The mysterious ‘van Essen set’
In the course Het geheim van de kaarten at the UvA, students are presented with a physical set of maps from the map collection of the VU University Library. Little is known about the mysterious ‘van Essen set’ – as the map collection is named. During an introductory session, students get to closely study the historical maps. Before the session, curator Jeroen Bos of the Special Collections deliberately shares as little information as possible about the maps.
Bos: “This course is open to students from all disciplines. They are not trained cartographers. The aim of the course is for the students to immerse themselves in the world of historical cartography and take us along on their quest and share their findings.” The students’ initial observations provide a rough dating, origin and a few known facts, but many questions remain. What stands out? What triggers curiosity? And where can more information be found? These questions form the starting point for an investigation into the set of maps.
Inquiry-based learning
The case study is a typical example of inquiry-based learning. This learning method is based on the principles of exploration, analysis and discussion. Students are encouraged to explore resources, ask questions about them and exchange ideas. The physical presence of objects, in this case the maps, plays a key role in this. Lecturer Marissa Griffioen: “Physical objects spark curiosity, which is often an important starting point in research.” Moreover, objects evoke a strong emotional connection with the past. A student mentions a feeling of fascination: “It’s strange to realise that someone made these maps so long ago, in a specific period of time.” The sensory and emotional dimensions activated when studying the maps ensure that information is processed not only cognitively but also affectively, meaning that knowledge is retained more deeply and longlasting.
This teaching method is therefore a typical example of Object-Based Teaching and Learning (OBTL). Within OBTL, an object takes centre stage as a source of knowledge and a catalyst for learning. In the course Het geheim van de kaarten the selection of maps is used as the primary vehicle for knowledge, as the starting point of the learning process. By having students begin with in-depth observation, they were encouraged to look closely and then make connections and formulate a research strategy.
Historical research with an impact
Following the initial observations and the formulation of research questions, the research continues. During an excursion to Antwerp, where the mapmaker is thought to have come from, the students search for additional information in archives and libraries. Here they make some interesting discoveries. It turns out, for instance, that the mapmaker, Joannes Francisus van Essen, worked as a notary and that the set of maps was not his only cartographic output. In 1994, a manuscript atlas was auctioned at Christie’s containing no fewer than 221 hand-drawn maps by Van Essen.
The students present their findings publicly at the end of the course, prior to the annual Jansonius lecture. The presentations go beyond an academic exercise; they yield concrete new insights into the set of maps and contribute to the existing body of knowledge about it. This gives the students a sense of impact and motivates them to really get to grips with the research.
Discover Object-Based Teaching and Learning at the University Library
The case study demonstrates how powerful the use of (heritage) objects in education can be. The VU University Library supports lecturers in integrating objects into their teaching and in applying Object-Based Teaching and Learning as a pedagogical method. This includes selecting suitable objects, designing research assignments and supervising of students in object-based learning.
Curious about the possibilities? Visit the VU webpage on Object-Based Teaching and Learning to be inspired by others and discover how objects can enhance your teaching.
