Heritage Interpretation - Central European University

© KON-TIKI – Interpretive consultation, training and evaluation; 2014

Heritage Interpretation

(Informal Education)

Interpretive Planning, Guided Tours, Text Design

Reader

KON-TIKI Interpretive consultation, training and evaluation Boehmsholzer Weg 22a D-21394 Suedergellersen/Heiligenthal Tel.: +49 4135 317 9948 Fax: +49 4135 317 9000 In cooperation with

Association of Cultural Heritage Managers (ACHEM) H-1143 Budapest Ilka u. 46. I/3. [email protected]; www.heritagemanager.hu

Sponsored by

Deutsche Bundesstiftung Umwelt (DBU) An der Bornau 2 D-49090 Osnabrück [email protected]; www.dbu.de


TABLE OF CONTENTS

Workshop Material: HERITAGE INTERPRETATION ............................................................................... 4

1. Checklist: Experience driven interpretation .................................................................................. 2

2. Checklist: Contact points and visitor expectations ....................................................................... 3

3. Tool: How to develop a message ................................................................................................. 4

4. Checklist: How to formulate a message ....................................................................................... 5

4.1. Formulation rules ...................................................................................................................... 5

4.2. Example for slogans versus message ...................................................................................... 5

4.3. Example for a message hierarchy ............................................................................................ 5

5. Application possibilities of messages ........................................................................................... 6

6. Template: Head-Heart-Hands-Matrix ........................................................................................... 7

7. Memorable organizers and mnemonics ....................................................................................... 8

8. Exercise: Application of all discussed topics ................................................................................ 9

9. Text Design: Guidelines ............................................................................................................. 10

10. Exercises: Text Design .............................................................................................................. 11

10.1. Simple sentences, short constituents ..................................................................................... 11

10.2. Active verbs ............................................................................................................................ 11

10.3. Popular formulations ............................................................................................................... 11

10.4. Little nominalization ................................................................................................................ 11

10.5. Additional stimulation .............................................................................................................. 11

10.6. Wrap up .................................................................................................................................. 11

11. Exercise: Guided Tour ............................................................................................................... 12

12. Literature .................................................................................................................................... 13

12.1. Informal education / interpretation .......................................................................................... 13

12.2. Text Design ............................................................................................................................ 14

12.3. Guided Tours .......................................................................................................................... 14


TABLE OF CONTENTS cont.

Workshop Material: EVALUATION ......................................................................................................... 15

1. Hints for the questionnaire design .............................................................................................. 16

1.1. Wording considerations .......................................................................................................... 16

2. Template: Instruction sheet for interviewers ............................................................................... 17

2.1. Target group ........................................................................................................................... 17

2.2. Sampling ................................................................................................................................. 17

2.3. Implementation ....................................................................................................................... 17

2.4. Procedure of an interview ....................................................................................................... 17

2.5. Refusal and termination .......................................................................................................... 18

2.6. Pretest: ................................................................................................................................... 18

2.7. Required material ................................................................................................................... 18

3. Template: Analysis of Strength and Weaknesses ...................................................................... 19

4. Visualization of strengths and weaknesses ................................................................................ 20

5. Template: Visitor observation form ............................................................................................. 22

6. Example: Peer review form (certified guide) ............................................................................... 23

7. Literature .................................................................................................................................... 24

7.1. English literature ..................................................................................................................... 24

7.2. Webpages .............................................................................................................................. 24

7.3. Basic German literature .......................................................................................................... 24

7.4. Further German literature ....................................................................................................... 24

Appendix: WORKSHOP SLIDES ........................................................................................................... 26

Workshop Slides: INTERPRETIVE PLANNING ........................................................................................ I

Workshop Slides: TEXT DESIGN ............................................................................................................ II

Workshop Slides: GUIDED TOURS ........................................................................................................ III

Workshop Slides: VISITOR RESEARCH ................................................................................................ IV


Workshop Material: HERITAGE INTERPRETATION

Heritage Interpretation / Informal Education

Interpretive Planning, Guided Tours, Text Design

2 © KON-TIKI – Interpretive consultation, training and evaluation; 2014

1. Checklist: Experience driven interpretation

For an holistic approach, the whole visitor experience (which starts way before the arrival and ends after the

departure) has to be considered. You can use this overview as a checklist in order to see if all areas were

considered. Further information and examples can be found in the workshop slides “Interpretive Planning”.


