It's appeared out of nowhere, and now seems a standard technology filling faculty shared areas with a busy neon glow. But sadly, very little of this technology seems to meet a real need. Digital signage in airports and train stations link with a real demand, the need to find out information of a very specific and time-related nature - arrivals and departures. Because of the changing nature of this information gives the use of this technology real purpose. If we are going to adopt this technology into universities, can we first have a little think. Let's do something useful with digital signage, something that really supports learning and brings a benefit. Current reason for investment One argument for this technology is that people look at it because it's moving. Therefore, information like 'don't eat and drink in the IT lab will be read, because it is flashing next to a fancy graphic. Well this depends on specifics of the context and relevance. Humans do get attracted by moving things, but can easily filter it is out if it's not valuable information. Another argument is that it makes the place look busy and current. The argument for and against external news feeds e.g. BBC news
For - this allows the views to connect with the wider world and breaking news stories. the perception is only a few students read newspapers, therefore this provides an information service. It also makes the place look busy, as modern news sites are fast and furious. Against - yes in busy areas where queues form. But with the lack of audio, is there much benefit? At the most this would only be a surface reading of events. To help us do this we have to draw out the key aspects of digital signage that make a difference to how it can be used.
Where is it?
is it very local to a specific school/department or is it in very general space where many people may pass.
Who controls it?
it is very open system controlled by students, faculty and staffand everyone knows how to get information on there, or is it very closed, no one quite sure who controls it, or how to get your stuff up.
Other lesser questions cover. - + Who sees it - or who is it for?
+ When do they see it [foyer, next to lift, outside classroom]?
+ For how long [is it heavy traffic flow area, or a seating area where people wait]? Why does this make a difference. If it's local, information can become more and more specific.
If it is heavily controlled, then know one takes ownership, no one can get stuff up there, it ceases to be relevant. Ideas -
1. Getting the process right. Create a service that allowing staff to advertise interesting events, lectures and debates both internally and externally. Just the smallest amounts of data would be needed. This could be set up with a password protected web form, and even a choice of when and where the information will appear. By various different layers of privileges students can be involved in the process. Perhaps these are moderated before posting, with an email to the administrator. A step further could use txt or bluetooth to digital signage for immediate updates.
Using it for major announcements. Is it easy for an important annoucement to be displayed on all screens. 2. Production skills To keep the information visual and not too text based, a range of graphics and/or link to web images can be used. The skills needed to create good content for digital signage. The writing style, the brevity all don't come naturally. 3. Relevance The most valuable is going to be information that is highly relevant and time bound. What lectures are on now and where. Information overlaying building maps to help students locate. Or in libraries, which computers are free on what floor. Okay, jim, but isn't this just information, it's supporting learning, but not really adding or deepening it. 4. Student content Some subject areas fit with this naturally. Media arts and design, their visual nature allows students or staff to celebrate student achievement, by displaying their work. This all depends on the level of locality the digital signage is at. More local larger impact from sharing student work. The challenge for staff in non-visual producing courses is to engage students in making materials that demonstrated core concepts. These can then be displayed. Conclusion These types of further developments could make these systems more useful, but . . .
The price of purchase, running and maintenance must make people think of alternatives. How about a pot plant instead!
For - this allows the views to connect with the wider world and breaking news stories. the perception is only a few students read newspapers, therefore this provides an information service. It also makes the place look busy, as modern news sites are fast and furious. Against - yes in busy areas where queues form. But with the lack of audio, is there much benefit? At the most this would only be a surface reading of events. To help us do this we have to draw out the key aspects of digital signage that make a difference to how it can be used.
Where is it?
is it very local to a specific school/department or is it in very general space where many people may pass.
Who controls it?
it is very open system controlled by students, faculty and staffand everyone knows how to get information on there, or is it very closed, no one quite sure who controls it, or how to get your stuff up.
Other lesser questions cover. - + Who sees it - or who is it for?
+ When do they see it [foyer, next to lift, outside classroom]?
+ For how long [is it heavy traffic flow area, or a seating area where people wait]? Why does this make a difference. If it's local, information can become more and more specific.
If it is heavily controlled, then know one takes ownership, no one can get stuff up there, it ceases to be relevant. Ideas -
1. Getting the process right. Create a service that allowing staff to advertise interesting events, lectures and debates both internally and externally. Just the smallest amounts of data would be needed. This could be set up with a password protected web form, and even a choice of when and where the information will appear. By various different layers of privileges students can be involved in the process. Perhaps these are moderated before posting, with an email to the administrator. A step further could use txt or bluetooth to digital signage for immediate updates.
Using it for major announcements. Is it easy for an important annoucement to be displayed on all screens. 2. Production skills To keep the information visual and not too text based, a range of graphics and/or link to web images can be used. The skills needed to create good content for digital signage. The writing style, the brevity all don't come naturally. 3. Relevance The most valuable is going to be information that is highly relevant and time bound. What lectures are on now and where. Information overlaying building maps to help students locate. Or in libraries, which computers are free on what floor. Okay, jim, but isn't this just information, it's supporting learning, but not really adding or deepening it. 4. Student content Some subject areas fit with this naturally. Media arts and design, their visual nature allows students or staff to celebrate student achievement, by displaying their work. This all depends on the level of locality the digital signage is at. More local larger impact from sharing student work. The challenge for staff in non-visual producing courses is to engage students in making materials that demonstrated core concepts. These can then be displayed. Conclusion These types of further developments could make these systems more useful, but . . .
The price of purchase, running and maintenance must make people think of alternatives. How about a pot plant instead!
