Has the pandemic derailed a digital revolution?

For today’s Heritage Thinking Differently blog, I want to reflect on digital livestreaming technology. Where are you with online learning today? Are you still feeling ambitious? I hope so. I hope progress is happening, and I’d love to hear about it. My personal experience suggests that some of the early ambition for digital transformation has been derailed by the pandemic and is taking time to reassert itself. I’d love to be proven wrong, but pre-COVID, there was an undeniable momentum, and we were on the brink of a transformative shift. Let me illustrate this with an example.

Before the pandemic, Creswell Crags secured funding to establish a Digital Hub designed for livestreaming. Our vision was bold: to expand our educational reach beyond our immediate locality, targeting secondary school students and home schoolers. Our on-site learning provision was already at capacity, primarily serving primary schools. By leveraging livestreaming, we hoped to bring Ice Age history into classrooms without disrupting school timetables. Home schoolers, too, were a key focus—we envisioned individual learners accessing sessions tailored specifically for them via Eventbrite.

We were thrilled when our funding bid succeeded. But then, COVID struck. Progress stalled as staff were sent home. When we finally returned, we acquired the necessary technology—multiple cameras, microphones, and green screen equipment—slowly building our Digital Hub. Yet, in a changed world, our priorities had shifted. Like many museums, we found ourselves pivoting toward maintaining relationships with existing audiences rather than cultivating new ones. Some institutions adapted quickly, outperforming us in the race for digital engagement. Meanwhile, we took a more measured approach, researching regions underserved by prehistoric learning programs and identifying areas where access to Ice Age heritage was limited. Our plan was to market to these areas aggressively, but the impact of the pandemic made that challenging.

As schools reopened, visitor numbers were initially lower than before—a serious concern for an independent museum reliant on admissions. Our revolutionary digital ambitions were put on hold, not for lack of belief in their potential, but because survival took precedence. Ironically, digital livestreaming could have been part of the solution, but it remained an unproven, costly endeavour. Faced with difficult choices, we prioritised a partnership with the University of Nottingham’s Museum of Archaeology over further investment in digital learning. As of today, livestreaming is no longer a core objective for Creswell, and staff cuts in this department have compounded the challenge. However, the technology remains—should priorities shift once again.

I don’t believe we were alone in our ambition. Many museums were eager to disrupt traditional learning models, yet few have fully realised this vision. What went wrong? Change was never going to be easy; embedding a new offer and promoting it effectively takes time. But perhaps, with more commitment, we could have unlocked a new audience. It’s disheartening to see how COVID has impacted priorities. While there has been undeniable innovation, much of it has centred on strengthening ties with existing audiences rather than forging new connections. I’d love to hear that we’re still on the brink of a digital revolution, but from my research, I see museums facing budget cuts rather than expansion.

One notable trend is the rise in home schooling. Has this been driven by lingering concerns over the virus, dissatisfaction with the education system, or simply the realisation that home-based learning is a viable option? Whatever the reason, digital technology presents a significant opportunity for museums to engage with this growing demographic. Tailored online programs could provide a crucial bridge, ensuring that home-educated students remain connected to museum learning. Nicky McIntosh’s Museum Learning Works is one initiative to watch—it will be interesting to see how her research develops in this space.

Increase in Home Schooling.

Similarly, there’s immense potential to enhance engagement with secondary education. Creswell, like many museums, has always been in high demand among primary schools but has not actively pursued secondary institutions. For museums struggling with visitor numbers, secondary schools represent an untapped market. The beauty of digital learning is its ability to transcend geographical constraints—some museums are even reaching international audiences through livestreaming. The key challenge with secondary schools, however, is scheduling. Field trips can be disruptive, but digital access allows schools to engage flexibly throughout the day. I envision a future where museums host multiple schools daily via livestream, seamlessly integrating into lesson plans. However, many museums are funded with a local focus in mind, and this restricts the drive for a broader digital reach.

So, have we truly recovered from the pandemic? What are your digital plans for the future? It’s encouraging to see museums embracing digital strategies for accessibility and audience engagement, but I’m particularly interested in hearing about developments in learning. Are we becoming more ambitious again? Are we back on track? Digital livestreaming has the potential to be a game-changer, allowing museums to expand their reach, customise content for diverse audiences, and think beyond borders. It requires minimal staffing yet has the capacity to engage thousands. That said, any new initiative takes time to establish—audiences need to recognise and value the offer before it flourishes. Given the rise of immersive AI-driven experiences like ABBA Voyage and interactive digital art exhibitions, museums must ensure they’re using technology as effectively as possible to achieve their goals. The future will demand even more from us, and we need strategic, forward-thinking responses.

One major barrier to progress, I suspect, is the absence of clear strategic planning and prioritisation when it comes to digital learning. Perhaps this is where we can help. Museums Thinking Differently is the home of Nick Winterbotham’s acclaimed strategic planning program, and from 2025, Helen and I will be delivering his established model. If your institution is looking to integrate learning more effectively into its strategic goals, we’d love to support you.

I’d also love to continue exploring the themes raised in this blog. Digital learning requires leadership from visionary organisations, and I’d be eager to be part of that conversation. If you’re interested in taking this dialogue further, why not get in touch?

Paul Baker

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Creswell Crags: Digital Livestreaming