As far as digital storytelling, something I really look for is if the topic at hand is interesting at first glace, if the discussion of it is quick and to the point, and if the way it is presented is engaging. A good example I’ve stumbled upon in the past is (excuse the candid topic) Asian Flush, Explained. also by Vox (they do a really good job at these types of videos, evidently.) As with Noor’s example, the topic and the video length is perfect for motivating me to watch the video in its entirety. I think when conducting this type of storytelling to people who are unfamiliar with the given topic, videos in the format of a “crash course”–i.e. quick, to the point, exciting, sometimes funny–are really effective. Also, it doesn’t hurt that the video itself is visually striking.
Although this example is somewhat unrelated in the context of museums, I feel that museums are able to and should leverage this kind of storytelling in their digital presence. Looking at the LACMA’s current videos, it seems as though LACMA is doing relatively well in its videos angles–behind the scenes, interviews, expanding on exhibits’ topics, etc. I don’t really have strict requisites for museum’s digital presence beyond that, in all honesty. Videos are, to me, the most effective way to add context to curious museum goers, so long as they are done in a way that keeps viewers interested, as sometimes museums blur the line between a “digital presence” and “educational television, online.” Instagram being effectively used as a publicity tool and as a way to convert digital viewers into in-person viewers has also been discussed in readings, and I agree it’s a good tool in establishing digital presence. The Broad and The Met have been seen as good examples of this.
As far as online classes, I’ve taken a handful in an academic setting. One UCLA class was focused on 3D modeling in urban planning, and had two elements: a set of video lessons of the program SketchUp building on top of one another, and a set of videos giving real-life context to what we were modelling. The former was effective, but the latter was completely ineffective. The context videos were just really dull and did not come across as meaningful, where as the 3D modelling videos were engaging because of its “learn-by-doing” concept. I remember KhanAcademy in high school… and hating it; but I also remember going through Lynda classes on Adobe Creative Suite and Final Cut Pro and enjoying them, so perhaps my initial interest play a significant role in lessons’ perceived effectiveness. A class I would pitch would be maybe a web design class or an iOS application design class that would employ the same “learn-by-doing” aspect my 3D modelling class had, ultimately having students walk away with a finished product for a portfolio or something in that nature.