The session was inspiring and gave a great context to how you can approach object-based learning. Interest and curiosity as motivational factors for learning support the purpose of exploring objects as part of the learning process (Chatterjee, Hannan and Thomson, 2015). Objects can foster curiosity, which is an important motivation for lifelong learning (CAF, 2020).
I still remember the words of a lecturer from when I was an undergraduate design student. We went to see a glass-blowing studio and factory as part of an optional extra-curricular activity and only half of the class showed up as it was not directly related to the course work. The lecturer said, “Mark my words, those of you attending will have the best careers.” He elaborated on his statement with the same argument. If you are curious, you will be more likely to constantly learn and develop.
The key learning from the lecture that made me think differently about object-based learning was to start with the purpose in the planning. The best approach would be to decide on which topics we are going to explore as part of a unit and then reflect on how the objects can aid this discovery. The example shared by Judy Willcock of botanical prints from the Enlightenment period was a good example of how to explore sustainability as a subject.
I chose the vintage gauge caliper object with the learning outcomes in mind:
- To develop visual literacy skills
- To explore concepts of the value of design and what we can learn from vintage items about product development today.
The group would be exploring this object through four steps:
- Description
- Personal taste
- Context
- Interpretation
These four steps were adopted from Hardies (2015, p. 6) ‘Case study two’ and her recommendations of presenting learners with an unfamiliar object to engage with object analysis in an experiential and active group learning setting. I made a collaborative Miro board with the four stages to support the discussion (Fig. 1).
Fig 1: Miro board – Four steps of exploration
Step 1 – Description
Step 2 – Personal taste
Step 3 – Context
Step 4 – Interpretation
Exploring the Object – my notes for the session
- Explore and discuss the object by following the question outline on miro: https://miro.com/app/board/uXjVOOA6f-8=/?invite_link_id=337336863402
- Chose one from your group to capture key points in your conversations and add it to a post-it
Context
This item was bought as a gift for me and I hope you will find it an interesting object to explore. I like you to go through 4 steps of exploration of the object together with me.
First task: Describe the item
See follow up questions
Second task: What do you think about the object?
- Personal preference, taste, what do you feel about the object.
- Is there something you like about the object? Or is it not interesting? Useless?
- Previous experience linked to the object?
- Interpretation of the object
Third task: How might this object be made today?
- Would it still look the same?
- How might it be different and why?
Fourth task: Gather any final thoughts and overall themes from the discussion
- Can you draw some conclusions on what we might learn from this?
- What does this tell us about how product development and production have changed over the years? How might this translate to the fashion industry?
Final remarks
It has no functional purpose for me. My husband found it at a flea market and thought I might like it…..which I do!
The item also has a symbolic value for me about important learnings as a new accessories and jewellery designer. A caliper, not this type though is a necessary tool to use in any design development process and technical specification of jewellery or metal trimmings.
The learned skill of understanding the product and the difference of one millimeter to the final item comes through experience and trial-and-error in product development. I recommend students to know their products in-depth when they go out into the industry.
My guess was that it was used for measuring leather thickness – but this is the information I found from my research:
- Vintage from the 1960s
- Vernier Dial Gauge Caliper Micrometer -Vintage
- Engineering Tools – Antique Precision Measuring Instruments
- A precision gauge, based on the dial indicator, is used for measuring cylinder bores for ovality and wear.
Another object idea – the subject-related one
I did consider another option that I could embed in a unit. I am leading the Design and Innovation Strategy Unit for MA FDM starting in February 2022. It is the first time that I am involved in this unit, so I was curious to reflect on how object-based learning could be embedded into the learning of the innovation process. I had the idea that the outdated mobile phone (which most of us keep in a drawer) could be a potential object to discuss in an introductory session.
The purpose would be to discuss the following themes:
- Innovation and the pace of technological change
- The concerns of these developments: tracking and privacy breaches
- The value of tracking data
- Mental health issues of hyper-connectivity
- Sustainability: why do we keep them and what can be done to reclaim the resources
- Outdated technology as a scarce and valuable resource
- Circular mindset and repurposing these items or rentals
- Customer user journeys
- What does the future look like? Implantable phones or opposites back-to-basics and a disconnect from being always online?
If the microteaching session goes well, this could be an option to embed object-based learning into a seminar activity for MA FDM.
References
CAF (2020) Creative Attributes Framework. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0012/204330/Creative-Attributes-Framework-OVERVIEW-2020-FINAL.pdf
Chatterjee, H., Hannan, L., and Thomson, L. (2015) ‘An introduction to object-based learning and multisensory engagement’ in Chatterjee, H. J. and Hannan, L. (eds.) Engaging the senses: object-based learning in higher education. Farnham, Surrey: Ashgate Publishing, pp.1-19
Etsy (2022) Vernier Dial Gauge Caliper Micrometer E 45463. Available at: https://www.etsy.com/uk/listing/1010481189/vernier-dial-gauge-caliper-micrometer-e?gpla=1&gao=1&&utm_source=google&utm_medium=cpc&utm_campaig
Hardie K. (2015) Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/kirsten_hardie_final_1568037367.pdf