Museum education has embraced new technologies and software to deliver virtual exhibitions, tours, and interactive teaching and learning programs. ‘Access’ (anytime-anywhere) is a key concept for museum education, and this access now provides teachers and students with digitised repositories of archived artefacts, images, and interactive learning programs, including live, online presentations, digital games and storytelling.  Dimas (2016) suggested “cultural museums explore fresh paths to learning and curriculum enhancement, which are user friendly and culturally dynamic in scope” (p. 3). Chong and Smith (2017) went further, identifying a rationale for museum-based interactive learning units, thus, connecting formal and informal learning, motivating learning in bite-sized portions and repurposing content. Thus, this attention to the child-technology relationships by museums is no longer a novelty but a necessity.

Museum education also encourages teachers to familiarise themselves with the offerings of the museum in order to make the virtual (and physical) experiences for students memorable, and the best they can be. Daniela (2020) proposed three considerations for educators in respect to choosing a museum education program: “(i) technical performance – the ability to access virtual museum programs via compatable/reliable conferencing software; (ii) information architecture – the comprehensive programming of learning opportunities afforded by the museum for synchronous delivery ; and (iii) educational value – alignment with curriculum objectives and school programs” (p.1).

The Museum of Chinese Australian History (Chinese Museum) adopted these considerations to make its Digital Cultural Adventures (DCAs) accessible to teachers and students for in-classroom or remote learning opportunities. The DCAs encourage primary and lower secondary school teachers and students to explore the people, stories, traditions, and cultural artefacts linked to the history of  people with Chinese heritage in Australia.  These virtual incursions offer participants an opportunity to re-examine past and present history, their perspectives on heritage and cultural connections, as well as perceived physical and geographic boundaries (Din, 2015). Each DCA is aligned to the Victorian Curriculum F-10 to support teaching and learning objectives inherent in the learning area content, Intercultural Capability and Asia and Australia’s Engagement with Asia organising ideas.  

The DCAs are delivered to schools through video conferencing by experienced guides. Further support is provided by pre and post incursion activities to consolidate learning. Members of Digital Learning and Teaching Victoria (DLTV) can access the Chinese Museum LMS for a range of digital applications made up of significant objects, images and stories from the museum collection.

To learn more about the DCA suite of teaching and learning incursions, please contact the museum education team on 03 9662 2888 (and Press 1), or email [email protected], or visit the Digital Cultural Adventures webpage for learn more and make a booking.  


Chong, C., & Smith, D. (2017). Interactive learning units on museum websites. Journal of Museum Education, 42(2), 169-178. doi:10.1080/10598650.2017.1301626

Daniela, L. (2020). Virtual museums as learning agents. Sustainability, 12(7), 1-24. Retrieved from

Dimas, S. (2016). Improving multicultural learning through interpretations and interactions with museum educational practice. Journal of Visual Literacy, 35(1), 3-23. doi:10.1080/1051144X.2016.1197516

Din, H. (2015). Pedagogy and practice in museum online learning. Journal of Museum Education, 40(2), 102-109. DOI: 10.1179/1059865015Z.00000000086