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The role of object-based learning in transferable skills development

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Abstract

This paper considers how object-based learning (OBL) can be used to complement reflective skills development systems, which are commonplace in UK universities. It describes how some UCL students had difficulty understanding the concept of such a system and in choosing skills to develop. We therefore began developing a series of OBL activities, which could be used to help students understand how the system should be used and to identify their skill strengths and weaknesses.

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... La Historia, entendida como materia escolar, no debe abordarse como un cuerpo de conocimientos acabados sino como conocimiento vivo. Es por ello por lo que los museos suponen un entorno de aprendizaje que permite desarrollar un profundo entendimiento del pasado (Marie, 2010). Tras la Nuevos escenarios educativos: hacia el horizonte 2030 296 978-84-1377-360-5 experiencia llevada a cabo sostenemos la idea de que junto con los centros educativos los Museos son los máximos facilitadores del aprendizaje. ...
... Los procesos de enseñanza y aprendizaje que mantenemos se orientan a un enfoque integrador de la Historia junto con otras materias (lengua, arte, matemáticas, ciencias) puesto que son escasos los estudios empíricos que investiguen el impacto de las aplicaciones interdisciplinares en las aulas de Educación Superior.En este marco es necesario reflexionar si el profesorado favorece a que los educandos, es decir, los futuros docentes, se sientan y actúen como agentes activos y protagonistas de su propio proceso formativo. Para tal fin se requiere la implementación de actuaciones en los planes de estudio que involucren al alumnado en su propio aprendizaje y permitiéndoles desarrollar las competencias inherentes al perfil del profesor(Marie, 2010).La investigación e implementación del proyecto de innovación se llevó a cabo en la asignatura Didáctica de las Ciencias Sociales, materia troncal del Grado de Magisterio.Para tal fin se diseñó un proyecto de innovación educativa que, a través de un enfoque interdisciplinar, atendió al estudio de la Historia como un saber práctico y experiencial que supuso la implementación de la innovación docente en directo en el propio Museo Nuevos escenarios educativos: hacia el horizonte 2030 ...
... OBL through multisensory activities has also been proposed to encourage learning through embodied experience, to make sense of learning through constructivism, and to contribute to the diversity of learning contexts (Falk and Dierking, 2000). OBL is a method of mutual experiential learning, characteristically through the use of collections and objects in a museum setting (e.g., Marie, 2010). Despite being mooted in the 19th century, scholars renewed their focus on the benefits and advantages of OBL at the beginning of the 21 st century through diverse case studies that applied this pedagogical theory to the higher education sector, apparently initiating a renaissance (Jacobs et al., 2009;Simpson, 2014;Thogersen et al., 2018). ...
... It has been observed that the use of object-based teaching and learning (OBL) as a form of 'student-centred' and 'activity-based learning' will be beneficial to students as a method of internalising and retaining theoretical and applied knowledge (Marie 2011). Object-based teaching and learning as a methodology, used in conjunction with university collections, can benefit teaching across many disciplines and departments (Hannan et al. 2013). ...
Conference Paper
A new master’s degree commenced in 2017 at the University of Bamberg. The purpose of the M.Sc. Digital Technologies in Heritage Conservation is to impart theoretical and practical knowledge and develop competence in critical assessment and object-oriented solutions. The aims, curriculum and methods of teaching will be discussed in this paper.
... In relating objectbased learning to the teaching of fashion history, Marcketti (2011: 551) reinforced the learning potential derived from sensory engagement with a fashion object, including 'lifting the object for weight, touching the fabric, hearing the sound the fabric makes when moved'. Through a pilot of test activities involving object interaction, Marie (2010) emphasized the connection between object handling and the transfer and building of other kinds of skills. Similarly, Shuh (1999: 80, 85), through his own observation and practice at the Nova Scotia Museum, found that critical thinking was an important by-product of students' work with objects, although it was necessary for their teachers and facilitators to be well-versed in object analysis. ...
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Collections of dress and textiles can make subjects such as history come to life. However previous studies have shown that many collections are underutilized within university settings. The purpose of this paper is to examine contributing and detracting factors for use. In-depth, semi-structured interviews were conducted with curators and collection managers (n = 15) at twelve institutions. Respondents were then asked to recommend faculty members who did (n = 9) or did not use the collection (n = 6). Through data analysis, four major themes were related by the collection managers including: 1) ambiguous roles and unknown collections, 2) continual need for collection management maintenance, 3) lack of process and access to the collections, and 4) misperceptions about the collections. Faculty that used the collection (n = 9) stated previous knowledge of the collection and the importance of material culture to student knowledge and understanding. Barriers as identified by those faculty that did not use the collection (n = 6) included lack of access and difficulty in scheduling time to use the collections.
