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Using the Design Thinking Process to Create an Interactive Educational Museum Experience

Participate and share

Participate and share : Poster

Sunday, November 29, 8:00–9:00 am PST (Pacific Standard Time)

Michael Voskoboynik  
Tricia Berg  
Alexis Konev  
Iris Epstein  
Megan Fridell  
Aviya Melrose  
Chaya Mushka Schusterman  

Presenters will share their experience in renovating our school's Holocaust museum into an interactive educational experience using the steps of the Design Thinking process.

Audience: Teachers, Principals/head teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices not needed
Topic: Project-, problem- & challenge-based learning
Grade level: 6-12
Subject area: Social studies, STEM/STEAM
ISTE Standards: For Educators:
  • Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
For Students:
Innovative Designer
  • Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Additional detail: Student presentation

Proposal summary

Purpose & objective

The purpose of our presentation is for participants to see the implementation of the design thinking process in a problem-based learning project. Participants will also see the use of innovative technology tools in order to present various perspectives on a specific topic.
Students were given the “problem” of an underused resource at our school, a Holocaust memorial museum that had originally opened in 2008. Students were challenged to design a new exhibit for the museum that encompassed an interactive component so that the museum would be better used for its intended purpose: to be an educational resource not only for our school, but for other schools in the community and beyond.
In order to complete this project, students moved through the steps of the Design Thinking process (Empathy, Defining a Problem, Ideation, Prototyping, and Testing of Products). Through this process students prototyped, tested, and implemented a variety of exhibits that utilized technology that included virtual reality, audio/visual immersion, presentation tools, hologram technology, and green screen technology. Specific tech tools used included CoSpaces and Firestorm (both virtual reality platforms), Oculus Go VR headset, DoInk green screen application, and ThingLink. Presenters will be able to show the examples of virtual reality platforms that were used as well as provide a virtual tour of the museum space so that participants can see the examples of the other tech tools used.
As a culminating activity to the museum project, our school hosted a “re-opening” of the museum space to unveil the new exhibits. The event was very well-attended and snowballed into continued funding and publicity for the museum. As a result of the work on this project, we have procured an additional grant to continue renovation of the museum space as well as community interest in both the Jewish community and outside the public school community. All serve as evidence of the project’s success.

Supporting research

“Destination, Imagination, and the Fires Within: Design Thinking in a Middle School Classroom”.

Shuh, John Hennigar “Teaching Yourself to Teach with Objects” (article)

Jarrett, Kevin “Makerspaces and Design Thinking: Perfect Together!’ (article)

Jacobs, Benjamin M. and Yona Shem-Tov “History: Issues in the Teaching and Learning of Jewish History” (article)

Holocaust and Human Behavior: A Facing History and Ourselves Publication (book)

Stanford University D.School Website:

Taking Design to School

Wujec, Tom The Future of Making (book)

Stevenson University Online Blog Post “Why Museums Are Still Relevant to Education”

Harvard Graduate School of Education, “Learning in Museums”

More [+]


Michael Voskoboynik, Hasten Hebrew Academy of Indianapolis
Tricia Berg, Hasten Hebrew Academy of Indianapolis
Iris Epstein, Hasten Hebrew Academy

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