2. Checklist: Contact points and visitor expectations

Slip into the role of the visitors and try to see the site from their point of view. Are all customer expectations

being fulfilled? Add site specific expectations to this checklist (e.g. in parks and zoos: visitors might want to

know if they are allowed to bring along their dogs. This information could influence their choice of the site).

Contact point Customer expectation

Choice of the site Publicity: media presence (e.g. TV, radio, magazines, newspapers, internet, yellow pages directory)

Supplemental offers

Opening hours

Accessible for wheelchair users and buggy

Prices: entrance fees, free supplemental offers, prices for food and beverages

Accessibility Traffic connection: good signage, good connection to the public transport network

Parking facilities: in sufficient numbers, good signage to the parking lot and to the site, bicycle parking lot

Appearance Neat appearance of area, facilities and surrounding

Attractive entrance area

Welcome, entrance area No waiting queue at the cash desk

Friendly and atmospherically nice welcome

Sanitary facilities Easily locatable

Easily accessible

Baby’s changing pad available

In sufficient numbers

Orientation Clear signage (sanitary facilities, restaurant, areas, paths, …)

Information boards (multilingual)

Seating and waiting areas In sufficient numbers

Entertainment Playgrounds, playing opportunities, interaction, …

Supplemental offers Special offers for families & children / birthdays

Guided tours

Performances, demonstrations, …

Special events

Merchandising Souvenir shop

Information Info desk & brochures (of exhibition, events, …)


3. Tool: How to develop a message

The message is the one thing the visitors should remember after they’ve returned home. With this tool, you will

find it easier to formulate a good message.1

a. Select the general topic by completing the following sentence:

“Generally, my presentation (talk, exhibit, etc.) is about ________________________________.“

(comparable with the subject area of a library - e.g. Zoo Budapest)

b. Now, try to be more specific:

“Specifically, I want to tell my audience about ________________________________________.“

(e.g. conservation efforts of the Zoo)

c. At last, you express your message with the following sentence:

“After hearing my presentation (or reading my exhibit, visiting the zoo by themselves, etc.), I want

my audience to understand that __________________________________________________.“

(e.g. the Budapest Zoo is „a professional conservation workhouse for survival of endangered

creatures“.)

1 Derived from Ham (1992, p. 37)


4. Checklist: How to formulate a message

The message should be officially written down, cross-checked with the criteria below and openly

communicated to staff and visitors.

4.1. Formulation rules

Short, simple and complete sentences

10 words or less (excluding the name)

Interesting and motivating (Why should the visitor want to know this?)

Specific (actions and emotions possible)

Unique and oriented on the mission statement

Only 1 idea

Max of 5 sub-messages

Usage of metaphors and dramatizing verbs where possible

4.2. Example for slogans versus message

Touristic slogan: Pantelleria – heart of the Mediterranean Sea

Interpretive message: Pantelleria - Where Continents and Cultures collide.2

4.3. Example for a message hierarchy

Topic: Grass

o Main message: Grass - the most important plant in the world

o Sub messages:

a) Grass - food for many animals

b) Grass as a flat (e.g. nests)

c) Grass - food for humans (e.g. cereals, rice, corn)

OR The food of us humans depends as well on grass (e.g. beef)

Topic: Geysers3

o Main message: Geyser function is dependent on three variables

o Sub messages:

a) A geyser needs lots of heat.

b) A geyser requires water.

c) A geyser must have a constricted plumbing system.

