In designing our course, The Recurated Museum, we sought to go beyond the in-person visit and explore how museums are enacting their respective missions in digital spaces. Our goal was to investigate the implications of new technologies on the ways in which museums produce meaning, connect with their communities, and engage visitors through novel digital interactivity. Perhaps most importantly, we wanted to equip students with the tools necessary to critically reflect on the user experience of museum technologies and how they influence our thinking about cultural heritage.
We drew inspiration from various sources in the development of the course structure. As a first of its kind, interdisciplinarity was key. Incorporating research from museum studies, user experience (UX) design, digital history, and computer science, we set out to bring together salient theoretical concepts from different disciplines and ground them within a series of applied projects throughout the semester. We borrowed from museum studies curricula, including a course by Katherine Burton Jones at Harvard University, as well as a number of multimedia sources such as Netflix documentaries, TED talks, and podcasts.
In an effort to continue the conversation beyond the classroom, we adopted the digital annotation tool hypothes.is, which allowed students to engage readings collaboratively in preparation for in-class discussion.1 After each session, two or three students posed additional questions to continue the discussion on the class forum. We adapted the course format slightly after the unexpected lockdown and consecutive move to remote teaching as explained in another blogpost. Weekly readings and discussion sessions culminated in a short essay where students evaluated a digital collection of their choosing. For the final project, students teamed up to create their own online collection and launch a curated exhibit via social media.
Continue reading at https://www.c2dh.uni.lu/thinkering/luxlife-reflections-recurated-museum