1. 1 Focus Group Training Focus Group Training Conducting Focus Groups with Visitors who Are Blind/Low Vision © 2011 Museum of Science, Boston, Research and Evaluation Department and Art Beyond Sight, New York City

2. 2 Focus group purpose To gather information that can inform the development of pilot programs that meet the needs and interests of visitors who are blind or have low vision To gather information that can inform the development of pilot programs that meet the needs and interests of visitors who are blind or have low vision To provide professional development for museum professionals To provide professional development for museum professionals

3. 3 Why conduct evaluations It is a critical element in… It is a critical element in… Creating responsive institutions Creating responsive institutions Acknowledging diversity Acknowledging diversity Promoting self-directed learning Promoting self-directed learning Testing our assumptions Testing our assumptions Proving our worth Proving our worth Improving our efforts Improving our efforts

4. 4 Focus groups as evaluation tool Helpful for learning about visitor interests Helpful for learning about visitor interests Identify broad themes and trends Identify broad themes and trends Encourage discussions Encourage discussions Not useful for quantifying responses Not useful for quantifying responses Not useful for closed-ended questions Not useful for closed-ended questions

5. 5 Focus group logistics Take IRB online course on research with human subjects (if needed) Take IRB online course on research with human subjects (if needed) Recruit focus group participants Recruit focus group participants Have participants complete a pre-focus group survey Have participants complete a pre-focus group survey Prepare participant consent forms Prepare participant consent forms Arrange accessible space and test your recording equipment Arrange accessible space and test your recording equipment Arrange to have one or two note takers Arrange to have one or two note takers

6. IRB online course We advise the person leading the focus group museum to go the National Institutes of Health (NIH) Training site (link below) and take the training on research with human subjects. It is not legally required for people running focus groups for their own information, but is if the results are to be shared outside the institution. Should you and/or any partners you have re the focus group want to publish information about the outcomes, it would be good to have all bases covered. If you’ve run focus groups before, you or the person who runs them has probably taken this online training. http://phrp.nihtraining.com/users/login.php

7. 7 Recruitment Adults who are blind/have different types of low vision Adults who are blind/have different types of low vision Adults who are interested in culture (art and architecture, history, the sciences) Adults who are interested in culture (art and architecture, history, the sciences) Individuals with diverse experiences Individuals with diverse experiences Museum-going habits Museum-going habits Professions/interests Professions/interests Disability (blind and low vision) Disability (blind and low vision) People with disabilities – not service providers People with disabilities – not service providers

8. Recruitment sources Colleagues – ask if staff at the museum or on its Board have relatives or friends with vision loss National Federation of the Blind: Contact your state chapter for referral to members in your area American Council for the Blind: Another national membership group Lighthouse and other service organizations in your area Blinded Veterans Association or local veterans organizations Senior centers, state libraries for the blind

9. Release form When participants arrive for the focus group, ask them to sign a release form (see sample provided). If possible, have this form available in braille and large print. If this is not possible, read the form and use a signature guide or ask if you may position the person’s hand on the signature line.

10. Recruitment and pre-focus group survey tips You need a minimum of 8 people with vision loss at the focus group. Because of transportation difficulties for people who cannot drive, expect last- minute cancellations. Thus, consider inviting 10 or 12 people. Ask participants if, generally, they are accompanied on museum visits by a family member/sighted guide. If yes, invite that person to the focus group, too. Just be sure to indicate in your notes and transcript which statements were made by a companion. Get the pre-focus group survey (see sample provided) from all participants before the day of the event. It could be done by email, or via a short phone interview.

11. Space, audio recording Let participants know where the restrooms are (give precise directions) and, if you have coffee, tea, water and any snacks available, let them know where they are in the room. Check recording equipment to ensure that all participants can be heard. Make a little seating chart (map) for yourself to refer to, if necessary, so you can address participants by name – helpful for when the tape is being transcribed and also for people who cannot see to know who is speaking.

