Gallipoli in Minecraft - Museums and the Web 2016 - #MWXX
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Slide deck of my presentation at the Museums and the Web conference in Los Angeles in April 2016. Full paper available here: http://mw2016.museumsandtheweb.com/paper/from-a-learning-kit-to-a-major-exhibition-gallipoli-in-minecraft/
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Gallipoli in Minecraft - Museums and the Web 2016 - #MWXX
- 1. 9 April 2016 Nils Pokel Digital Innovation Strategist Auckland Museum @nilscreates @aucklandmuseum #AMMinecraft FROM A LEARNING KIT TO A MAJOR EXHIBITION: GALLIPOLI IN MINECRAFT
- 2. Source: Auckland Museum AUCKLAND WAR MEMORIAL MUSEUM CONTEXT & BACKGROUND
- 5. Source: Auckland Museum NEW ZEALAND IN WWI: GALLIPOLI AND THE ANZACs CONTEXT & BACKGROUND
- 7. STAGE 1: BUILDING THE WORLD STAGE 2: STUDENT EXHIBITION STAGE 3: DOWNLOAD GALLIPOLI IN MINECRAFT® Source: Auckland Museum OUR APPROACH
- 8. HOW STUDENTS HELPED IN THIS PHASE • Provided an introduction to Minecraft • Opened our eyes to its possibilities • Enabled our L&E team to design the programme • Helped scoping components of the project CO-CREATION ELEMENTS If it’s important to them it better be important to us! The students are the experts. To be authentic we need to listen to their advice.
- 10. STAGE 1: BUILDING THE WORLD
- 11. Source: Auckland Museum BUILDING WEEKENDS AT THE MUSEUM BUILDING THE WORLD
- 12. Source: Auckland Museum HANDS ON EXPERIENCES WITH COLLECTIONS BUILDING THE WORLD
- 13. MAKING IT VISIBLE: MINECRAFT LAB IN A PUBLIC GALLERY Source: Auckland Museum BUILDING THE WORLD
- 14. OUTCOMES: CAPE HELLES Source: Auckland Museum
- 15. OUTCOMES: ANZAC COVE LANDING BEACH Source: Auckland Museum BUILDING THE WORLD
- 16. OUTCOMES: HMS QUEEN ELIZABETH Source: Auckland Museum BUILDING THE WORLD
- 17. HOW STUDENTS HELPED IN THIS PHASE • Provided a unique interpretation of the original source materials • Created an authentic education resource for other learners to use • Demonstrated the value of their skills to visitors and staff alike • Paved the way for the next phase CO-CREATION ELEMENTS The students’ great passion and enthusiasm created organisational buy-in that could not have been achieved in any other way.
- 18. STAGE 2: MAKING THE EXHIBTION
- 19. EXHIBITION AIMS Showcasing an innovative way of engaging students, with the museum’s collections and people The project aims of Gallipoli in Minecraft® Student Display /Exhibition were: • To engage new audiences with the events and experiences of New Zealanders at Gallipoli • Highlight Auckland Museum collection materials, the Library and Armory services • Provide a platform to showcase the work and skills of young people • Show how Minecraft® has enabled young people to understand and connect to the Gallipoli campaign. MAKING THE EXHIBITION
- 22. HOW STUDENTS HELPED IN THIS PHASE • Created the source content • Provided creative direction and quality control • Ensured authentic representation of their work CO-CREATION ELEMENTS Bringing students into the process can provide a strong rationale for digital innovation.