For - this allows the views to connect with the wider world and breaking news stories. the perception is only a few students read newspapers, therefore this provides an information service. It also makes the place look busy, as modern news sites are fast and furious. Against - yes in busy areas where queues form. But with the lack of audio, is there much benefit? At the most this would only be a surface reading of events. To help us do this we have to draw out the key aspects of digital signage that make a difference to how it can be used.
Where is it?
is it very local to a specific school/department or is it in very general space where many people may pass.
Who controls it?
it is very open system controlled by students, faculty and staffand everyone knows how to get information on there, or is it very closed, no one quite sure who controls it, or how to get your stuff up.
Other lesser questions cover. - + Who sees it - or who is it for?
+ When do they see it [foyer, next to lift, outside classroom]?
+ For how long [is it heavy traffic flow area, or a seating area where people wait]? Why does this make a difference. If it's local, information can become more and more specific.
If it is heavily controlled, then know one takes ownership, no one can get stuff up there, it ceases to be relevant. Ideas -
1. Getting the process right. Create a service that allowing staff to advertise interesting events, lectures and debates both internally and externally. Just the smallest amounts of data would be needed. This could be set up with a password protected web form, and even a choice of when and where the information will appear. By various different layers of privileges students can be involved in the process. Perhaps these are moderated before posting, with an email to the administrator. A step further could use txt or bluetooth to digital signage for immediate updates.
Using it for major announcements. Is it easy for an important annoucement to be displayed on all screens. 2. Production skills To keep the information visual and not too text based, a range of graphics and/or link to web images can be used. The skills needed to create good content for digital signage. The writing style, the brevity all don't come naturally. 3. Relevance The most valuable is going to be information that is highly relevant and time bound. What lectures are on now and where. Information overlaying building maps to help students locate. Or in libraries, which computers are free on what floor. Okay, jim, but isn't this just information, it's supporting learning, but not really adding or deepening it. 4. Student content Some subject areas fit with this naturally. Media arts and design, their visual nature allows students or staff to celebrate student achievement, by displaying their work. This all depends on the level of locality the digital signage is at. More local larger impact from sharing student work. The challenge for staff in non-visual producing courses is to engage students in making materials that demonstrated core concepts. These can then be displayed. Conclusion These types of further developments could make these systems more useful, but . . .
The price of purchase, running and maintenance must make people think of alternatives. How about a pot plant instead!
It's appeared out of nowhere, and now seems a standard technology filling faculty shared areas with a busy neon glow. But sadly, very little of this technology seems to meet a real need. Digital signage in airports and train stations link with a real demand, the need to find out information of a very specific and time-related nature - arrivals and departures. Because of the changing nature of this information gives the use of this technology real purpose.
If we are going to adopt this technology into universities, can we first have a little think. Let's do something useful with digital signage, something that really supports learning and brings a benefit. Current reason for investment One argument for this technology is that people look at it because it's moving. Therefore, information like 'don't eat and drink in the IT lab will be read, because it is flashing next to a fancy graphic. Well this depends on specifics of the context and relevance. Humans do get attracted by moving things, but can easily filter it is out if it's not valuable information. Another argument is that it makes the place look busy and current. The argument for and against external news feeds e.g. BBC newsFor - this allows the views to connect with the wider world and breaking news stories. the perception is only a few students read newspapers, therefore this provides an information service. It also makes the place look busy, as modern news sites are fast and furious. Against - yes in busy areas where queues form. But with the lack of audio, is there much benefit? At the most this would only be a surface reading of events. To help us do this we have to draw out the key aspects of digital signage that make a difference to how it can be used.
Where is it?
is it very local to a specific school/department or is it in very general space where many people may pass.
Who controls it?
it is very open system controlled by students, faculty and staffand everyone knows how to get information on there, or is it very closed, no one quite sure who controls it, or how to get your stuff up.
Other lesser questions cover. - + Who sees it - or who is it for?
+ When do they see it [foyer, next to lift, outside classroom]?
+ For how long [is it heavy traffic flow area, or a seating area where people wait]? Why does this make a difference. If it's local, information can become more and more specific.
If it is heavily controlled, then know one takes ownership, no one can get stuff up there, it ceases to be relevant. Ideas -
1. Getting the process right. Create a service that allowing staff to advertise interesting events, lectures and debates both internally and externally. Just the smallest amounts of data would be needed. This could be set up with a password protected web form, and even a choice of when and where the information will appear. By various different layers of privileges students can be involved in the process. Perhaps these are moderated before posting, with an email to the administrator. A step further could use txt or bluetooth to digital signage for immediate updates.
Using it for major announcements. Is it easy for an important annoucement to be displayed on all screens. 2. Production skills To keep the information visual and not too text based, a range of graphics and/or link to web images can be used. The skills needed to create good content for digital signage. The writing style, the brevity all don't come naturally. 3. Relevance The most valuable is going to be information that is highly relevant and time bound. What lectures are on now and where. Information overlaying building maps to help students locate. Or in libraries, which computers are free on what floor. Okay, jim, but isn't this just information, it's supporting learning, but not really adding or deepening it. 4. Student content Some subject areas fit with this naturally. Media arts and design, their visual nature allows students or staff to celebrate student achievement, by displaying their work. This all depends on the level of locality the digital signage is at. More local larger impact from sharing student work. The challenge for staff in non-visual producing courses is to engage students in making materials that demonstrated core concepts. These can then be displayed. Conclusion These types of further developments could make these systems more useful, but . . .
The price of purchase, running and maintenance must make people think of alternatives. How about a pot plant instead!
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