... It has been observed that the use of object-based teaching and learning (OBL) as a form of 'student-centred' and 'activity-based learning' will be beneficial to students as a method of internalising and retaining theoretical and applied knowledge (Marie 2011). Object-based teaching and learning as a methodology, used in conjunction with university collections, can benefit teaching across many disciplines and departments (Hannan et al. 2013). ...
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A new master's degree commenced in 2017 at the University of Bamberg. The purpose of the M.Sc. Digital Technologies in Heritage Conservation is to impart theoretical and practical knowledge and develop competence in critical assessment and object-oriented solutions. The aims, curriculum and methods of teaching will be discussed in this paper.
... Object-based teaching and learning as methodology in conjunction with the use of university collections can benefit teaching across disciplines and departments (Hannan, Chatterjee and Duhs, 2013). It has been observed that the use of OBL as 'student-centred' and 'activity-based learning' will be beneficial to students as a strong way of internalising and retaining theoretical and applied knowledge, (Marie, 2011) and (Chatterjee, 2011). Furthermore, the use of new technologies and objects contributes to active and experiential learning experiences (Kolb, 1984) and will help learners to understand issues involved in digital and physical reproduction of an object. ...
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As cultural sector practice becomes increasingly dependent on digital technologies for the production, display, and dissemination of art and material heritage, it is important that those working in the sector understand the basic scientific principles underpinning these technologies and the social, political and economic implications of exploiting them. The understanding of issues in cultural heritage preservation and digital heritage begins in the education of the future stakeholders and the innovative integration of technologies into the curriculum. This paper gives an example of digital technology skills embedded into a module in the interdisciplinary UCL Bachelor of Arts and Sciences, named “Technologies in Arts and Cultural Heritage”, at University College London.
... Different experimental learning theories were applied to build a system to develop the students' activity, such as for instance the Kolb theory (KOLB 1984). By applying such theories to museum objects (MARIE 2010), the potentialities of learning from university museums and collections in higher education is pointed out (DHUS 2009). Moreover, tourism is also changing with increasingly short-term stays and interest concentrated on cities and cultural locations. ...
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Over the years museums used new technologies to catalogue their collections both for internal management and to make them available to citizens, scholars and tourists. New technologies meet their needs by disseminating knowledge about cultural heritage. The “Polo Museale” of Sapienza University of Rome, encompassing 20 museums, aims to promote cultural heritage and knowledge dissemination as well as develop a museums network for sharing information and experiences. In this paper, we discuss new frontiers of communication and new perspectives on museum visits. In particular, we present a Polo Museale project aimed at connecting its 20 museums for increased openness to society and integrated public service.
... There are many theories on learning that have been applied to build a system for the development of activities for students and, more in general, in the context of lifelong learning, such as the theory of Kolb [10], the use of which can be applied to museum objects [11]. ...
... Le risorse digitali possono fornire agli educatori strumenti utili per stimolare l'ambiente di apprendimento. [Burden e Atkinson, 2009] e diverse sono le teorie di apprendimento che sono state applicate per la costruzione di un sistema idoneo allo sviluppo di attività per didattica scolastica o più in generale per la formazione permanente come ad esempio la teoria di Kolb [Kolb, 1984], utilizzata in ambito museale [Marie, 2010]. ...
... A partire anche da questi studi, David Kolb elabora la teoria dell'Experential Learning, conferendo all'esperienza concreta e all'osservazione riflessiva il ruolo centrale nel processo di apprendimento, nonché l'attenzione ai diversi stili di apprendimento 5 . Tale teoria sembra bene adattarsi a ciò che avviene in un museo dove i visitatori attivano diverse modalità all'interno degli spazi espositivi 6 . Diventa importante, nel contesto museale, non solo la conoscenza acquisita durante la visita ma anche il modo in cui il visitatore si accosta a tale esperienza e lo stile con cui si approccia. ...
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... Object-based learning in higher education has been a source of much recent research (e.g. CHATERJEE 2010; MARIE 2010). It is well documented that the main purpose for the development of many university museums and collections was to support discipline-specific academic instruction (SIMPSON 2012). ...
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Objects have underpinned pedagogic strategies in the arts and sciences. While recent online units of study enable isolated students to experience higher education, they are usually unable to examine collections. A 3D laser scanning project at Macquarie University creating a ‘virtual museum’ will enable distance students to experiment with curatorial approaches by working with virtual objects in virtual spaces. There are also opportunities for cross-disciplinary experimentation through the juxtaposition of objects from different museum collections. This will help students develop a new form of museum literacy appropriate to the hyper-connected learning laboratories of the future in higher education.
... There are many theories on learning that have been applied to build a system for the development of activities for students and, more in general, in the context of lifelong learning, such as the theory of Kolb [10], the use of which can be applied to museum objects [11]. ...
