In this journal, Dr Kirsten Hardie gives an overview of their teaching practice, focusing on one distinct area of their pedagogy, Object-based learning (OBL). In which she uses design objects in student-centred learning activities to “to develop their theoretical and practical skills and knowledge of their discipline and wider related contexts” (Hardie, 2015, p.4-5)
She goes on to write that as she is working “with learners who are visually orientated and visual thinkers, and predominantly makers who ‘learn by doing’” (Hardie, 2015, p.4-5) this informs her practice. Therefore, the learning activities she designs are experiential and this ensures active learning which Charles Bonwell describes as learning that “involves students in doing things and thinking about the things they are doing” (p.2). One of my favourite quotes I have come across this term.
Hardie goes on to describe three case studies in which she uses OBL. Firstly, ‘The Power of Wow’, in which all students select an object and share it with group (they do not present it), the room is completely silent which is only broken with reactions such as “oh or aaagh…and on occasion wow” (Hardie, 215, p.6). This then leads to a group discussion on the object.
The second case study, ‘A Matter of Taste’ has many similarities with ‘The Potential of online object-based learning’ by Judy Willcocks & Kieran Mahon which I wrote my first reflective blog post on. The students work in small groups to look at several objects then they “complete an object identification form for each item: for example, what is its function, age and target audience? Who designed and manufactured it?” (Hardie, 2015, p.6). Lastly the students are invited to look at the object regarding taste, “the learners are encouraged to reflect upon their perceptions and those of others so that they may position and potentially reframe their consideration of design examples” (Hardie,2015, p.9).
Lastly, in case study three, ‘For the Love of Graphics exhibition’, Hardie sets the students the task of curating and displaying an exhibition in their studios, students select an artefact or collection that they like, research it and produce a short piece of text about it. This activity is not assessed and aims to “to develop learners’ experience of decision making; reflection; and research” (Hardie,2015, p.14).
All case studies above have at their centre OBL, are fun, student-centred, creative and engage students in active learning. As Hardie puts it “My rationale for using objects lies firmly in the belief that students’ hands-on engagement with objects can inform and inspire their thinking and design making; and that objects can energise learning and teaching.” (Hardie,2015, p.5).
I found this journal refreshing to read, Hardie’s enthusiasm for the subjected is evident which is very inspirational. I am unsure yet of how I can implement all that I have taken from this journal in my practice but am now aware that I do have to re-design the activities and classes within my remit to be more student centred and to promote active learning.
References
Bonwell, C.C. (no date) Active learning: Creating excitement in the classroom, Active Learning: Creating Excitement in the Classroom. Available at: https://www.ufv.ca/media/assets/teaching–learning-centre/images/Active_Learning_Creating_Excitement_in_the_Classroom.pdf (Accessed: 17 March 2025).
Hardie, K. (2015) ‘Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching ’, Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching, pp. 1–25. doi:https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/kirsten_hardie_final_1568037367.pdf. UCL (2022)
Teaching & object-based learning, UCL CULTURE. Available at: https://www.ucl.ac.uk/culture/schools/teaching-object-based-learning (Accessed: 17 March 2025).