2 Van Matre (2009, p. 115)

3 Lewis: Interpreting for park visitors, p. 40


5. Application possibilities of messages

In order to be memorable, the message should be clearly communicated. The table below presents a variety

of possibilities:

Presentation type Example Applications4

Talks, scripts etc.

To be mentioned in the introduction:

What is the message

What are the main points

In which order are the main points presented

Guided walks, hikes,

tours, excursions, etc.

To be mentioned in the introduction:

What is the message

What are the main points

Where are the main points presented

Brochures, publications Title or subtitle: What is the message

Headings within the text: Main points

Subheads and paragraphs: Subordinate information

Exhibits Title or subtitle: What is the message

Headings within the text: Main points

Illustrations, photographs, 3D objects: Support main points

Subheads, paragraphs, illustrations: Subordinate information

Signs Title or subtitle: What is the message

Headings within the text: Main points (signs usually contain only one or two main ideas)

Self-guided trails Brochure: Opening paragraph

Message of the trail

Brief introduction of the most interesting stops Signs: Introductory sign at the trailhead

What is the message

Brief introduction of the most interesting stops

4 Ham (1992, p. 24)


6. Template: Head-Heart-Hands-Matrix

Experience

Level

Head Heart Hands Hunger

1.

2.

3.

…


7. Memorable organizers and mnemonics

In order to be memorable, plain information needs to be condensed to the essence, processed and

organized. You could for example add funny or provocative elements, use one or several of the

mnemonics below, or create a so called “organizer”. This is the unified whole, which helps the visitor to

keep track and orientate. Using the example of the Wadden Sea, the organizer is a hand (“This place is

as simple as your hand”). Each finger represents one of the five main characteristics of the Wadden

Sea. A ring on the respective finger orientates visitors during the self-guided tour through the exhibition.5

Type Example

Lists

1., 2., 3., ...

a, b, c, ...

Take home messages My very educated mother just served us nine pizzas

Acronyms S.M.A.R.T. goals: specific, measurable, achievable, realistic, timely

Nursery Rhyme/Poem An apple a day keeps the doctor away

Logos and symbols

Music “People don’t walk out of attractions whistling the architecture.”6

Formulas 3x3 of the biosphere reserve Bliesgau (3xunique, 3xlandscapes, 3xtasks)

Stories e. g. songlines of the Aborigines

Diagrams and maps (Literature: “Information is beautiful”)

5 Van Matre (2009, p. 207)

6 Disney Imagineer John Hench


8. Exercise: Application of all discussed topics

a) Apply all the discussed planning stages.

b) Possible questions in order to describe the experience of the visitor:

Is the message clear?

Is there an organizing element?

Is there a coherent image?

How good is the orientation to and around the offering?

Does the place invite visitors to stay (attractive, nice spots to sit and rest, offers etc.)

Does the offering invite to have a look around (the view in general, details, hideaways,

location, features and characteristics, possibility to observe e.g. animals, behaviors, …)

Does the offering invite for action (e.g. interactive offers, possibilities to buy or something

How is the emotional impression supported? (e.g. architecture, design)

Are there surprising elements in it?

Does the offering fit to the site?

c) If you have time left: Summarize your content in a head-heart-hand-hunger matrix and note how

it could be methodologically implemented


9. Text Design: Guidelines

„Don‘t worry about what you are writing; worry about what they are reading.“7

1) Comprehensibility

a) Structure and order

b) Linguistic simplicity

Simple and short sentences

Active verbs

Specific and picturesque

Common words

Keep nominalization to a minimum

c) Brevity and conciseness

Easily understandable

Max 10 - 12 words in a sentence

d) Contentual relevance (significant and personal)

2) Readability

a) Consideration of font size and distance

b) Avoid capitalization

c) Reader-friendly layout

3) Reading motivation

-> support

4) Quality

management

-> final editing

7 James Heintzman in: Making the right connections, p.38


10. Exercises: Text Design

10.1. Simple sentences, short constituents

“The scope of this paper has been purposely limited to woody species common to the bear/oak type as

it seemed desirable to lay particular emphasis upon the winter season when woody species were not

only heavily utilized in general as browse, but were even the sole food of deer following heavy snows.”