12. 12 Taking notes Designate a note-taker(s) Designate a note-taker(s) Develop a participant key for note takers, too, i.e., map of the table re participants Develop a participant key for note takers, too, i.e., map of the table re participants Note who says what during the conversation; also note non-verbal interaction (e.g., nodding by group) Note who says what during the conversation; also note non-verbal interaction (e.g., nodding by group) Do not paraphrase: Record exact words and phrases Do not paraphrase: Record exact words and phrases Record the questions and the responses Record the questions and the responses

13. 13 Asking questions Use the protocol as a guide, not a script Use the protocol as a guide, not a script Start with required questions Start with required questions Probe and ask clarifying questions Probe and ask clarifying questions Make sure all voices are heard Make sure all voices are heard Record names during introductions and use names to encourage responses Record names during introductions and use names to encourage responses Encourage positive and negative responses Encourage positive and negative responses Use a round-robin technique if necessary Use a round-robin technique if necessary

14. 14 Asking questions — probing Probes are questions you ask to learn more about statements already made Probes are questions you ask to learn more about statements already made Strong probes are open-ended Strong probes are open-ended “Tell me more about that” “Tell me more about that” Weak probes are… Weak probes are… Leading – point toward a “correct” answer Leading – point toward a “correct” answer Closed-ended – limits the response Closed-ended – limits the response

15. 15 Asking questions — listening Note participant comments you would like to learn more about Note participant comments you would like to learn more about Refer back to participant statements Refer back to participant statements Pause and allow time for silence Pause and allow time for silence Do not correct participants Do not correct participants Do not provide information about the museum (until the end) Do not provide information about the museum (until the end)

16. 16 Asking questions — clarifying Effective listening helps you to ask clarifying questions: Effective listening helps you to ask clarifying questions: “You mentioned that your last visit to the museum was uncomfortable. What made the visit uncomfortable?” “You mentioned that your last visit to the museum was uncomfortable. What made the visit uncomfortable?” “I’d like to go back for a moment to something you mentioned earlier, how you said you like experiences that are hands-on. Could you tell me more about what you think of when you say ‘hands-on’?” “I’d like to go back for a moment to something you mentioned earlier, how you said you like experiences that are hands-on. Could you tell me more about what you think of when you say ‘hands-on’?”

17. 17 What we hope to learn What are the elements of a museum education experience that are important for visitors who are blind/have low vision? What are the elements of a museum education experience that are important for visitors who are blind/have low vision? What kinds of experiences will encourage repeat visits? What kinds of experiences will encourage repeat visits? What kinds of experiences might discourage future visits? What kinds of experiences might discourage future visits?

18. 18 Focus group protocol Divided into three sections Divided into three sections Welcome and introduction Welcome and introduction Current museum experiences Current museum experiences Future museum experiences Future museum experiences Open-ended questions Open-ended questions Closed-ended questions can be asked on a survey Closed-ended questions can be asked on a survey Required and optional questions Required and optional questions

19. 19 Personalizing the protocol You can… You can… Make slight changes to question wording Make slight changes to question wording Add one or two new questions Add one or two new questions Write your own program descriptions Write your own program descriptions Provide museum information at the END Provide museum information at the END

20. Probing Probing elicits deeper responses Probing elicits deeper responses Strong probes… Strong probes… Are open-ended Are open-ended Directly connect to the participants response Directly connect to the participants response Encourage explanation and elaboration Encourage explanation and elaboration Weak probes… Weak probes… Are closed-ended Are closed-ended Make assumptions Make assumptions 20

21. 21 Probing What questions might you ask in response to the following statement: What questions might you ask in response to the following statement: Q: Do you go to museums often? Q: Do you go to museums often? A: Not anymore. I used to. I used to basically live in them. When I traveled I always spent all my time in museums. A: Not anymore. I used to. I used to basically live in them. When I traveled I always spent all my time in museums.

22. Example probes Stronger probes What changed for you that you no longer go? What could a museum do to make you want to visit again? What did you enjoy about your visits? Weaker probes Does this make you angry? Would you visit if a museum was free?

23. 23 Probing What questions might you ask in response to the following statement: What questions might you ask in response to the following statement: A: I like an art museum to show me something I've never seen before or to see things in a new way. A: I like an art museum to show me something I've never seen before or to see things in a new way.

24. Example probes Stronger probes Tell me more. Would you mind sharing an example with the group? Weaker probes Is this because you go to museums to learn something? Do tactile experiences help you to see things in a different way?

25. 25 Practice run If possible, have a few colleagues serve as “participants” in a run-through of the focus group. If possible, have a few colleagues serve as “participants” in a run-through of the focus group. This will give you an idea of how much time you can give to each section of the protocol. (The focus group should be under two hours, including time spent getting consent forms signed.) This will give you an idea of how much time you can give to each section of the protocol. (The focus group should be under two hours, including time spent getting consent forms signed.) It will help you develop effective prompts. It will help you develop effective prompts. It will also provide practice for your note taker(s). in writing down exact quotes rather than paraphrasing responses. It will also provide practice for your note taker(s). in writing down exact quotes rather than paraphrasing responses.