As part of the Teaching and Learning unit, a mandatory requirement is for every member of the cohort to partake (as presenter and feedback provider) in a 20 minute microteaching session with fellow peers, with a 10 minute feedback session.
Before delving into my reflection of the session and my participatory task, it is important to highlight and focus on the core aspect of this discussion – object-based learning (OBL).
But before we do so, I must explain its definition and what it entails. To look at in its simplest and most layman form, according to Jamieson (2017), OBL is “an educational method that involves actively using authentic or replica material objects” (2017, p.12). Fundamentally, what this means is utilising objects (whatever that may be) to enhance student engagement within the classroom; as well as applying it as a different and non-conventional method of teaching.
Now, let us delve into specifics and visualise how OBL can be effective and beneficial within an art and design pedagogical setting. As much as art and design can be abstract, one could argue that both creative elements are still very much objectified. Thus, applying OBL within the classroom, specifically in an art and design setting, could be a very efficient and productive way of bolstering student engagement through different interactive methods. Likewise, this too, can improve the interconnectivity of students and the educator, whilst pushing the agenda of knowledge and understanding. To give further context around OBL and its meaning, Chatterjee et al. (2015) highlight that the core and centre of object-based learning is its multi-sensory nature; with the “use of objects [within] teaching [that] invokes a variety of senses and encourages a form of interactive or experiential learning…” (2015: 1).
On the note of experiential learning, I find it to be a fascinating and effective method of absorbing education, from a student perspective, and an unorthodox way of educating.
For definition, it is described as a “particular form of learning from life experience” (Kolb, 2014: xviii). To give a bit more elaborate definition, Keeton and Tate (1978) define it as “learning in which the learner is directly in touch with the realities being studied…” (Kolb, 2014: xviii). Now, at this point you might be wondering where does this fit into microteaching? Well, you almost have to look at it from an almost expansive viewpoint.
If, by definition, experiential learning is viewed as learning from life experience, it is also possible to position object-based learning as a method of educating which is informed or rather influenced from a life experience. Take my object for example, it is a yellow object. Now, where does this object come from and what is its relevance in my life or rather, what life experience have I gained from it? For now, I will hold off disclosing the yellow object’s relevance in my life and my experience with it. What I propose, is that you, the reader, assume the role of a decipherer and decipher this object and its relationship with me.
That being said, I should fast-forward to the day of our required Microteaching presentation. Everyone had such different objects and methods to their object-based learning. Some opted for a classic PowerPoint presentation around their chosen object whilst some went for a more artistic and abstract angle. I chose, as you already see/know, a yellow circular shaped ball object. I created a digital collaborative board via Miro for my assumed students (my peers) to join and participate in the task/activity I’d set up. The activity required the students to answer the 3 above (see picture) questions on post-it notes and the answers should form the second half of the circle which the questions were shaped in.
The aim of the task was to encourage team work, build on visual literacy and communication. The object had different meanings, with the participants all highlighting their answers and the rationale behind it.
Now, back to life experiences. This eye-catching yellow object is actually my stress ball; an object I use in moments of tension, anxiety, stress and all the stress-induced troubles life throws at you. From my readings and insight into OBL and experiential learning, I wanted to create an education experience birthed from an amalgamation of both methods, in order to achieve the aforesaid desired learning outcomes.
Overall, the microteach task was a valuable lesson and experience; not only did I learn from my process toward building my microteach activity, but also I took a wealth of knowledge and experience from my peers’ presentations and feedback. Object-based learning is, from my perspective, definitely an essential and pivotal part of pedagogy. Ultimately, education and its method of reaching students should be as flexible and fluid as possible – the main goal is that those learning learn and those teaching teach, all in hope of being achieved efficiently.
Thanks for your time, as always, and kudos to my peers.
Speak soon,
T.