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The Royal Ontario Museum (ROM) continues to break new ground with its innovative Hack the ROM programme, which last year alone engaged over 40,000 students in transformative digital and cultural learning experiences. a fusion of Indigenous cultural education and digital literacy designed for students in grades 4 to 10. Leslie McCue, Manager of Indigenous Learning & Programmes, and Sarah Elliott, Coordinator of Digital Content & Experiences, recently shared an in-depth look at this transformative initiative at the Museums, Games & Play Summit.
Using Play to Bridge History and Innovation
The Hack the ROM programme originated in response to the Truth and Reconciliation Commission’s 2015 report, specifically addressing Call to Action 63. This initiative focuses on building cultural understanding, empathy, and mutual respect among students. Since its inception in 2018, Hack the ROM has prioritised engaging Indigenous students alongside their peers, creating opportunities to learn about Indigenous culture through interactive and collaborative projects.
The five-month programme combines Indigenous teachings with cutting-edge technology, including the use of gaming platforms like Minecraft Education, coding tools, and virtual collaboration software. Students work alongside Indigenous museum educators, guest artists, and industry partners such as Ubisoft Toronto to create digital projects that bring Indigenous stories to life. This includes developing video games, Scratch games, or Minecraft worlds inspired by artefacts and teachings from ROM’s extensive First Peoples Gallery.
Minecraft as a Learning Tool
Minecraft, described as “a world where blocks, creatures, and community meet to craft an experience limited only by imagination,” serves as an exceptional educational tool, offering endless possibilities for engaging students in interactive learning. to craft an experience limited only by imagination,” plays a central role in Hack the ROM. Leveraging the game’s educational potential, ROM educators designed immersive Minecraft worlds that teach students about rocks, minerals, sustainability, and Indigenous culture. The “Rocks & Minerals” world, for instance, uses ROM’s geological collections to teach earth sciences, while the “Sustainable Style” world explores fast fashion and environmental responsibility.
Sarah highlighted the adaptability of Minecraft Education, which became especially critical during the pandemic. When in-person learning was suspended, the platform enabled students to connect remotely, allowing lessons to continue seamlessly. Features like coding tools integrated into the game further enhance its educational value, aligning with Ontario’s updated curriculum requirements.
A Structured Learning Journey
Hack the ROM unfolds in three phases: Knowledge Building, Project Creation, and Showcase and Celebration. During the final phase, students present their completed projects in a celebratory showcase, sharing their digital creations with peers, educators, and Indigenous knowledge carriers. This phase highlights their learning journey, fosters a sense of achievement, and encourages cultural and creative exchange. The programme begins with tours of the First Peoples Gallery, where students engage with Indigenous knowledge resource teachers, exploring cultural artefacts and hearing stories from Indigenous communities. Students then select an artefact or story as inspiration for their digital projects.
During the Project Creation Phase, students attend weekly virtual sessions with ROM educators, makerspace technicians, or Ubisoft mentors, who help them design and develop their projects. The collaboration extends to a wide range of expertise, from illustration and narration to game design and programming. For teachers, the Hack the ROM website serves as a step-by-step guide, offering resources and video recordings to keep classes on track.
Empowering Students and Educators
Hack the ROM’s impact extends beyond students to educators, as highlighted by one teacher who shared that the programme encouraged them to connect with local Indigenous knowledge keepers for the first time, enriching both their teaching practice and their students’ understanding of Indigenous culture. who gain valuable skills in teaching Indigenous content respectfully and avoiding cultural appropriation. The programme encourages teachers to engage with local Indigenous knowledge keepers, fostering meaningful connections within their communities. Teachers have reported that these relationships might not have been established without the programme’s encouragement.
The programme also emphasises the importance of game-based learning. As Sarah explained, the failure dynamic inherent in gaming teaches resilience and problem-solving in a way that traditional classroom settings often cannot. Students learn to embrace challenges, persevere through difficulties, and take pride in their creative achievements.
A Legacy of Success
The success of Hack the ROM is evident in its growing popularity. One teacher remarked, “It was hands-down the best learning experience of the year. The kids were so motivated and excited every time they saw it on our schedule.” Teachers frequently return with new cohorts, and students often participate for multiple years. Indigenous youth interns, who assist with the programme, have observed its profound impact on students, particularly in sparking interest in digital careers.
Last year, Hack the ROM reached 40,000 students, and the team is determined to expand its reach further. With plans for additional Minecraft worlds and the continued support of sponsors, the programme is poised to inspire even more students in the years to come.
Hack the ROM exemplifies the transformative potential of combining cultural education with digital innovation, creating a model for how museums can engage young learners in meaningful and lasting ways.
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Leslie McCue and Sarah Elliott spoke about their work at the Museums, Games & Play Summit 2024.
