I embarked on my exploration of object-based learning (OBL) as a complete novice, I knew nothing about OBL and I found myself intrigued by its potential applications in my teaching practice. This blog serves as a narrative of my journey, from initial curiosity to practical experimentation, offering insights and reflections along the way.
Reading: The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education – Judy Willcocks and Kieran Mahon Central Saint Martins, University of the Arts London
The case study highlights the effectiveness of online object-based learning (OBL) in deepening student understanding of environmental issues. This aligns with my goal to enhance adaptability in teaching especially in a digital landscape since finding teaching space is increasingly difficult. The idea that OBL can be replicated online is promising, but it’s crucial to address the digital divide impact. This exploration underscores the potential of OBL in teaching environmentalism and developing skills crucial for student employability, prompting me to consider its incorporation into my teaching practice.
Video: Museum & Study Collection: Judy Willcocks Copenhagen Presentation Central Saint Martins, University of the Arts London
I enjoyed the journey of exploration Judy Willcocks’ video offers, alongside insights for an educator exploring object-based learning models. The presentation covers the history of the Museum & Study Collection, detailing the object cataloguing process and emphasizing how the museum actively supports teaching and learning at the College and beyond. Practical examples illustrate the effective integration of objects while fostering interdisciplinary connections which relates to my goal of creating adaptable sessions suitable for multiple disciplines. The video provides a glimpse into challenges and solutions, emphasizes student involvement, and hints at future developments, offering an insightful guide for educators looking to explore and enhance their teaching practice through object-based learning approaches.
Lecture: Object-Based Learning Cross Programme Lecture
It was interesting to have a live follow-up lecture by Judy Willcocks and understand more about the process they utilise in their work at the Museum & Study Collection. I found the discussion around creating a formula for students engaging with object-based learning helpful, this made the concept more approachable. This session also provided live examples of object-based learning in an online session context which was helpful to observe and take part in. The challenges of online object-based learning were made more clear and I appreciated the openness of this discussion. I left with a better understanding of how I might be able to approach this practically for the micro-teach.
Object-based lesson plan:
“Nurturing Creative Adaptability: A Micro-Exploration.” This session delves into the concept of adaptability using an object as our focal point. The objective is to foster discussions around the symbolic meaning of the object and its direct connection to employability skills. As we explore the features of an umbrella, as our selected object, we’ll draw parallels to the crucial skill of adaptability. Through individual reflections, small group discussions, and whole-group sharing, we aim to uncover personal insights and stories related to creative adaptability. By the end, participants will be encouraged to apply the gained insights to consciously cultivate and showcase creative adaptability in their academic and professional pursuits.
Micro-teaching: Object-based learning in action
The micro-teaching session on utilizing object-based learning was an intriguing experience. Witnessing the diverse approaches of fellow educators and their chosen objects was insightful, showcasing the versatility of this pedagogical method. However, when it came to implementing my own object-based micro-teach using an umbrella as the focal point, I found myself grappling with its applicability to my context of extra-curricular employability education.
While the session encouraged personal reflection and stimulated discussions around adaptability and professional experiences of utilising adaptability skills, I struggled to envision how this approach could effectively translate to my role. As an educator catering to attendees from various courses and career levels, every session has to be translatable to multiple people’s career goals and contexts this poses many challenges.
Conclusion:
Object-based learning undoubtedly has its merits, fostering engagement, and facilitating deeper reflections and understanding of learning objectives among participants. However, in the context of extra-curricular employability education, where the focus lies on providing tangible skills and resources to enhance career prospects, I am still unsure of its applicability. While personal reflection is hugely valuable and something I apply to all my sessions, the challenge lies in bridging the gap between abstract concepts explored through objects and the practical skills development required in multiple professional settings.
Moving forward, I remain uncertain about the integration of object-based learning into my teaching practice. Perhaps a hybrid approach, combining elements of object-based learning with more targeted skill-building activities, could offer a possible solution to explore. As I continue to refine my teaching practice, I will explore diverse pedagogical approaches to best serve the needs of my diverse cohort of learners.