- 24. Image: Lee Jacques RESULTS & INSIGHTS KEY VISITOR MARKET RESEARCH INSIGHTS A space for intergenerational learning It worked for schools, too ‘A place for me’, more modern and less boring A gateway for visitors who don’t normally come to the Museum
- 27. FACILITATING THE CO-CREATION PROCESS • Clear communication: keep the brief to the kids to a minimum • Spot natural leaders: use their passion to create a sense of ownership • Facilitate rather than dictate: respect the student vision and voice • Don’t force ‘museum process’: embrace the way youth communicate and work • Provide structure: Plan well, establish clear ground rules & boundaries CO-CREATION TACTICS
- 28. Related online resources FURTHER READING • Full Museums and the Web Conference Paper • Interactive 3D scan of the Gallery • Virtual tour of the exhibition • Download the Gallipoli in Minecraft world • The making of Gallipoli in Minecraft® (YouTube) • Presentation of the education component at National Digital Forum 2014 (YouTube) • Student anima: Cape Helles to Daisy Patch Re-enactment (YouTube)
Editor's Notes
- Kia ora koutou katoa! I am here today to talk about a project, which has shown us as the museum the value of co-creating with young people in a beautiful, and often surprising way: Gallipoli in Minecraft. We Had no formalised co-creation framework at the time. So we were Learning on the job –applies to both us and the participants
- Auckland War memorial museum One of the largest museums in New Zealand We are an encyclopedic museum but the building itself is a war memorial About 400 staff, half of which are volunteers Over 850,000 onsite visits in 2014, 25% international To understand the context of the Gallipoli in Minecraft project you two pieces of background info: What Minecraft is NZ’s role in WW1
- Quick show of hands If you DO know what MC is – Congrats, NOT been living under a rock (or block) - Very popular video game. It’s a kind of “Virtual Lego” - Sandbox game where you can create anything by using textured blocks, “mining” and “crafting” new materials and building - Users create models, landscapes, entire worlds - these can be explored, shared and played in. MC has become used in classrooms as a learning tool, also why Microsoft has recently acquired it: and for a reason Its a tool that kind of makes kids forget they are learning. I had been wanting to explore Game-based Learning and MC in particular but it was a hard sell – until…
- Our School Programmer Wendy had a disruptive ‘a ha ‘moment that shifted thinking. - She was giving a lesson on volcanoes to a groupd of 12 year olds - a selection of volcanic rocks are being passed around. For some the learning is as dry and dull as the rocks themselves. - Pumice, scoria, basalt were being examined with diminished enthusiasm. - But when the BLACK VOCANIC GLASS appeared something changed: - Students were suddenly engaged and the word ‘Minecraft’ was whispered… --C-- - of course we now know OBSIDIAN is in MC! It was official: we would try using Minecraft All we needed was a suitable project
- planning for the WW1 centenary commemoration was underway Educators trying to find new ways to engage young students Gallipoli is a peninsula in Turkey, what was then the Ottoman empire the war arena for a tragic eight-month campaign in1915 by the ANZACs (the Australian and New Zealand Army Corps) Significant number of Kiwis fought –and died- in the war and public interest and sentiment remains strong The Gallipoli Campaign as a historic event is a significant centenary focus for New Zealands WWI commemoration Thus a core curriculum topic for NZ schools A need that AM has been serving for many years and levels Following the Obsidian-Incident the Big question: was this the right fit for Minecraft? Yes We had the right tool – MINECRAFT We had the right project – WW1 Centenary
- BUT: we had no Idea how to pull it off Not have right technical KNOWLEDGE. We had not even played! After talking to staff with kids who were into MC we quickly realised we needed to talk to people in the gaming community and to the real experts: the young people . We approached schools to seek interest --CLICK-- Lucky to find Alfriston college had supportive teachers who saw the worth of the project --C-- Also teamed up with Media Design school in the initial stages of the project: set up, configure and run a server. this server would host the world and it could be shared with the participants
- Now we knew more, we designed a project approach Stage 1 was the rebuilding of the world – Gallipoli, Turkey as it was during the 8 month campaign of 1915. Stage 2 was intended to be a small scale student display held at Auckland Museum to coincide with Gallipoli 100. This would showcase the Minecraft project, the process and the skills of the students involved. Of course this was unexpectedly turned into a full-scale temporary exhibtion later on. Stage 3 was to be the public release of the world. This would be accompanied with an education kit that links to Auckland Museum collections and include ideas of how to use the world to enhance understanding of the events and experiences at Gallipoli. The Museum’s Learning & Engagment team ensured there was a strong pedagogy in place that would provide structure and cater for different learning styles
- Even at this early stage The students turned out to be pivotal to the success of this project because they effectively became our source community they were the ones who knew what to do and opened our eyes to the possibilities Enabled our L&E team to put the programme together Helped with scoping components of the project Our big insights: If it’s important to them, it better be important to us They are the experts: To be authentic we need to listen to their advice
- For example, by taking raw GIS data which you can see on the left and making a depth matte from that data, then running a depth matte through a terraforming algorithm and then loading that world into Minecraft to become the canvas, the base of the world they would be creating and building on. colour pallet in Minecraft would not reflect the colours of the landscape of Gallipoli, so we created custom skins and resource packs to aid with realism and help create a more realistic pallet and provide better materials for the students to create the landscape and structures at Gallipoli.
- Right from the onset, the museum’s L&E team made sure there was a strong learning framework in place to scaffold the project Our Ambitions: Keep our collections at the heart of the project We wanted it to be youth driven We wanted to mix things up and Cater for different learning styles Keep students engaged Make them empathize with the hardships of being an NZ soldier in the time: NOT FIGHTING!
- Lead by the museum’s L&E team the students took part in a series of onsite building weekends. We wanted to draw on the museums strengths: our WWI collection and staff expertise. Each building weekend involved education sessions that looked at specific locations and events of the Gallipoli Campaign. Role play and re-enactments to get a sense of military strategy
- hands on experiences with collections to enhance the understanding of each event and to paint the life of a soldier at Gallipoli. Reviewing source materials from our pictorial collection, such as historic maps, war diaries and photos Became the source material at the heart of the build
- We also wanted to make it visible: both to our visitors but also to museum staff We set up a temporary Lab space in the Armoury gallery What it achieved for us: Instilled a sense of real pride and responsibility in the students Multi-generational public interest: people are actually interested in watching other people build The student’s passion created a buzz that gradually extended to staff and volunteers This and seeing how they applied their learning gave us confidence – became a pivotal to the idea of turning it into an exhib Of course this made us as the museum look really good too The students themselves gained a lot from the programme, too. let’s hear from them:
- Let’s have a look at some outcomes: Cape Helles Landing site from an aerial view Remember, they had only maps, photos and descriptions to work with for reference
- Important locations such as the main landing site of the ANZAC troops
- Naval vessels and dreadnaughts such as The HMS Queen Elizabeth this is one they corrected after peer review!
