![]() ![]() We are past the idea that the tutor is the expert who fills the learner up with knowledge. I guess it is a given that we all want our learners to be able to handle learning processes, to inquire and to explore in order to do their own finding out. On the other hand, just jump in – you and your learner(s) will still learn a lot and enjoy yourself doing so! If you are not a tutor reading this then you’ll still be having experiences with objects as part of daily life. To carry out this activity it will be helpful if you, the presumed tutor, are aware of three arguments beforehand – the aims of inquiry learning, the concept that learning through objects is helpful and full of possibilities and thirdly the idea that contextual knowledge be drip fed at the appropriate time. What do they like or recognise about it? In what ways does engaging with this object transform the learner? In what ways (if any) does acquiring knowledge about context expand or bound the experience and the learning? ( You can see the activity here – it is the next post). The purpose of inquiry learning is to enable the learners (of any age) to engage with an object or artefact on their own terms. ![]() So I thought I’d share it with the GDP community too. I was recently asked, within a MOOC from MoMA, to create an activity that helped learners undertake inquiry learning, especially around art or design artefacts. ( Leave a comment ) Asking About Design: The Innocence of Objects?. ![]()
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