10.2. Active verbs

“The monasteries ‘ power was broken in 1564 by Henry III.“8

10.3. Popular formulations

„The vegetation showed a great diversity of species. A variety of nutritious species of grass and sedges

as well as numerous herbs such as crowfoot (ranunculus), mugwort (artemesia) and cinquefoil

(potentilla) afforded nourishment for the mighty herbivores.

10.4. Little nominalization

The municipal leader issued a statement on the process of the count of votes.

10.5. Additional stimulation

„If sand bars and beaches rise above the surface of high tide they dry off during low tide, and the wind

begins to fly the unfixed sand. If the bulk of sand is as mighty as it appears above the surface of high

tide, in order that they are flooded permanently, so there arise primary-dunes.“

10.6. Wrap up

Falcons have an enormous acuity of vision, they can see about 2- to 6-times better than mammals.

Indeed Falcon-eyes act like field glasses. A falcon could virtually read the newspaper at a great

distance! Even fast motions can be observed sharply and without a blur. While our eyes notice 30

pictures per second, the eyes of a falcon achieve up to 150 individual pictures. He needs this ability to

chase his prey, e.g. a running mouse, further down on the ground, to localize it and catch it. With more

than 300 km/h, falcons are as fast as an arrow!

8 A way with words, p. 21


11. Exercise: Guided Tour

We will take part in a guided tour and analyze it, based on the planning approach of interpretation as

introduced in this workshop.

Possible questions in order to describe the experience of the visitor:

a. Are the guests well oriented? (content, time and location)

b. What is your message?

c. Does the guided tour invite to participate or to interact?

d. Which emotional impression is supported and wh y?

e. Are there surprising elements?

f. ……..


12. Literature

12.1. Informal education / interpretation

i) English

Brochu, L. (2003). Interpretive Planning - The 5-M Model for Successful Planning Projects. Fort Collins: The

National Association for Interpretation.

Coxall H. (1993). Writing between the lines in: A way with words. CEI Bulletin 8(2). Manchester: Centre for

Environmental Interpretation.

Gross, M., Regnier, K., Zimmerman, R. (1994). The Interpreter's Guidebook - Techniques for Programs and

Presentations. Stevens Point: UW-SP Foundation Press.

Ham, S. H. (1992). Environmental Interpretation - A Practical Guide for People with Big Ideas and Small

Budgets. Golden, Colorado: North American Press.

Knapp, D. (2007). Applied interpretation – Putting Research into Practice. National Association for

Interpretation (NAI).

Korting, A. (2013a). Park Maps in the Age of Smartphones & Co Part 1. In: EuroAmusement Professional,

5/2013, 88-93. www.eap-magazin.de/21-Magazine/60-Archive.html?jahr=2013.

Korting, A. (2013b). Park Maps in the Age of Smartphones & Co Part 2. In: EuroAmusement Professional,

6/2013, 78-82. www.eap-magazin.de/21-Magazine/60-Archive.html?jahr=2013.

Lewis, W.J. (1981). Interpreting for Park Visitors. Philadelphia: Eastern Acorn Press.

Minnesota Department of Natural Resources (Hg.) (2007). Trail Planning, Design, And Development

Guidelines. Trails & Waterways Division.

Tilden, F. (1977). Interpreting Our Heritage. Chapel Hill: The University of North Carolina Press.

Van Matre, S. (2009). Interpretive Design - And the Dance of Experience. Greenville: The Institute for Earth

Education.

Veverka, J. (2011). Interpretive Master Planning Vol. 1+2. Museums Etc..

