Object-based learning in higher education: The pedagogical power of museums

Abstract

Following a special conference focused on object-based learning in higher education at University College London (UCL), this paper provides the overview for a series of subsequent papers which explore the value of object-based learning, including the pedagogical framework for museum learning in the university classroom and practice led examples from a range of disciplines. Object-based learning in higher education draws on many of the learning strategies already known to inform students, including active learning and experiential learning; this collection of papers draws together examples of object-based learning pioneered at UCL and seeks to encourage enhanced use of university collections in new, pedagogically powerful, modes. Introduction Museum collections afford a valuable opportunity to provide a focal point for acquiring subject specific knowledge – imagine teaching about the difference between sedimentary and igneous rocks without ever looking at a geological specimen. Objects can also be used to inspire discussion, group work and lateral thinking – all essential key, transferable, skills in higher education. University collections comprise a wealth of information, documenting the historic rise of disciplines and representing cultural and natural diversity from across the globe. University collections were pioneers in object-based learning and most university collections were formed as teaching collections. Object-based learning was an integral part of the student experience in 19 and early 20 centuries; but many universities, including UCL faced a downturn in favor and use in the later 20 century. This paper introduces a series of papers exploring object-based learning in the 21 century within the higher education sector, offering examples of best practice from university teachers, plus papers drawing on learning theory to contextualize object-based learning within a pedagogical framework. In April 2009 University College London (UCL) hosted a special study day devoted to object-based learning (OBL) in higher education. Organized by UCL Museums & Collections (M&C) the day attracted 70 delegates from across UCL and the wider higher education and museum sectors. The purpose of the event was to showcase the varied OBL activities and resources developed at UCL in recent years, based around UCL’s outstanding museums and collections. One of the key aims was to promote UCL M&C as providers of top-class higher education learning opportunities and resources to academics in the region. Through case-studies and theory-based participative and traditional conference sessions, the desired outcome of the gathering was to encourage an increased use of university collections in teaching. Background: OBL and UCL Museums & Collections Museums, and the collections they house, are fascinating places – home to amazing artifacts, beautiful artworks and fascinating specimens. UCL is home to 3 public museums, the Petrie Museum of Egyptian Archaeology, the Grant Museum of Zoology and the Strang Print Room, and around 15 departmental collections covering archaeology, anthropology, science and medicine (UCL MUSEUMS AND COLLECTIONS 2006). Totaling a third of a million objects UCL’s collections comprise a wealth of information documenting the historic rise of various disciplines, such as chemistry, earth sciences, zoology and archaeology and representing cultural and natural diversity from across the globe. UCL’s collections are used in teaching, research and public engagement.