I read a fantastic paper by Dr Kirsten Hardie, Associate Professor Arts University Bournemouth entitled “Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching” (Hardie 2015). This research not only gave me some new ideas about how to engage students, but advanced the way I think about Higher Education.
Dr Hardie writes up 3 case studies detailing innovative pedagogies that she’s developed for BA (Hons) Graphic Design students at the Arts University Bournemouth (AUB), around the use of design objects as tools for learning. Dr Hardie has ceated the Museum of Design in Plastics (MoDiP) which is a collection of mass produced design objects, all made of plastic, that she uses to develop students’ theoretical and practical skills. These objects range from milk cartons to travel irons to suitcases. Her way of bringing these objects into the classroom invites students to consider them from several different angles, but the focus is always on getting the students excited about discussing these objects. These sessions are not about learning outcomes or assessments, they are places where students can develop their critical thinking in playful and innovative ways.
In Case study one: The Power of Wow. Dr Hardie asks students to bring in an object of their choice and place it in front of their peers. The student does not talk, there is no explanation of what the object is, the sole aim of the exercise is to elicit one exclamation from their peers. The word “Wow”! I absolutely love this idea. Dr Hardie states:
“The activity encourages design analysis and critical reflection: learners are invited to consider the impact that designs can have; the messages that they can communicate, and how objects can be interpreted. Students are encouraged to think creatively; to explore their own experiences and responses to objects; and to select,
preferably, an original and unusual example.” (Hardie, 2015).
The idea that an entire session can be devoted to this kind of exercise, that is entirely student run, links to what I found most poweful about the Object Based Learning micro-teaching sessions that I took part in. That is, to let the students observe and respond without interference and let the conversation flow. There will be many learnings that occur, but it will come from the students themselves. Let the students inspire each other. As a first year lead I’m very interested in how we can build confidence in students so that they feel able to speak up in class, share opinions and importantly form relationships with each other. This is particularly important for our students who have been through extended periods of lockdown. Many are struggling with their mental health, which makes communicating in class extremely challenging. I feel that in year one, it’s as important to build up students’ confidence and mental wellbeing, as it is to ensure that they pass assessments. Helping them develop confidence in communicating with each other and in sharing their views in a safe and respectful manner is hugely important to me. This case study is a wonderful way of bringing a cohort together. I can see this being a fun exercise to introduce in the final week of the ‘Intro To unit.
I’m currently teaching on a unit called Documentary Storytelling where first year students come together to make a magazine. Next week we are running a magazine workshop where the students bring in their favourite publication and we discuss what works and doesn’t work within it in each magazine. I’m going to take what I’ve learned through OBL and reshape the session to be entirely student-led. I will refrain from sharing my own opinions and I’ll encourage them to explore critical thinking together and to find their own moments of ‘Wow’!
Reference list:
Hardie, K (2015) “Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching”. Available at https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/kirsten_hardie_final_1568037367.pdf (Accessed February 2022)