Three Day Online Museum Experience Course

Mark Walhimer Design Thinking for Museums, Museum Courses, Museum Customer Experience, Museum Customer Service 8 Comments

Thinking of teaching a three-day museum experience course online. If you are interested please leave a comment below. Have taught the same course in person. Each student to create their own museum oriented product, service or experience.

Course Description:
Three Day Online Museum Experience Course

Professor: Mark Walhimer, MID

This course belongs to the core areas (industrial design, graphic design, textile design, fashion design and interactive design) and provides design skills based on user research, experience evaluation, research of user demographics, communication skills and professional competence of openness to innovation.

Communication, Teamwork, Leadership, intellectual pursuits and openness to innovation. Project based learning with a visitor-centric viewpoint.

OBJECTIVES (After completing the course, students will be able):
Identify the importance of understanding users, and identify the requirements of different users
Develop solutions to the specific requirements of various users
Understand and develop experiences that create an emotional involvement
Understand the process required conceptualizing and designing, user focused experiences.

SPECIFIC OBJECTIVES (The student will be able to):
Identify the emotional aspects that play a key role in user interaction with a product or service.
Communicate the information obtained by observation and evaluation of a user.
Ability to analyze how users engage with a service or product
Provide quantitative feedback on how to improve the user experience

1. Skills and cognitive processes (observation, description, comparison, relationship, organization, and analysis.
2. Thesis, Hypothesis, Synthesis.
3. Usability and interaction Sensory perceptions
4. Interacting components learning effectiveness, efficiency and ease services.
5.Factors (economic, moral, ethical, cultural) that influence the use and consumption of products
6. Emotional and affective states of the user. The emotional design.
7. Interdisciplinary in experience design, user-centered

Sessions the course will be of various types depending on the topic
1. Fundamental concepts are presented orally by both the teacher and by the students, providing examples and contextualizing the relevant issues
2. Exercises and case studies, which will stimulate the creation of new habits of observation, analysis, reasoning and understanding of the processes of experiential user-centered design.
3. A final project in which students must be developed to implement the different concepts of user experience,collaborative design and participatory design, studied in the course

Requirements for course:
– Submit all assignments on the due date.
– 80% attendance.
– Participation in class discussions and critiques
– Students will be required to participate in class discussions and offer positive constructive suggestions for their fellow students.

Percentages of the final grade:
– Goal Setting (“Big Hairy Audacious Goal) 5%
– Conceptual Design 5%
– Umbrella Concepts, Bubble Diagrams) 5%
– Evaluation 5%
– Universal Design 5%
– Market Place (Competition, Price Point) 5%
– Culture (Staffing, Branding, Zeitgeist) 5%
– Giving Back 5%
– Content 5%
– Persona 5%
– Final Presentation 20%
– Final Booklet 30%
Total 100%

Evaluation criteria:
10 (ten) excellent performance (expectations are exceeded)
9 (nine) remarkable performance
8 (eight) performance standard (If you meet the objectives)
7 (seven) underperforming normal
6 (six) sufficient performance (minimum satisfactory)
5 (five) poor or inadequate performance (work does not meet expected minimum)

Each student is expected to abide by the Code of Academic Integrity. Any work submitted by a student in this course will be the student’s own work.

All students with disabilities will be accommodated. Requests for academic accommodations must be made prior to the start of coursework.

We understand that students represent a rich variety of backgrounds and perspectives. The professor is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to:

share their unique experiences, values and beliefs
be open to the views of others
honor the uniqueness of their colleagues
appreciate the opportunity that we have to learn from each other in this community
value each other’s opinions and communicate in a respectful manner
keep confidential discussions that the community has of a personal (or professional) nature
use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across all communities.

Assignment submissions, discussions, and grading will all use either Canvas or Moodle course tools system. The link for Canvas for this class is:

Introduction / Overview

(First Day of Class) – Class Review, Rules, Grading, Objectives
Discussion of User Experience
Defining Consumer Experience (CX)
Discussion of differences between CX and UX, and word usage or “consumer” and “user” and implications

I. Identifying / Understanding the User
Brand, Personality Types, Assignment: Myers Briggs Test
Defining Expectations and Learning Styles
Personas, Assignment: Define a User Persona
Researching Demographics and Cultural Differences, Assignment: Research a demographic
Universal Design / Empathy, Assignment: Interviewing Users
Accommodating Different Users

II. Defining Objectives & Goals (START OF STUDENT PROJECT)
Differences between Objectives and Goals, Assignment: BHAG
Defining a Goal / Content
Defining an Objective, Google Algorithm Assignment: Define Measurable Results
“Buyers are Liars”, Testing for Quantitative results

III. Experience Design
Umbrella Concept
Creating a Narrative and Umbrella Concept, Assignment: Three Umbrella Concepts
Presentation of Student Umbrella Concepts & Critique
Creating a Narrative / Voice / Catharsis
Defining the Threshold, Style Boards and “Look and Feel”, Assignment: Style Boards
Presentation of Student Style Boards & Critique
Creating Bubble Diagrams and Flow Charts, Assignment: Create Bubble Diagram and Flow Chart
Other Topics Covered: Wow Moments, Weenie, Lens, Framework, Journey, Arc, Hero, Design is communication, You can’t not communicate, Your life is made up of your days and your days are defined by the objects you use, Barriers to communication, Personas, User Journeys, Content Requirements, Funnel Diagrams

