to characterizea pedagogy that prioritizes facilitated interaction
with material culture to enhance critical thinking
and the acquisition of key skills.”1
Object-Based Teaching and Learning (OBT&L) is a student-centered learning approach that uses objects to create a deeper learning experience. These objects can include works of art, artifacts and archival materials. In addition, digital representations of unique objects can aid in OBT&L. Typically, students work closely with these physical objects. This allows for the development of a variety of skills, such as observational skills, inquiry-based learning, collaboration (etc.). These skills can be applied inside and outside the lecture hall.
OBT&L is thus a form of active learning (experimental learning), using objects to encourage close observation and deep critical thinking. Central to this are wonder (inspiration), awe, curiosity, discussion, engagement (social learning) and lateral thinking. Unique or rare objects serve as evidence of creativity and evoke a connection between the past and the present. It is a powerful idea for students to realize that in examining the object, they are in the same proximity as the person who created it. This connection can thus generate curiosity in students, thus using "discovery" as a learning tool. The most common locations in which OBT&L is applied are galleries, libraries, archives and museums, but it is also very applicable in (university) education.
The added value for education
Applying OBT&L has several advantages. OBT&L can:
Provide appreciation among students for cultural differences;
Make connections between academic theory and material culture;
Create respect for different points of view;
Improve observational skills;
Cultivate focused attention by watching slowly;
Promote teamwork and communication skills;
Foster collaboration and dialogue among students;
Encourage creative problem solving;
Increase students' self-awareness as learners.
OBT&L has the potential to create a powerful learning experience that students will remember long after the semester is over. This is because multi-sensory engagement is created within OBT&L. In addition, by interacting intensively and actively with the object step by step, information about the object and the (historical) context in which it exists sticks better.
The role of the university library
OBT&L can mainly play a role in using and unlocking (digital) heritage materials. New technologies to reshape these materials play a role in this. Many museums and universities/colleges are moving toward open access to digital images of their collection materials. This may encourage collaboration among educational institutions to share and reuse these open learning materials. The use of campus collections is enhanced in education and scholarship. Teachers do not have to look outside the door, but can use what is available within the university. And by offering heritage openly, as described above, objects can also be exchanged between different (educational) institutions.
Added value for the VU Amsterdam
Education = activating, , inclusive, multidisciplinary, socially responsible;
The student = principal responsible2
OBT&L not only adds value to individual faculty members and the university library, but also aligns with the broader educational vision that VU has articulated. This educational vision consists of three core values: personal, open and responsible. How does OBT&L fit within these three core values?
1. Personal
Students at VU are given the opportunity to reach their full potential. VU's goal is for all students to be seen, heard and recognized. Consequently, VU cherishes the idea that there is talent in all students. This talent must be brought to the surface through education. Critical thinking plays an important role in this. Students are motivated to think independently and remain constantly critical. A positive learning culture, in which (academic) dialogue and interaction are central, ensures that each student can successfully complete his/her studies for himself/herself.
In addition, OBT&L encourages critical thinking in students. Students are encouraged to think critically about, for example, developing a good research question for a particular object or solving a particular "problem. In doing so, students often engage in dialogue with each other (and with the instructor) about the object. Thus, OBT&L encourages interaction.
OBT&L also encourages dialogue. Students use objects to discuss social issues and differences with each other. In this social learning, each student can make his or her voice heard and highlight a new angle. In addition, OBT&L encourages critical thinking, for example, by developing a good research question for an object or looking at an object without assumptions.
2. Open
In addition, the VU is an inspiring meeting place. In this we strive with mutual respect to connect different disciplines, cultures, religions, social views and questions that come from society. It is important to design education in such a way that students learn to view issues from different perspectives. In doing so, students become aware that many complex issues cannot be solved one-dimensionally.