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In recent years many projects have applied technology, as Linked Data, and new modality of digital museum resources access as a personalized way to meet the knowledge and interests needs of different users. Furthermore, current studies engage users in a new way of taking part in cultural heritage. This paper presents a framework to search, download and re-use digital resource of cultural heritage by teachers for developing their multimedia lessons. Open access data modality, tools for sharing museum resource and to make multimedia lesson are developed. In this way the museum object becomes a tool for teaching and educational environments will be created to improve engagement and student learning. Designing a learning repository that manages and shares various information of different museum catalogues and an annotation tool to museum objects are ongoing to allow teachers and students to increase cultural heritage contents and to improve relationship between museum staff and education context. http://ieeexplore.ieee.org/xpl/articleDetails.jsp?tp=&arnumber=6744792&queryText%3Dreusing+cultural+heritage
... There are many theories on learning that can be applied to build a system for the development of activities for students and, more in general, in the context of lifelong learning, such as the theory of Kolb [Kolb, 1984], the use of which can be applied to museum objects (Marie, 2010). New paths and laboratories have been built by curators within museums and a teaching space has been devoted on museum WEB site. ...
Conference Paper
Full-text available
Multimedia Technologies, communication and WEB allow the opportunity to develop tools to apply new teaching methodologies and learning way in the School. On the other side Museum resources are available online to support teaching activities. The research team (Digilab of Sapienza University and "Via Val Maggia" School) has launched a project to develop a new way to teaching based on objects specially museum digital resources, therefore new learning environments have been created. A particularly Information System and a tool to build e-book have been designed to teachers to improve student learning by use digital museum objects information. The Polo Museale Sapienza has given a important contribution with its digital cultural heritage. Linked and Open Data technologies have been applied to share cultural heritage with education materials. We will discuss the results of the project and we will show examples of the creative means that teachers have built to use museum objects in the classroom through tools developed by Project. The project results could be important to develop a distance learning system to help student at home or to long life learning.
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Perception is one of the most fundamental aspects of human communication. This activity utilizes art to help students experience and understand the psychological and communicative aspects of perception. Students are required to observe and discuss their observations about selected pieces of artwork. After completing the activity, students enhance their abilities to form connections between their experiences and course concepts about perception. Courses: Interpersonal Communication, Small Group Communication, Public Speaking, Introduction to Communication, Nonverbal Communication, Listening, and Visual Communication. Objectives: The activity aims to provide students with first-hand experience and appreciation for how perception influences the way humans receive and interpret all types of messages.
Chapter
A new master’s degree commenced in 2017 at the University of Bamberg. The purpose of the M.Sc. Digital Technologies in Heritage Conservation is to impart theoretical and practical knowledge and develop competence in critical assessment and object-oriented solutions. The aims, curriculum and methods of teaching will be discussed in this paper.
Thesis
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For many, a museum visit may consist of gazing at objects locked away in glass a cabinet accompanied by signs forbidding touch, and complex and often confusing text panels. But what message does this present to the visiting public? How can the public connect with museums and their collections if objects are beyond their reach? Why is handling reserved for the museum elite and not the general public? The value of touch and object handling in museums is a growing area of research, but also one that is not yet fully understood. Despite our range of senses with which we experience the world around us, museums traditionally rely on the visual as the principle means of communicating information about the past. However museums are increasingly required to prove their worth and value in society by becoming more accessible, not just in terms of audience but by opening up their stored collections, and government agenda is pushing for culture to feature in the everyday lives of the public. This research pulls apart the hierarchical nature of touch in the museum, demonstrating the benefits of a “hands-on” approach to engaging with the past, investigating the problems and limitations associated with tactile experiences, and puts forward a toolkit for tactile access to collections. It suggests that handling museum collections, not only enhances our understanding of the past, but provides memorable and valuable experiences that will remain with an individual for life.
Conference Paper
In recent years many projects have applied multimedia technology to support dissemination and new modality of digital museum resources access to meet the knowledge and interests of different users needs. Linked open data technology suggest to rethink access to digital cultural heritage resources and their dissemination in different contexts. This paper presents the results of project to develop learning Repository and annotation tool to increase the content of cultural heritage according to needs of teachers. The Educational Platform was developed to disseminate multimedia cultural content inside of classroom through Open access data modality to sharing museum resources and to making multimedia lessons. The tools developed provide museum information to share with teachers who can reuse and re-contextualize them in their multimedia lessons and create educational environments to improve engagement and student learning. This approach may be very interesting to adopt new strategy of promoting cultural heritage in other contexts such as lifelong learning and tourism. In this way the museum object becomes a tool for teaching, new learning environments will be created and relationship between museum staff and education context will be improved.
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