Weaver, S. (2007). Creating Great Visitor Experiences – A Guide for Museums, Parks, Zoos, Gardens. Left

Coast Press, Inc..

Wells, M., Butler, B., & Koke, J. (2013). Interpretive Planning For Museums – Integrating Visitor Perspectives

in Decision Making. Left Coast Press, Inc..

ii) German

Braun, M. L., Peters, U., & Pyhel, T. (Hg.) (2003). Faszination Ausstellung - Praxisbuch für Umweltthemen.

Deutsche Bundesstiftung Umwelt. Edition Leipzig.

Ebers, S., Laux, L., & Kochanek, H. M. (1998). Vom Lehrpfad zum Erlebnispfad - Handbuch für

Naturerlebnispfade. Wetzlar: NZH Verlag.

Mikunda, C. (1996). Der Verbotene Ort oder Die Inszenierte Verführung - Unwiderstehliches Marketing

durch strategische Dramaturgie. Düsseldorf: ECON Verlag GmbH.

Pretzell, D. (2004). Öffentlichkeitsarbeit im Naturschutz. Culterra 38. Freiburg: Institut für Landespflege.

Wohlers, L. (2001). Informelle Umweltbildung am Beispiel der deutschen Nationalparke. Aachen: Shaker

Verlag.

Wohlers, L. (Hg.) (2006). Management in der informellen Umweltbildung. Edition Erlebnispädagogik

Lüneburg.

Wohlers, L. (Hg.) (2003). Methoden informeller Umweltbildung. Peter Lang Verlag.


12.2. Text Design

i) English

Brochu, L., Caputo, P., & Lewis, S. (2008). Interpretation by Design - Graphic Design Basics for Heritage

Interpreters. Fort Collins: The National Association for Interpretation.

Gross, M., Trapp, S. & Zimmerman, R. (1994). Signs, Trails, and Wayside Exhibits - Connecting People and

Places. Stevens Point: UW-SP Foundation Press.


Budgets. Golden, Colorado: North American Press.

Heintzman, J. (1988). Making the Right Connections - A Guide for Nature Writers. Stevens Point: UW-SP

Foundation Press.

Serrel, B. (1996). Exhibit Labels - An Interpretive Approach. Lanham: AltaMira Press.

ii) German

Dawid, E., Schlesinger, R. (Hg.) (2002). Texte in Museen und Ausstellungen - Ein Praxisleitfaden. Bielefeld:

transcript Verlag.

Lang, C., & Stark, W. (2000). Schritt für Schritt NaturErleben – Ein Wegweiser zur Einrichtung moderner

Lehrpfade und Erlebniswege. Umweltdachverband ÖGNU (Hrsg). Wien: Forum Umweltbildung.

Studienkreis für Tourismus; transfer e.V. (Hg.) (1994). Die Praxis der Animation.

Wohlers, Lars (Hg.) (2003). Methoden informeller Umweltbildung. Peter Lang Verlag, Kapitel: Texte.

12.3. Guided Tours

i) English

Brochu, L., & Merriman, T. (2002). Personal Interpretation - Connecting your Audience to Heritage

Resources. Fort Collins: The National Association for Interpretation.


Budgets. Golden Colorado: North American Press.

Lundin, S. C. et al (2002). Fish! A Remarkable Way to Boost Morale and Improve Results.

Scherbaum, P. A. (2006). Handles - A Compendium of Interpretive Techniques To Help Visitors Grasp

Resources. Fort Washington: Eastern National.

Strauss, S. (1996). The Passionate Fact - Storytelling in Natural History and Cultural Interpretation. North

Golden, Colorado: American Press.

ii) German

Christensen, J., Lundin, S. C., & Paul, H. (2005). Fish - Ein ungewöhnliches Motivationsbuch. Frankfurt:

Redline Wirtschaft.

Schmeer-Sturm, M. L., & Springer, W. (1996). Gästeführung. Olderbourg Verlag GmbH.

