Object-based learning and research-based education: Case studies from the UCL curricula

Abstract

157 Chapter 11 Object-based learning and research-based education: Case studies from the UCL curricula Thomas Kador, Leonie Hannan, Julianne Nyhan, Melissa Terras, Helen J. Chatterjee and Mark Carnall The general broadening in recent years of what counts as legitimate learning has included an interest in objects, including those from curated collections such as artefacts, natural history specimens and archival items, which may have complex cultural or scientific meaning in their own right. A more sophisticated interaction with objects has been a particular focus for some time and meshes well with newer initiatives and strategies. Indeed, it was a forerunner of bringing research-based education into university curricula. These case studies describe how students could be part of genuine research projects while drawing on traditionally neglected aspects of learning such as touch and direct experience. It is no artificial exercise: Kador and his colleagues record that students have at times corrected mistakes in cataloguing, as well as reconsidering the ethics of objects often taken without permission as colonial curiosities. Francis Galton and his colleague Flinders Petrie must be reckoned with again, given the provenance of many of the objects available to UCL students on site. They are also concerned with the opposite direction: creating virtual versions of objects gives students the chance not just to learn, but to ‘produce’, by creating exhibition

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