1. In Allison Marsh’s article, “Omeka in the classroom: The challenges of teaching material culture in a digital world,” she explicates that her students online exhibits often turned out, “as a whole disastrous.” With this in mind she urges the need for more formal training with basic digital tools. How much training do you think is necessary for students to consider themselves anything other than a novice when creating exhibits for the internet? How can we incorporate this training into our education?
2. In Martin Kalfatovic’s, “Creating a Winning Online Exhibition,” he addresses the challenge of making an exhibit entertaining as well as informative when put on the internet. Since online exhibits lack the personal interaction that physical exhibits do, what mixture of multimedia would you use to make the exhibit draw people in?
3. In traditional exhibitions it is easier to have a script or the narrative work as a timeline from the moment you walk into the exhibit hall. However, with an online exhibit that structure is more similar to a gallery exhibit where people can chose what they want to focus on based on subjects and links provided. Do you think online exhibits are often overlooked as true exhibits because they can be weeded through and used for specific information that may have brought someone to that page?