Full Description
The use of museum collections as a path to learning for university students is fast becoming a new pedagogy for higher education. Despite a strong tradition of using lectures as a way of delivering the curriculum, the positive benefits of 'active' and 'experiential learning' are being recognised in universities at both a strategic level and in daily teaching practice. As museum artefacts, specimens and art works are used to evoke, provoke, and challenge students' engagement with their subject, so transformational learning can take place. This unique book presents the first comprehensive exploration of 'object-based learning' as a pedagogy for higher education in a broad context. An international group of authors offer a spectrum of approaches at work in higher education today. They explore contemporary principles and practice of object-based learning in higher education, demonstrating the value of using collections in this context and considering the relationship between academic discipline and object-based learning as a teaching strategy.
Contents
Introduction An Introduction to Object-Based Learning and Multisensory Engagement, Helen J.Chatterjee, LeonieHannan, LindaThomson; Part I The Pedagogical Value of Object-Based Learning; Chapter 1 Engaging Learners through Engaging Designs that Enrich and Energise Learning and Teaching, KirstenHardie; Chapter 2 The Power of Concrete Experience, JudyWillcocks; Chapter 3 Talking about Things, PamMeecham; Chapter 4 Engaging the Past, AnneTiballi; Part II Object-Based Learning Environments and Contexts; Chapter 5 The Value of Object-Based Learning within and between Higher Education Disciplines, ArabellaSharp, LindaThomson, Helen J.Chatterjee, LeonieHannan; Chapter 6 Three Cases of Using Object-Based Learning with University Students, Cheung-OnTam; Chapter 7 Rummaging as a Strategy for Creative Thinking and Imaginative Engagement in Higher Education, AlexandraWoodall; Part III Object-Based Learning, Museum Education and Creative Practice; Chapter 8 Co-developing a Scaffolding Structure for Doctoral Collections-Based Research at the University of Reading, KateArnold-Forster, RebeccaReynolds, RhianeddSmith; Chapter 9 From Cultural to Socio-economic Capital, AntonellaPoce, AnnalisaIovine; Chapter 10 Student Development through Arts and Cultural Partnerships, StanAltman; Chapter 11 Immersive and Somatic Learning, EmilyMorrison;
