From a Roman coin to a modern microchip - every object tells a story. The appearance of an object tells us something about the context in which it was used. But did you know that objects themselves are also great catalysts for practicing skills and starting (complex) conversations? There are many ways to use objects to create a learning experience that will stick for a long time. This makes the Object Based Teaching & Learning methodology suitable for any discipline. The following tips explore the possibilities and help you implement OBTL in your teaching.
Tip 1: go beyond simply telling something about the object
One of the most valuable aspects of teaching with objects is the physical interaction between the student and the object. The literature shows that this interaction brings theory to life, making students more engaged in the course and improving information retention (Jamieson 2017). Do not limit this interaction to simply looking at an object but allow students to involve their other senses as well. Through a multisensory exploration of the object, they will learn to make connections and draw conclusions.
Do you want to apply this technique in your teaching? Instruct students to look at the object objectively (without interpretations). Do this by first having students zoom in on a detail that catches their eye. This could be a detail about the content, smell or another material aspect. Then, ask the students to explain what this particular detail tells them about the context in which the object was used. In doing this, students practice both close observation and making connections. Other opportunities for using objects include, for example, training communication skills by using an object as the starting point of a conversation. Both cases go beyond simply talking about the contents of an object. The University Library can support you in choosing the OBTL method that best fits your learning goals.
Tip 2: put the students to work
To get the most out of teaching with objects, it is important that students explore before providing more background information about the object. By allowing students to observe, reason, and investigate for themselves, they actively engage with the object. You can ask them some questions to start with or let them go through certain steps. This object-based inquiry increases student motivation. Moreover, by having students ask their own questions and find the answers to these questions, their understanding of the subject is significantly increased (Alvarado 2003). This understanding translates to other subjects and disciplines, where students make connections more quickly and easily. The main role of the instructor during this type of lesson is to ask questions. The teacher is not responsible for giving the right answer but guides students to arrive at the answer themselves. So, as a teacher, step back and put the student to work.
Tip 3: find available heritage objects in the UB's special collections
From old test animal cages to minerals and from fossils to 1970s microscopes: the University Library’s special collections offer a range of objects that can be used in teaching. The academic heritage collection, for example, can be used in courses on science philosophy and ethics. A bonus: the curators of the collections can tell you all about the objects and are trained in the OBTL method.
Tip 4: 3D print your own object
Prefer an object outside the collections? Then consider 3D printing. In the VU Education Lab (NU 1A-25), there are a number of 3D printers that can be used to make prints for education. Professional support is also available here. For example, you can have a replica of an archaeological artifact such as a Roman amphora made, or use a simulated molecule model for chemistry instruction. 3D printing can also come in handy in law school, for example, by creating a scale model of a crime scene for students to practice forensic analysis. If interested, you can book an intake right away.
More information or support?
- Want to learn more about OBTL as a theory or view examples? Then check out our information page and our guide with the theory behind OBTL.
- Do you need help integrating OBTL into your teaching or do you want to brainstorm about it? Then fill out this form.
- Additionally, VU is involved in the Teaching with Objects project, the results of which will be presented in November 2025.