Weier, M. (2003). Gäste professionell führen - Ein Leitfaden für die Tourismuspraxis. Meßkirch: Gmeiner

Verlag.

Wohlers, L. (Hg.) (2003). Methoden informeller Umweltbildung. Peter Lang Verlag. Kapitel: Gästeführungen.


Workshop Material: EVALUATION

Visitor Research



1. Hints for the questionnaire design

Measurement errors are the natural enemy of each evaluation. The formulation of good questions for

oral and written surveys are therefore of utmost importance. Consider the following: 9

What are you looking for? Which information do you need?

How specific should the questions be?

Are respondents able to answer the questions? (What percentage of your income do you spend on …)

Are respondents willing to provide truthful information? (e.g. questions about attitudes and beliefs could result in socially expected answers)

Does the order of questions have an influence on the responses?

How much knowledge

1.1. Wording considerations

KISS (keep it short and simple)

Be specific (no vaguely worded questions which allow interpretation)

Don’t use emotional and biased words (e.g. radical, everyone)

Don’t use words or phrases which might be offensive

Don’t use double barreled questions (Are you interested in … but not in … ?)

Avoid abbreviations, technical terms foreign words, … which might not be understood

Avoid personal questions or use response categories -> respondents might not be willing or not be able to answer (net income, % of net income spent for …)

Formulate “neutral” questions, which do not form biases (Do you agree that …?)

Formulate complete sentences (no space for misinterpretation)

Use only mutually exclusive answers (e.g. from friends during travels -> from whom did you hear, where were you?)

Balance response choices (e.g. 2 negative, 1 neutral, 2 positive)

Check for inaccurate statements

Double check and test your questionnaire!

9 Source: “How to conduct your own survey” (1994), by Priscilla Salant and Don A. Dillman, p. 77ff.


2. Template: Instruction sheet for interviewers

2.1. Target group

Visitors of _____________________________________ (name of the exhibition/institution).

Participants should be over 14 years of age (assumed).

2.2. Sampling

The sampling plan is of utmost importance for the usability and quality of the results!

Ideal case: every visitor over 14 years of age is approached

If not possible (e.g. too many visitors), note the reason and decide on a pattern (as many as possible should be approached)

Possible patterns: e.g. every 2nd, every 3rd, every 5th, … person over 14 years of age who crosses an imaginary line must be surveyed

Once you have decided on a pattern you have to stick to it!

The randomness of the sample is of utmost importance!

The rhythm of the pattern is interrupted once the survey of a person starts and is continued after its completion

Ignore personal preferences (stick to the pattern even if it means to approach e.g. an unlikeable person)

2.3. Implementation

Find a good location and interview the guests which pass by (according to your predetermined pattern / sampling plan)

In the case of bad weather conditions, find a protected place for the interview (in order to keep the refusal rate to a minimum)

Please consider the great influence of word choice, kindness and nonverbal elements (e.g. eye contact, to smile) on the willingness to participate in the survey

It is in your judgment to repeat or rephrase the question if something is unclear, give answers upon request, use stimulating phrases (“um”, “oh yes”, “I understand”), determine the length of the pause of thought before something is to be said etc.

It is in your judgment to decide on the given answer if the reply was not clear, or ask for clarification

2.4. Procedure of an interview

Short personal introduction (smile, friendly tone, …) e.g. “Hello/Good afternoon! I beg your pardon. I am here in the name of ________________ to conduct a visitor survey. We want to collect suggestions in order to improve the educational and public relations activities. It takes only 1 - 2 minutes of your time. Would you answer some short questions?”