- Provided their own, completely novel and unique interpretation They Created an authentic education resource for their own peers They showed the value of their skills to visitors and staff Paved the way for the next phase: turning it into an exhibition Ultimately: the students’ great passion and enthusiasm created organisational buy-in that could not have been achieved (or planned) in any other way
- Stage 2: developing the exhibition As mentioned before, Was planned as a small student activation / pop-up initially, showcasing the work they had done However: The museum realized the public interest the project generated Saw the beauty and the value of the story, a story that needed to be told to a wider audience Provided a a very different, engaging way to support the museum’s WW1 centenary programming as a gap in the exhibition schedule became available we had the opportunity to extend it into a full temp exhibition.
- The museum’s Exhibiton Developers took over and framed up the exhibtion aims and objectives I am not going to go over these in detail but big idea was to showcase the work of these amazing students and show how this type of digital innovation could help young people become interested in Gallipoli one hundred years on As it was strongly linked with our collection and staff expertise
- From phase 1 we had learned that authenticity is key: Minecraft provided a strong design aesthetic that was attractive to young people – game taken seriously by its dedicated fans, the exhibition design needed to stay true to the Minecraft look and feel. What you are lookig at is a rendering from our contracted 3D designers: mulitple-immersion space across 2 rooms This room houses the Oculus rifts VR units The other room is a more serious, reflective space. The way the design was approached was with the Minecraft audience in mind. We wanted an area that encouraged interaction and reflection. We also wanted to promote intergenerational learning.
- We prototyped parts of the exhibition such as the VR units with students along the way they were keen to see new technology and prompted the oculus VR as an access point to exploring the world Students also tested and adivsed the kiosks design, use of screens and controllers. In terms of VR the students insisted to explore freely rather than follow a pre scripted experience routes – which intially was in the too-hard basket for us! This made our use of VR quite special in that it was non-linear and interactive
- Consulting the students during the exhibition development process ensured authenticity. After all They provided: Source of content – with the work and experiences they had had over the building period. Provided creative direction and quality control: e.g. on the color schemes that were used in gallery or on the correct vinyl graphics for the crates Ensured the authentic representation of their work: The students were very clear that they wanted visitors to understand that Minecraft was not a waste of time. Bringing students into the process can provide a strong Rationale for digital innovation, in this case gaming and oculus
- The free exhibition was hugely popular – this is a timelapse from the openening. became a destination for young people, whether or not they were visiting the Museum to learn about World War I. Fait to say many came for Minecraft, and finally felt there was something just for them No door count but About 50% of all Museum visitors in family groups went to Gallipoli in Minecraft® Our Visitor Market Research confirmed a high number of return visits
- The space and mix of media was conducive for intergenerational learning It worked for schools too. Claire Amos, a teacher from Auckland “It was the most engaged my children had ever been in a museum. It was for kids, by kids” Many youths said they now saw the museums as ‘A place for me’, more modern and less boring This is important: the exhibition became a gateway for visitors who don’t normally come to the Museum: once there, they began to explore the other galleries But of course it was statements like this that really mattered to us:
- Just a few words about our co-creation approach: Desire to connect the world these young people live in to engage with them. In this case they lived & breathed MC To paraphrase Daniela’s words on co-creation from Thursday’s presentation on the amazing meSch project: A project in not extremely well received by visitors just by chance, but through co-creation A critical factor for successful co-design / co-creation is: committed people! So it’s all about enabling this commitment and passion
- You might have noticed that Authenticity has been a bit of a thread: And for a reason: To create trust, responsibility and a sense of ownership Authenticity is key: or as Masha put it “FOR, WITH, AND BY” @ Making awesome Forum Meet them in their world Truly value your participants contribution: “Kids (and adults) want to feel smart” Masha @ Making awesome Forum Trust their advice – and then act to it Stay authentic to what is important to them – don’t overload: "Remember, kids can smell a fake.” Making awesome Forum Keep it real: Don’t fix it, improve it, dumb it down - EXAMPLE
- Clear communication: keep project goals and purpose to a minimum Spot natural leaders: use their passion to create a sense of ownership Facilitate rather than dictate: respect the student vision and voice: don’t compromise the sense of ownership Don’t force ‘museum process’: embrace the way youth communicate and work Provide structure: Plan well, establish clear ground rules & boundaries