Dr Kirsten Hardie:
Wow – The Power of Object-based Learning and Teaching
‘Students are asked not to present or explain their chosen item: “the student’s voice is communicated by objects. Neither students nor teacher talk. Silence is only to be broken by the exclamation of ‘Wow! A genuine utterance of this single word ultimately confirms the success of the students’ work.” (Hardie 2008, p. 139). ‘
The focus on the visual and physical feels like an inclusive way of learning which does not fall into ‘deficit’ models of thinking.
The bringing in of objects would be a great way to share culture and connect. Useful at the start of the year or as a disrupter or sparker of energy after holidays.
‘I create and facilitate learning that releases the pressures of assessment – where individuals can explore freely, take risks, and shape their learning to suit their interests and learning preferences. I agree with Kolb and Kolb (2005) in that
making space for students to take control of and responsibility for their learning can greatly enhance their ability to learn from experience (Kolb and Kolb 2005, p. 209).’
I should further consider the importance of activity that is not assessed but still contributes positively to learning. This example here was an exhibition and the public facing aspect gives a sense of purpose and links what happens inside the classroom to the world outside.
This type of activity implicitly highlights the expectation in higher education that successful student learning goes beyond what is specified or dictated by the curriculum and that students are developing a creative practice that exists independently of the course and marks.
I am reminded of the importance of this kind of activity on the earlier years of a course when the learning culture can feel most new and strange.