Engaging the Senses: Object-Based Learning in Higher Education

Helen J. Chatterjee is a Senior Lecturer in Biology in the School of Life and Medical Sciences and Head of Research and Teaching in UCL Public and Cultural Engagement at University College London, UK. Leonie Hannan is a Research Fellow at the Institute for Collaborative Research in the Humanities at Queen’s University, Belfast. For four years, between 2011 and 2015, she was a Teaching Fellow in Object-Based Learning at University College London, UK.

• 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;

’Although university museums historically have been and still are a major component of the museum field, there has been scarce literature on how university students can benefit from interaction with museum objects. This volume goes a long way towards rectifying this gap. The individual chapters cover a wide range of university-museum collaborations, with the individual descriptions embedded in an understanding of modern educational theory.’ George E. Hein, Lesley University, USA ’How can objects in museums and elsewhere be of value in higher education? This book is an invaluable, much needed extension of our understandings of object-centred learning into the tertiary level. Its thoughtful case studies demonstrate the role of objects - of myriad kinds - and multisensory, experiential engagements with them, in inspiring and enabling university students.’ Sandra Dudley, University of Leicester, UK