This talk will provide a brief overview of constructivism and experiential theories of learning. The
work of Chatterjee, Hannan and Thomson in their book "Engaging the Senses: Object-Based
Learning in Higher Education," will be viewed through the lens of library services for the STEM
and STEAM areas. Information regarding current library services as they concern supporting
materials and programs such as makerspaces, fablabs, and tinker-spaces will be explored. This
talk will attempt to draw connections between the known pedagogical literature and "real world
objects" in libraries.UT Librarie

Simpson, Jessica

Texas ScholarWorks

Experiential Learning in the LibraryJessica Simpson, Texas Tech UniversityLibrary Learning ExperiencesLibrary Learning ExperiencesExperiential Learning in the Library} Overview of Experiential Learning} Pedagogical background} Sensory based} “Engaging the Senses”} Object-based Learning} Enriching Education and Adding Value} Learning Environments} Real World Objects} Getting InvolvedSourcesEngaging the Senses Real World ObjectsOverview of Experiential Learning• Pedagogical background• Sensory basedOverview of Experiential LearningDiadactic, Expository Stimulus-ResponseExperiential & Discovery Learning Constructivism} Hein (1998) –} Passive and incremental  learning vs. } active and reconstructiveOverview of Experiential LearningConcrete Experience (doing/having an experience)Reflective Observation (reviewing/reflecting on experience)Abstract Conceptualization (concluding/learning from experience)Active Experimentation (planning/trying out what you’ve learned)David Kolb’s Experiential-Learning CycleOverview of Experiential LearningVygotsky (1978) –Higher cognitive functions arise through practical activity in a social environmentLearning is socialOverview of Experiential Learning} Multisensory – objects are used to engage various senses and create interactive and experiential learning} Philosophical and developmental psychology - Dewey & Piaget} Kolb (1984) advocates that you must go through a cycle of learning by being actively involved in experiencing aspects of the world, after which the learner must reflect on the experience, use analytical skills to develop overarching concepts and undertake additional problem solving in order to apply the new knowledge gained.} Object-based LearningOverview of Experiential LearningTouch VisionSmell HearingTaste} Mathews (1998) –} Somatic or “embodied” learning} Sensory learning} “somatosensation”Overview of Experiential Learning“Engaging the Senses” by Chatterjee and Hannan• Object-based Learning• Enriching Education and Adding Value• Learning EnvironmentsObject-Based Learning} Engaging the Senses: Object-based learning is a critical component of experiential learningObject-Based Learning} Scott G Paris coined the term “object-based learning” 2002} The transaction between the object and the view enables meaning constructionObject-Based Learning} “Objects transmit meaning” (Hardie, Engaging the Senses, 2015)} Objects…} ground abstract experiences,} engage complex and critical and reflective consideration,} arouse curiosity and engage emotionally,} enable recall,} deepen student learning.Object-Based Learning} Sharp, Thompson, Chatterjee & Hannan, 2015 – research at University College London} OBL was beneficial across a range of disciplines} Seeing and touching objects led to high levels of engagement} OBL enhanced knowledge and understanding} OBL simulated experience of fieldwork and future employment} Novices acquire large amounts of info quickly Enriching Education and Adding Value} Goal of Education:} Seek knowledge and explore independently} Moving beyond simply imparting knowledge (Cheun-On Tam, “Engaging the Senses”, 2015)Enriching Education and Adding Value} Digital ≠ Better learning} Sketching and hand drawing for engineering, industrial technology, and science had better testing results on tests that CAD design (Sorby, 1999)} Mental Rotation Test (MRT)} Mental Cutting Test (MCT} Perdue Spatial Visualization Test: Rotation (PSVT:R)Enriching Education and Adding Value} Identity and efficacy in community} STEM for girls and women} Ethnic disparityLearning Environments} Library collections} Technology } Anatomy and models, breadboards, robots, measurement tools, nursing tools, geological samples, etc (Simpson, 2019)} Poor management of non-technology} Poor integrationLearning Environments} Museums} Curation} Vast Collections} Standards of Practice} “Paradigm sanctions against touch” (Judy Willcocks, Engaging the Senses, 2015)Learning Environments} Makerspaces} Technology } Interactives} Focus on Making} Disconnect from Library conversations} Slow integrationReal World Objects• Implementive• SubstantiveReal World ObjectsSubstantive(Simpson, 2019)University of DelawareOrreryUniversity of HawaiiDinosaurGeological SampleUniversity of Texas AustinReal World ObjectsImplementive(Simpson, 2019)University of Texas Arlington Telepresence RobotClaremont CollegesGoogle GlassTexas Tech VR HeadsetReal World ObjectsObject Lifecycle(Simpson, 2019)Real World ObjectsUser-driven and Librarian-selected(Simpson, 2019)Getting InvolvedThank you!References:} Bevan, B. (2017). The promise and the promises of Making in science education. Studies in Science Education, 53(1), 75-103. doi:10.1080/03057267.2016.1275380} Chatterjee, H. J., & Hannan, L. (2015). Engaging the senses: Object-based learning in higher education.} Gitari, W. (2006). Everyday objects of learning about health and healing and implications for science education. Journal of Research in Science Teaching, 43(2), 172-193. doi:10.1002/tea.20094} Hein, G. (1998). Learning in the Museum. London: Routlage.} Jonassen, D. H. (1999). Constructing learning environments on the web: Engaging students in meaningful learning. EdTech 99: Educational Technology Conference and Exhibition 1999: Thinking Schools, Learning Nation. DOI: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.137.618&rep=rep1&type=pdf} Katsioloudis, P., Dickerson, D., Jovanovic, V., & Jones, M. V. (2016). Use of dynamic visualizations for engineering technology, industrial technology, and science education students: Implications on ability to correctly create a sectional view sketch. Journal of Technology Education, 28(1), 19-36. doi:10.21061/jte.v28i1.a.2} Kolb, D.A. (1984). Experiential Learning: Experience as the Source Q/Learning and Development. Englewood Cliffs, NJ: Prentice Hall.} Matthews, J.C. (1998). Somatic Knowing and Education. Educational Forum, 62(3), 236—42.} McLeod, S. A. (2013). Kolb - Learning Styles. Retrieved from www.simplypsychology.org/learning-kolb.html} Simon, S. (1998). Subjectivity and the Experiencing Body: Toward an Ecological Foundation for Adult Learning. Ed.D. dissertation, Portland State University.} Siong Hoe, L., & Woods, P. C. (2010). Developing object-based learning environment to promote learners&#039; motivation for learning digital systems. Computer Applications in Engineering Education, 18(4), 640-650. doi:10.1002/cae.20268} Sorby, S. A. (1999).  Deveooping 3-D special visualization skills.  Engineering Design Graphics Journal, 63(2), 21-32.  Retrieved from http://www.edgj.org/index.php/EDGJ/article/viewfile/126/122} Vygotsky, L.S. (1978). Mind in Society: The Development ofHigher Psychological Processes, M. Cole, V. John-Steiner, S. Scribner and E. Souberman (eds). Cambridge, MA: Harvard University Press. } Watermeyer, R. (2012). Confirming the legitimacy of female participation in science, technology, engineering and mathematics (STEM): Evaluation of a UK STEM initiative for girls. British Journal of Sociology of Education, 33(5), 679-700. doi:10.1080/01425692.2012.678751

Experiential Learning in the Library

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Experiential Learning in the Library

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