Entering Virtual Museum Worlds via the Dark Side of Science Communication ()

Lecturer (assistant)
  • Katharina Julia Bock
  • Andrea Geipel
  • Franziska Recknagel
Duration1 SWS
TermSommersemester 2021
Language of instructionEnglish
Position within curriculaSee TUMonline


Admission information


At the end of the module students are able to evaluate their practical first hand experiences of applied project management skills in the context of digital formats of science communication. Students are able to compare and analyse different digital offers in informal learning situations on their generic learning outcomes and draw conclusions for their own prototypes. On the basis of current science communication theory students illustrate their ability to think out of the box and connect theoretical knowledge to real world settings. Additionally, they will apply methods from design thinking approaches to practical task solving as well as plan and structure their workload in their respective interdisciplinary groups. Students will gain a deeper understanding of the importance of feedback loops and self-reflective routines.


When was the last time you visited a museum? And, have you ever visited a museum virtually? Have you ever wanted to see more virtual, digital or interactive offers in museums? Why not create a jump-and-run-game for your favourite museum or an AR application to add a spin on classical exhibits? In the course “Entering virtual museum worlds via the dark side of Science Communication”, we will discuss how science communication in museums takes place digitally and virtually. The “dark side” represents formats that break with traditional ways of communication, such as computer games, VR/AR applications or a connection to social media platforms. In the course, we will focus on digital methods between education and entertainment - for example podcasts, social media, augmented reality and gamification. The aim of the course is to enable students to develop small prototypes playing with the history of the Deutsches Museum themselves. The ideas will be developed in small groups and supported by the information provided, this includes basic knowledge about science communication and museum pedagogy as well as feedback from the course instructors. During the course, students will keep an auto-ethnographic diary to document the development process and reflect on what they have learned. A first project sketch (max. 1/2 page) should be submitted halfway through the course in order to discuss the progress of the project together. At the end of the course, the finished prototype should be presented to all course participants in a 5-7 minute presentation. In addition, the prototype should be presented in a 1-2 page pitch.

Teaching and learning methods

Introduction & definition of teams and projects (mandatory) Optional for individual feedback (individual, optional) Feedback session for the prototypes (mandatory) Final presentation (mandatory)


Project work: Learning diary + project sketch (0,5 pages) + persentation (5-7 min) + written pitch (1-2 pages)