Read the questions to the interviewee

Fill in the answers into the questionnaire sheet (it is okay if the interviewee wants to see the questions / the noted answers)

After completing all questions, thank the interviewee for his/her participation


For remarks to the topic which are not directly connected to the questions, use the comment section

Put down some additional internal comments after the interviewee has left (e.g. was the visitor eager to help, did he / she participate willingly or rather impatient, did some questions create feelings like anger / outrage / pleasant anticipation / …)

Proceed to approach the next potential interviewee (according to your predetermined pattern)

2.5. Refusal and termination

Protocol the number of people which refused to participate or left during the interview (distinguish

between gender and estimated age) and state the reason in note form

2.6. Pretest:

For the purpose of a pretest, preferably 20 visitors should be interviewed to identify problems with the

structure or wording of the questionnaire.

2.7. Required material

Proper clothes (weather dependent), 3 operational ballpoint pens, 1 clipboard , name plate


3. Template: Analysis of Strength and Weaknesses

Importance: This is for me …

Satisfaction: I am …

Tick the most appropriate answer possibility

─ ─

─ 0 +

+ +

very unimportant

unimportant

neutral

important

very important

─ ─

─ 0 +

+ + very unsatisfied

satisfied

neutral

satisfied

very satisfied

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

Satisfaction in general …

very unsatisfied

unsatisfied

neutral

satisfied

very satisfied


4. Visualization of strengths and weaknesses

Importance: Satisfaction:

1 2 3 4 5 1 2 3 4 5

Tick the most appropriate answer possibility

very unimportant

unimportant

neutral

important

very important

very unsatisfied

satisfied

neutral

satisfied

very satisfied

1. Website

3 4 1 3

2. Folder

1 6 2 4

3. Guide

2 5 1 5 1

4. Accessibility

1 3 3 1 2 3 2

5.

Overall satisfaction 1 2 3 4 5

0 1 5 4 1

Importance and satisfaction are weighted with the numbers 1 to 5. Register the count of answers in the

respective cell as shown above, than multiply the result with the respective weighting and calculate the

mean for each variable (e.g. website, folder, guide).

Example overall satisfaction:

0x very satisfied 0 x 1 = 0

1x satisfied 1 x 2 = 2

5x neutral 5 x 3 = 15

4x satisfied 4 x 4 = 16

1x very satisfied 1 x 5 = 15

38/11 answers = 3,5 satisfaction mean

Use the calculated points on the importance (y) and satisfaction (x) axes to mark the overall evaluation

of the variable on the model below.


Y= Importance

X = Satisfaction

Weaknesses, should be eliminated

5 very important Strength, should be protected

4

1 very unsatisfied

2 3 4 5 very satisfied

Improve, if resources are available

2 1 very unimportant

Soften, if resources are not available

Accessibility

Guide

Folder Webpage

3,5

overall satisfaction


5. Template: Visitor observation form

Number _______________ Day of the week _________________ Date _____________________

User profile:

Gender _________________________ Estimated age ___________________

Alone / with friends / family / school / … ________________________

Overall visiting time (Min) ______________

Object / attraction engaged

≥ 3sec.

not engaged

< 3 sec

ignored

--

Other observations:

___________________________________________________________________

__________________________________________________________________


6. Example: Peer review form (certified guide)

Name __________________________________________________________________ Date ___________________________________________

Area ___________________________________________________________________ Excursion topic ___________________________________

Missing Notes

Usage of different methods:

participant involvement (e.g. active questions)

activities (head/heart/hand)

inclusion of local phenomena

Links to the everyday life of participants Transfer to the everyday life of participants Description/communication of the topic

verbal

visual

Background knowledge Common message / main idea / goals identifiable Geared to the target group Appearance (competent, confident, authentic, likeable …)

Notes / characteristics:

Time management:

Dealings with lack of knowledge:

Fads / originalities (wiggling, …):

Comments:

Developed by a German nature association


7. Literature

7.1. English literature

Diamond, J. (2003): Practical evaluation Guide. Berkeley.

Guberman, S. R. (Eds.). (2007-2013). Visitor Studies. Journal of the Visitor Studies Association.

