On the 24th of January, we were joined by Judy Wilcox and Georgia Orgill to speak about Object Based Learning. Here are some thoughts and reflections I had about this exciting event.
The analogue and the digital: experiencing objects
- Concept began in 2005-2008 with Object-based learning in public museum settings (Paris, Hooper-Greenhill)
- Developed as an academic discipline in university museums (Duhs, Chatterjee, Hannan, Kador)- UCL
- Modified for art and design environment (Hardie, Willcocks, Lange, Barton, Mahon)
- Objects support the communication of troublesome knowledge and help make abstract concepts concrete
- Object-based learning activities develop a range of transferrable skills
- Objects are a means of approaching or understanding material and visual culture
- Objects provide a focal point for reflecting on meaning-making and habits of mind and improving self-awareness
- Can be used to build bridges in trans- or inter-disciplinary groups
- Can successfully be done online- padlet, miro
- Padlet is great for quieter members of the class as they can interact without shouting out in front of the class- more inclusive for all learning types.
Judy gave us some really helpful tips about how to include OBL in our lesson plans. I found this very helpful as she broke the points down into simple sections that can be adapted for different styles of teaching.
Lesson Structure:
- Need at least 1.5 hours
- • Objects
- • Framework
- • Worksheet explaining activity
- • Small groups (4)
- • Deep time with object
- • Discussion / sharing
Frameworks for engaging with objects:
- Where we share information about the objects:
- • Subject specific
- • Thematic (sustainability, cultural appropriation)
- • Visual analysis
- (Curatorial voice– when the teacher explains the objects- doesn’t give the students a chance to work it out)
- Where we hold back information about the objects:
- • Material culture analysis / object readings
- • Emotional / extra-rational responses to objects, self-awareness
- • Visual analysis
- (Let the students work it out themselves)- preferred method of OBL
Overall I found listening to both Georgia and Judy extremely helpful. Their experience and knowledge within teaching have given me lots of helpful advice to put into practice in my own teaching. I especially found the subject of OBL very relatable as it is something I do on a day-to-day basis in my role as it’s a very hands-on style of teaching. Going forward, I want to be more aware of when I’m using the curatorial voice. When using such technical machinery and equipment in the workshop, it can be easier to just tell the students rather than ask them or give them space to work it out. In terms of teaching this isn’t very helpful as it’s more of a didactic approach as opposed to an interactive style of learning. As I mainly teach with objects and in person, I think this will be very beneficial to my practice going forward.