Because of the social learning encouraged at OBT&L, different students, insights, social views and questions are brought together in the conversation about the object. Conversely, objects can serve as catalysts for initiating dialogue about diversity. An example is the use of objects from collections with a colonial past. By studying such objects closely and having students explore the object with each other, they will find out together what role the objects played in their, in this case colonial, context. Conversations about the value of these objects and what value they still have in society today will thus be initiated.
2. Responsible
Finally, at VU we value that students take responsibility and do not come to university just to "consume the product of education" (Educational Vision VU, 2022). In this way, students develop into engaged, critical and reflexive academic professionals who can navigate a complex, globalizing, diverse and constantly changing world. VU strives to offer education with interactive forms of work, where dilemma-driven education and self-directed education may be options that can be implemented.
Within this endeavor, Active Blended Learning is already a big part of the educational agenda. OBT&L aligns flawlessly with this. It is an activating form of work in which students do not merely passively consume education and information, but in which they themselves gather information and acquire skills together. As mentioned earlier, this active attitude fostered by OBT&L ensures that meaningful knowledge and experiences are acquired that stay with students for a long time.
The role of technology
Technologies play a role within OBT&L, broadening the definition of what an object is and how it can be used. For example, 3D printing and scanning allow students to pass clay tablets and sculptures through their hands that they would not normally be allowed to touch. The (digital) 3D designs of these objects allow students to see all sides of an object that are not always visible in the gallery. In the case of 3D printed objects, it is thereby possible to touch the objects. This, in turn, provides opportunities for people with visual impairments. Replicas can also spark a conversation about the value of heritage and its replication.
In practice: how does it work?
Kolb's experiental learning cycle
OBT&L is based on the Kolb’s Experiential Learning Cycle (Chatterjee & Hannan, 2015). This theory states that a student must participate in, reflect on and analyze an experience to gain real knowledge. Using these steps, the student learns to actively apply new knowledge to the world around him/her. Additionally, central to OBT&L is the idea that working with objects mediates and enhances learning because this interaction has a long-lasting effect and a relationship to memory (Romanek & Lynch, 2008; 284).
Examples of learning goals
There are several ways to deploy OBT&L. This provides great flexibility in aligning with pedagogical goals. Learning objectives may include:
Problem solving: students are asked to solve problems set based on the object.
Asking questions:
1. Using objects to encourage students to develop their own research questions.
2. Students can also learn to develop strategies to answer those questions.
3. Students use an object to compare with other objects.
Peer-to-peer interaction: using objects as focal points and catalysts for conversation. This type of OBT&L lesson should include objects while allowing students to collaborate, share their learning experiences with peers, and build their knowledge by learning from others.
Abstract thinking: in this scenario, the object lacks connections to real-world applications, but becomes a focus for engagement in learning, especially in a social setting.
Creative expression: using objects to inspire other creative endeavors, from developing new artistic work in visual art, music, writing or dance to thinking about innovation and creativity in other endeavors.
Practical examples
With the start of the orientation phase focused on OBT&L, the Vrije Universiteit Amsterdam is following in the footsteps of the many other (educational) institutions that are, or have been, concerned with this didactic method. Examples of projects within these institutions show the variety of applications of OBT&L. Currently, the best known and most described application is within (art) history. However, several examples show that OBT&L is suitable for more academic disciplines and courses. Within the Erasmus+ program, the Stichting Academisch Erfgoed, in cooperation with several European universities, has started an exploration of existing applications that will result in an evaluation and guidelines for an online toolbox. Information about this 3-year project can be found here. Without intending to replicate such a large-scale evaluation, below are some examples of OBT&L for illustration and inspiration.
Examples VU Amsterdam
Although OBT&L is not yet a teaching pillar within VU Amsterdam, some examples of applications can be mentioned, both with and without objects from the special collections. The examples listed below are intended to build on and serve as a starting point for expansion.
Heritage objects & 3D printer
Source: Monique Kooijmans, 2019
Teaching conservators with heritage objects Curators at the University Library devote some of their hours to teaching that revolves around the heritage materials available in their collections.
