The main purpose of the article is:
To discuss how design objects can be used in object-based learning. The article explores the power of OBL considering how it can extend and advance learning. It examines the use of museum objects in learning explored in case studies.
The key question that the author is addressing is:
The author is showing how design objects can inspire and facilitate learning, making it interesting and enjoyable. ‘I show the power of particular design objects to facilitate learning: how artifacts can surprise, intrigue and absorb learners;’ (Hardie, 2015)
The most important information in this article is:
How object carefully selected objects can be used to inspire and create deep learning. How unexpected items can further stretch learning. In my workshops, I can consider using a wider variety of fabrics including examples that students may not wear or see when looking at brands and retailers. Providing inspiration to look beyond opinion and move towards appreciation.
The main references are:
Sudjic, D. (2008) The language of things. London: Penguin.
Biggs, J. (2003) Teaching for quality learning at university (2nd ed.). Buckingham: Society for Research into Higher Education and Open University Press.
Chatterjee, H. (2010) Object-based learning in higher education: The pedagogical power of museums[online]. University and Museums and Collections Journal, 3, 179-81. Available from: http://edoc.hu-berlin.de/umacj/2010/chatterjee-179/PDF/chatterjee.pdf.
The key concepts we need to understand
Using items that students are not familiar with is key to inspire deep learning and expand enquiry.
The quantity of objects selected is important. Too few and they may get bored and distracted, and too many may be overwhelming.
The main assumptions
Although not an assumption, limitations of research are not discussed. Could the survey be biased with students wanting to please and demonstrate their knowledge of how to learn?
The implications / consequences
That carefully selected design objects can be used to develop deep learning. Students reported in a questionnaire that they were positive about the activities and ‘considered by students to develop their knowledge, skills and competencies.’ (Hardie, 2015).
But also ‘the use of prosaic objects can offer surprising focus as students reframe their engagement with items in the context of the classroom’ (Hardie, 2015). Implications for my workshops are that students can look at basic everyday fabrics, such as a cotton poplin or cotton single jersey, to consider handle, touch, feel and provide discussion.
Objects can also be used as an icebreaker. I can consider this use for new classes or cohorts of students.
The main points of view
The author uses OBL to ‘develop enjoyable and deep learning.’ (Hardie, 2015). The view is from a passion for design objects. Using carefully selected items that are not often found in a museum, where OBL originates, has been very successful in giving a fresh perspective on how students look at and consider these objects.
Bibliography
Biggs, J. (2003) Teaching for quality learning at university (2nd ed.). Buckingham: Society for Research into Higher Education and Open University Press.
Chatterjee, H. (2010) Object-based learning in higher education: The pedagogical power of museums[online]. University and Museums and Collections Journal, 3, 179-81. Available from: http://edoc.hu-berlin.de/umacj/2010/chatterjee-179/PDF/chatterjee.pdf.
Hardie, K. (2015) Wow: The power of objects in object-based learning and teaching | Advance HE. Available at: https://www.advance-he.ac.uk/knowledge-hub/wow-power-objects-object-based-learning-and-teaching (Accessed: 1 November 2021).
Sudjic, D. (2008) The language of things. London: Penguin.