IV. “Product Design”
Emotional Impact
Creating Tension
Defining User Requirements
Creating a Force Fit,
Other Topics Covered: Negative Space, Spatial Relationships, User Interface and Product Requirements

V. Evaluation, Prototyping, Testing, Iterations – 1 week (Students will use their project for each assignment)
Front End Evaluation
Formative Evaluation
Design Iterations
Mapping / Dwell Time
Remedial Evaluation
Summative Evaluation
Topics covered: Front-end evaluation, 2. Formative evaluation, 3. Remedial Evaluation 4. Summative evaluation, Prototyping, Interviews, Mapping, Dwell time, Design Iterations

Field Trip & Experience Designs – Day Two

Presentations – Day Three
Students will present their User Experience (5 Minutes per student, 15 students 2 1/2 hours). Each student is required to deliver their presentation materials at the time of their presentation.


  • Balsamo, Anne Marie. Designing culture: the technological imagination at work. Durham, NC: Duke University Press, 2011.
  • Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. 2011. Reprint, New York: W.W. Norton, 2010.
  • Collins, James C., and Jerry I. Porras. Built to last: successful habits of visionary companies. 1994. Reprint, New York: Harper Business, 2002.
  • Csikszentmihalyi, Mihaly. Flow: the psychology of optimal experience. 2008. Reprint, New York: Harper & Row, 1990.
  • Gardner, Howard. Multiple intelligences: new horizons. Completely rev. and updated. ed. New York: Basic Books, 2006.
  • Garrett, Jesse James. The elements of user experience: user-centered design for the Web and beyond. 2nd ed. Berkeley, CA: New Riders, 2011.
  • Gladwell, Malcolm. Blink: the power of thinking without thinking. 2013. Reprint, New York: Little, Brown and Co., 2005.
  • Hannah, Gail Greet. Elements of design: Rowena Reed Kostellow and the structure of visual relationships. New York: Princeton Architectural Press, 2002.
  • Herrigel, Eugen, and R. F. C. Hull. Zen in the art of archery. New York, N.Y.: Pantheon Books, 1953.
  • Hofstede, Geert H.. Cultures and organizations: software of the mind. Third Edition ed. London: McGraw-Hill, 2010.
  • Humphrey, Thomas, and Joshua P. Gutwill. Fostering active prolonged engagement: the art of creating APE exhibits. San Francisco: Exploratorium, 2005.
  • Keirsey, David. Please understand me II: temperament, character, intelligence. Del Mar, CA: Prometheus Nemesis, 1998.
  • Kuniavsky, Mike. Observing the user experience a practitioner’s guide to user research. Second Edition ed. San Francisco, Calif.: Morgan Kaufmann Publishers, 2012.
  • Li, Charlene, and Josh Bernoff. Groundswell: winning in a world transformed by social technologies. Boston, Mass.: Harvard Business Press, 2011.
  • Lidwell, William, Kritina Holden, and Jill Butler. Universal Principals of Design. 2010. Reprint, Beverly: Rockport, 2003.
  • Mulder, Steve, and Ziv Yaar. The user is always right: a practical guide to creating and using personas for the Web. Berkeley, CA: New Riders, 2007.
  • Norman, Donald A.. The design of everyday things. Revised and expanded ed. New York: Basic Books, 2013.
  • Pine, B. Joseph, and James H. Gilmore. The experience economy work is theatre & every business a stage. Rev. Ed. ed. Boston: Harvard Business School Press, 2011.
  • Rainie, Lee, and Barry Wellman. Networked: the new social operating system. 2014. Reprint, Cambridge, Mass.: MIT Press, 2012.
  • Taylor, Paul. The next America: boomers, millennials, and the looming generational showdown. New York: Public Affairs, 2014.
  • Unger, Russ, and Carolyn Chandler. A project guide to UX design: for user experience designers in the field or in the making. Second Edition ed. Berkeley, CA: New Riders, 2012.
  • Weschler, Lawrence, and Robert Irwin. Seeing is forgetting the name of the thing one sees: a life of contemporary artist Robert Irwin. 2008. Reprint, Berkeley: University of California Press, 1982.

Comments 8

  1. interested in the course. planning to work more museum exhibition ux process into my interactive courses.

  2. I’m definitely keen. Wondering about the duration and structure, will it operate like how MOOCs do?

  3. Post
  4. Post

    For the coursework plan on using:
    Sketchup free version
    Google Slides

  5. Post

    Hi Lepantas,
    I have tried several time to run the class but so far have not had enough people (four person minimum) start the course.

    – Mark

  6. Hi All,
    Thought you might be interested in the launch of the Museums 101 Online Course on

    The online course is self paced and you may review the materials as many times as you like.  The overall course will take between six (6) and (8) hours depending on your pace.  You read a section of the Museums 101 book, and complete each of the six online interactive modules.  The course will take about four (4) hours of reading and four (4) hours to complete the interactive online course.  You can work in segments as short or as long as you like.

    The Museums 101 Online Course is based on the Museums 101 book and the course was designed for museum board members, museum volunteers, museum staff, people interested in working at museums and people interested starting a museum.  After the successful completion of the online exam, you will receive a Museums 101 Online Course Certificate of Completion.  

    Sign up for the Museums 101 Online Course

    Museums 101 book

    Best wishes,
    – Mark

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