1. using objects and images to promote active learning
Creative pedagogies:
using objects and images
to promote active learning
Maria Kukhareva, University of Bedfordshire
Anne Lawrence, University of Bedfordshire
Katherine Koulle, UCL Institute of Education

2. In this workshop, we will:
Interact with objects and photographs
Discuss theories underpinning this workshop
Consider these activities and theories in your practice
Connect with local history

3. I. Introductions: the image on your table
Individually,
Explore the photograph in front of you
Write down 20 questions that come to mind in relation to the image – you have 2 minutes!

4. I. Introductions: the image on your table
Individually,
Explore the photograph in front of you
Write down 20 questions that come to mind in relation to the image – you have 2 minutes!
In groups,
1. Discuss what questions you came up with – consider what your questions say about you: your background (personal and professional), your biases, your knowledge, your curiosity (10 mins) – see next slide

5. Reflection (in groups)
What questions did you ask?
Are your questions similar to/ different from others’ questions?
What answers would you get? (about the object’s functionality, history, symbolic meaning, application, its role in relation to the past AND present)
What topics / areas do your questions fit into? (i.e. culture, history, sports, social science, feminism, education, community engagement…)
What do they say about your personal and professional background?
What do they say about your potential biases and opinions?
Are there any questions from others, that you wish to have asked? Why?

6. I. Introductions: the image on your table
Individually,
Explore the photograph in front of you
Write down 20 questions that come to mind in relation to the image – you have 2 minutes!
In groups,
1. Discuss what questions you came up with – consider what your questions say about you: your background (personal and professional), your biases, your knowledge, your curiosity (10 mins) – see next slide
2. Discuss how additional artefacts change your perceptions (5 mins)
3. Present one interpretation of your artefacts to the rest of the class (1 minute)

7. II. Where these objects live
Bedford College of Physical Education Archive
Bedford Physical Training College
Documented: the role of female PE teachers in combating illness and promoting good health and wellbeing in children via physical education
Collection:
syllabuses and examination papers reflecting the changing curriculum;
reports to Government, illustrating contribution to the national health agenda;
students' photograph albums
oral history recordings from students and staff reflecting on how the College influenced their life and career 
artefacts, including uniforms
Image source

8. III. Theories, concepts and research
Object based learning (Hardie, 2015; Chatterjee and Hannan, 2015)
Active learning (Chatterjee and Hannan, 2015; Romanek and Lynch, 2008)
Experiential learning (Kolb, 1984)
Diverse learning styles (Kolb, 1984; Honey and Mumford, 1986)
Creative and critical enquiry  meaning-making, interpretation, self-expression (Hardie, 2015; Bleed, 2015)
Critical and lateral thinking (Hardie, 2015; Chatterjee and Hannan, 2015)
Multisensory learning/ engagement – for deeper learning and for inclusive teaching (Chatterjee and Hannan, 2015)
Deep(er) learning (Bellanca, 2015; Chatterjee and Hannan, 2015)
Visual literacy and 21st century skills (Little, Felten and Berry, 2015)

9. IV. Is OBL also active learning?
“Active learning “requires students to do meaningful learning activities and think about what they are doing” (Bonwell n.d., p. 7)
and
ensures that “the core elements of active learning are student activity and engagement in the learning process.” (Prince 2004, p. 1).
Student ownership
Surprise
curiosity and sustained interest
Reframe
Interrogate, detective
Critical, abstract, thinking
broader / deeper inquiry
Sense of touch – leads to a more memorable experience
Learning through interaction
Knowledge and understanding through interaction
Complex ideas and concepts
Another way of looking and seeing
Higher tiers of learning / higher order thinking (analysis, synthesis, evaluation)

10. IV. How can you use this activity in your practice?
Individually, consider (5 mins):
What type of activity would it be (workshop / icebreaker, transition from another activity; homework..?)
What would you aim to achieve at the end of the session (learning outcomes)?
What image / object would you use?
Would the image/object directly relate to your subject/ topic?
In pairs (5 mins):
Share your ideas with each other
What positives are you hoping to achieve?
What challenges may arise? And how will you overcome them?
What is the first step you are going to take?

11. IV. How can you use this activity in your practice?
Case Study: Exploring Criticality in Academic Writing through Object-Based Learning
Katherine Koulle (Academic Writing Centre) & Nazlin Bhimani (Library Special Collections), UCL Institute of Education
Session: Academic writing session developed to support MA Music Education students - specific focus on critical analysis and evaluation in literature reviews.
Objects: Photographs and text facsimiles relating to the history of music education from the Bernarr Rainbow Special Collection (Newsam Library, UCL Institute of Education)
Tasks: Exploration of archive photographs and texts; Reflection and discussion on the process of identifying connections between and origin of archive artefacts; Discussion of link between processes in OBL task and criticality in academic reading and writing; Application of questioning processes to academic texts & students’ own writing.

12. Exploring criticality in academic writing through OBL: Session tasks

13. Exploring criticality in academic writing through OBL: Student feedback

14. Questions? Maria.kukhareva@beds.ac.uk Anne.lawrence@beds.ac.uk
Image source

15. Useful references and links
Chatterjee, H. and Hannan, L. (Eds) (2015) Engaging the senses [electronic resource]: object-based learning in higher education. Farnham, Surrey, England
Hardie, K. (2015) Innovative pedagogies series. Wow: the power of objects in object-based learning and teaching, Higher Education academy [electronic resource]
Little, D., Felten, P. and Berry, C. (Eds) (2015) Visual literacy Looking and learning [electronic resource]: visual literacy across the disciplines. San Francisco: Jossey-Bass
Romanek, D. and Lynch, B. (2008). Touch and the Value of Object Handling: Final Conclusions for a New Sensory Museology. In Touch in Museums: Policy and Practice in Object Handling, edited by H. J. Chatterjee. Oxford and New York: Berg.
Smith, D. P. (2016). Active learning in the lecture theatre using 3D printed objects. F1000Research, 5, 61. [electronic resource]
Presentation background image source