Ham, S. H., & Weiler, B. (2005). Interpretation Evaluation Tool Kit. Methods and Tools for assessing the

Effectiveness of Face-to-Face Interpretive Programs.

Medlin, N. C. & Ham, S. M. (1992). A Handbook for Evaluating Interpretive Services.

Medlin, N. C., & Machlis, G. E. (1991). Focus Groups: A Tool for Evaluating Interpretive Services.

Pollock, W. & Dierking, L. D. (1998). Questioning Assumptions. An Introduction to Front-End Studies in

Museums.

Salant, P., & Dillmann, D. A. (1994). How to conduct your own survey.

Serrell, B. (1998). Paying Attention: Visitors and Museum Exhibitions.

Ward, C. (Eds.). (1996-2012). Journal of interpretation research.

7.2. Webpages

Visitor Studies Association: visitorstudies.org

European Zoo and Aquarium Association:

http://www.eaza.net/activities/education/Pages/Visitor%20Studies.aspx

7.3. Basic German literature

Atteslander, P. (2003). Methoden der empirischen Sozialforschung.

Bortz, & Döring (2006). Forschungsmethoden und Evaluation. Springer Verlag.

bfub (Hg.) (2000). Qualitätsmanagement in der Umweltberatung. Bremen.

Dieckmann, (2006). Empirische Sozialforschung.

Flick, U, (2009). Qualitative Forschung.

Häusler, R.; & Kerns, C. (2006). Unternehmen Umweltbildung-Strategien für erfolgreiches Management

im Non- Profit-Bereich. oekom-Verlag

Kromrey, H. (2009). Empirische Sozialforschung. UTB-Verlag.

Munro, P., Siekierski, E., Weyer, M., & Pyhel, T. (Eds.). (2009). Wegweiser Evaluation. oekom Verlag.

Wottawa, H., & Thierau, H. (2003). Lehrbuch Evaluation. Bern.

7.4. Further German literature

Rost, J. (1993): Möglichkeiten und Grenzen der Evaluation von Umweltzentren. in: Dempsey,

R./Janßen, W./Reuther, C. (1993): HABITAT Band 10. Hankensbüttel: Otterzentrum. 99 - 114.

Scher, Marita (Hg.; 1998): (Umwelt-) Ausstellungen und ihre Wirkung. Schriftenreihe des Staatlichen

Museums für Naturkunde und Vorgeschichte Heft 7.

Sheldrake, Rupert (1996): Sieben Experimente, die die Welt verändern könnten : Anstiftung zur

Revolutionierung des wissenschaftlichen Denkens. 2. Aufl. Bern: Scherz. 171 - 247.

(Objektivitätsillusionen)

Stachnik, Ingeborg (1995): Besucherbefragungen in Bibliotheken. DBI.


Unterbruner, Ulrike: Wider die Angst - Das kann die Pädagogik tun. in: Giebeler, Karl et al (Hg.; 1996):

Aufstand für eine lebenswerte Zukunft. MobilSpiel e.V.: München. 93 - 105.

Wohlers, Lars (Hg.; 2006): Methoden informeller Umweltbildung. Peter Lang Verlag. (Kap. zu

Textoptimierung und Einführungskap. zu Evaluation allg.)


Appendix: WORKSHOP SLIDES Heritage Interpretation / Informal Education

Interpretive Planning

Text Design

Guided Tours

Visitor Research

I © KON-TIKI – Interpretive consultation, training and evaluation; 2014

Workshop Slides: INTERPRETIVE PLANNING


II © KON-TIKI – Interpretive consultation, training and evaluation; 2014

Workshop Slides: TEXT DESIGN


III © KON-TIKI – Interpretive consultation, training and evaluation; 2014

Workshop Slides: GUIDED TOURS


IV © KON-TIKI – Interpretive consultation, training and evaluation; 2014

Workshop Slides:

VISITOR RESEARCH Heritage Interpretation / Informal Education

Evaluation

Documents

Heritage Interpretation - Central European University