topical and accessible - where and when the audience needs it –

different formats, types, modes

• Informational – extends understanding, enhances knowledge

A Framework for creating inspirational content

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FRAMEWORK FOR ABC SCIENCE CONTENT

Topics Broad range of topics across all areas of science -from ‘how things work’, general health, and interesting facts to ground breaking research; medical advancements;

new thinking/pushing the boundaries. Emphasis on topics currently in the spot light.

Style A conversational style is preferred – makes viewers feel included in the story (not talked down to). Q&A style/panel programs with live viewer interaction.

Tone & Language

Presenting content in a light and easily understood way. Plain English with scientific terms and jargon explained. Presenters can facilitate understanding, engage and entertain and help build a relationship with the viewer.

Credibility &

Authority

References and sources are important, include links to original sources and

additional content. Use of appropriate terminology (without dumbing down). Presenters, such as Dr Karl, contribute to credibility.

Format Television, radio, online –video, podcasts, websites (with images), blogs, newsletters, Facebook. Visual formats preferred for complex content. Use of subheading in long textual content – images aid comprehension.

Length Balance depth with length - Sound bites & short form preferred. 30 minutes for audio or video content.

Informs Extends understanding / learn something new. Provides evidence.

Relevance Want content which relates to everyday life - ‘what’s in it for me?’. Need to

understand practical relevance. Use formats which allow for user directed viewing.

ENGAGE, ENTERTAIN & EDUCATE

* Thank you.