Object based learning is a student-centred learning approach that uses objects to create a more profound learning experience. These objects can be artworks, artefacts, archive materials or digital representations of unique objects. Students typically work closely with these objects, which in turn stimulate interest in acquiring and applying knowledge to other contexts both in and out of classroom.
ABSTRACT
HELEN J. CHATTERJEE;
A conference on OBL in University College London(UCL) provide the overview for a series of subsequent papers which explore the benefit of OBL including the pedagogical frame work for museum learning in the University classroom and Practice led examples from a range of disciplines. OBL in Higher education draws on many of the learning strategies already known to inform students, including active learning and experimental learning. This collection of papers draws together examples of OBL pioneered by UCL and seeks to encourage enhanced use of University collections in new, pedagogically powerful modes.
INTRODUCTION
Museum collections afford a valuable opportunity to provide focal point in acquiring subject specific knowledge. For example, I did Geography in higher education in Nigeria, we learnt about Rock formation in Physical Geography, Igneous rocks and Sedimentary rocks without geographical specimens. That was not helpful in understanding the characteristics of the rocks.
Object can be used to inspire discussion, group work and lateral thinking- All essential keys and transferable skills in Higher Education. University collections comprise a wealth of information, documenting the historical rise of disciplines and representing culture and natural diversity from across the globe. University collections were first used in OBL and formed the teaching collections for OBL which were internal part of student’s experience in the 19th and 20th centuries which has led to offering good examples of best practice from university teachers and the papers drawing on learning theory to contextualise OBL within the pedagogical framework.
CONCLUSION
Object has the power to inspire , inform, excite and educate, they can be used to acquire subject specific knowledge as well as more generic transferable skills such as communication and team work.This collection of papers offers a handful of examples of OBL in action and seek to inquire enhanced use of the World’s outstanding university collections in New and innovative ways. There are already numerous examples of good practices in OBL in other universities like Judy WIllcocks, head of museum and Study collection, at Central St Martins(CSM) and UAL museums will attest, but critically a key focus for the future must be to fully understand and articulate the value of OBL in Higher education.
Literature cited:
Chatterjee HJ and G. Noble 2009.
OBL CLASSROOM
Object base learning is Constructivism approach to learning. Art is about objects, visual, feeling, drawing and smell. Looking at an object, you experience , observe, learn, and experiment with dialogue.
During my 20 minutes micro teaching, I presented IKENGA, THE VOICE OF THE PEOPLE, a personal object to the class, there were about 9 student including my tutor in the group, every one of them observed, experimented and interpreted the object from their positionalilty and intersectionality to form a dialogue through questions and interactions. Reflecting on the object prompted critical thinking, interpretation, collaboration of experimentation of ideas resulted in deep and thoughtful questioning-
What is it? what is it used for? Where is it from? Is it sacred? How long have you had it? Is it valuable? What is it made of? Is it handmade? Is it a family heirloom? Is it heavy? Is it symbolic? How old it? It is good to know that all the questions were answered.
AIMS AND OBJECTIVES IN OBJECT LEARNING
Concreting experience; doing and having an experience.
Reflective observation; reviewing and reflecting on experience.
Abstract contextualisation; concluding and learning from the experiment.
Active experimentation; planning and trying out what you have learnt.
OBL uses the 4 Cs in learning
- Critical thinking
- Creativity
- Collaboration.
- Communication.
