Cold.. That is how I felt coming into my first class of the PgCert, I use this description literally and metaphorically. Let me explain.
The weather has become very difficult to manage, with the drop in the temperature and rising winds, making everyday life a little bit more challenging. I love the sun and warmth. So, I wasn’t in the most enthusiastic mood when I stepped into the classroom for the first time. However as the day unfolded, I got to know some of my peers, and I engaged with class content. Conversations with my peers sparked discussions on teaching, social activism, teachers rights, student rights, historical events, reflective methodologies and ultimately the purpose of the PgCert itself. How could this course help us tutors? and could it benefit students?
One of the highlights of the day was discussing our reading list. Over the winter break, we were given a variety of pedagogical texts, with the task of familiarising ourselves with two or more and share our thoughts in a group discussion. One paper that stood out and managed to discuss with my peers was The potential of online-based learning activities to support the teaching of intersectional environmentalism in art and design higher education (Willcocks, J & Mahon K, 2023). A mouthful of a title, but fundamentally it discusses whether online learning is good tool for teaching complex subjects within art and design. This was a fascinating read not only was it insightful, informative and valuable in regards to approaching online learning but I also compared it to my very early teaching experience when Covid19 had affected the world. Academics were thrown into a world of online teaching, navigating the challenges of teaching through a screen. It was a very strange time.
In our groups we discussed and reflected and a few key insights emerged:
. Object-Based Learning (OBL) can exist in an online environment. It does not always have to be physical or tangible to be effective.
. Complex subjects can be successfully taught online – provided that the class includes a diverse range of accessible, engaging, and well-structured digital resources.
. Our own biases toward online learning needed to shift. Many of us had initially resisted the idea, but reflecting on our experiences made us realise that when designed properly, online education can work.
OBL is about engaging multiple senses and facilitating non-verbal or embodied knowledge (Willcocks, J & Mahon K, 2023, p. 190). If an online class can effectively incorporate visual and auditory resources, then this type of learning can be realised in a digital space just as it would in a physical one. Ultimately, my classmates and I agreed that OBL, whether online or in person, is a valuable framework for generating ideas and tackling complex subjects. Funnily enough we discussed more the concept of online learning rather than OBL existing in a digital space.
What started as a cold, uncertain beginning gradually transformed into a warm and engaging experience. One that challenged my assumptions and broadened my perspective on online education.
References
Willcocks, J & Mahon K. (2023) The potential of online-based learning activities to support the teaching of intersectional environmentalism in art and design higher education, Art, Design & communication in higher education, 22 (2), pp. 187-207. Available at: https://doi.org/10.1386/adch_00074_1 (accessed 18th March 2025)