Kalverstraat 62 3D print construction of Kalverstraat 62 commissioned by teacher at the UvA. Through the construction, students are able to calculate proportions of the house and view the wood construction - normally hidden behind facade - in 3D.
Medical models & VR
Anatomy application Organon The VR application "Organon" lets students work with a virtual body that they can dissect in order to interact with (the parts of) the body in preparation for the dissecting room.
Medical models Medical models of body parts are used within medical faculty (and perhaps ACTA).
"Things That Talk is a place to explore the language of things in the full breadth of humanity. It is an enduring, living archive of stories about the interconnected world of things."
1. The Bird Mummy
2. Mesopotamian miniature bed
This project emphasizes the importance of objects in creating knowledge about lifeworlds and the (historical) connections between them.
“Barrow sees her 3D projects as examples of what’s ahead for the humanities, citing increasing pressure within the field to acquire and demonstrate digital skills. She predicts that digital tools will inject “vibrancy and excitement” into the humanities.”
This project emphasizes the importance of using and making (digitally) accessible historical (art) objects in humanities.
“[…] provide an object-based learning opportunity with the intention that the experience will assist in improving learning and retention, raising aspiration levels, tertiary education opportunities and career pathways, and promoting cross-cultural awareness.”
This project highlights the importance of OBT&L in creating an inspiring and activating learning environment for every student.
Objects in the medical world
Medical models
“The mental representation of the shape and organization of different anatomical structures is a crucial step in the learning process” (Radiol, 2016).
This research highlights the importance of medical models in anatomy education.
Review sources (in pharmacy)
“So far, end of semester student reflections and feedback on the OBL activity have been overwhelmingly positive from the perspective of skills mastery and helping students understand pharmacists’ way of thinking and ways of doing” (Cheung et al., 2021).
This research emphasizes the importance of considering text sources as objects and studying text sources in that way.
Literature
Used literature
Cheung, J. M., Thoeming, A., & Randal, N. J. (2021, July 22). The University of Sydney. Opgehaald van Pharmacists’ Ways of Thinking and Ways of Doing through Object Based Learning: https://educational-innovation.sydney.edu.au/teaching@sydney/pharmacists-ways-of-thinking-and-ways-of-doing-through-object-based-learning/
Kador, T., Chatterjee, H., & Hannan, L. (2017). The Materials of Life: Making meaning through object-based learning in twenty-first centry higher education. In Developing the Higher Education Curriculum: Research-Based Education in practice (pp. 60-74). UCL Press. doi:https://doi.org/10.2307/j.ctt1xhr542.101
Pujol, S., Baldwin, M., Nassiri, J., Kikinis, R., & Shaffer, K. (2016). Using 3D Modeling Techniques to Enhance Teaching of Difficult Anatomical Concepts. Academic Radiology, 23(4), pp. 507-516. doi:https://doi.org/10.1016/j.acra.2015.12.012
Romanek, D., & Lynch, B. (2008). Touch and the Value of Object Handling: Final Conclusions for New Sensory Museology. In Touch in Museums: Policy and Practice in Object Handling.
SAE Stichting Academisch Erfgoed. (2023). Teaching with Objects. Opgehaald van SAE Stichting Academisch Erfgoed: https://www.academischerfgoed.nl/projecten/erasmus-plus-project-objectbased-teaching/
Silva, K. (2018, October 1). Art History in 3D (Video). Opgehaald van OMNIA: All things Penn arts & Sciences: https://omnia.sas.upenn.edu/story/art-history-3-d-video
Things That Talk. (2022). Over ons. Opgehaald van Things That Talk: Ontdek mensen door de ogen van spullen: https://thingsthattalk.net/nl/about
University of Miami. (2023). Object-Based Learning. Opgehaald van Information technology: Academic Technologies: https://academictechnologies.it.miami.edu/explore-technologies/technology-summaries/object-based-learning/index.html
Volk, S., & Van de Ven, A. (2022). The project. Opgehaald van Engaging Antiquity in the Goulburn Valley: https://engagegv.wordpress.com/the-project/
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