As a teacher in the Sound Art department, the brief to create a session centered around an ‘object’ initially mystified me. After reading Engaging the Senses: Object-Based Learning in Higher Education (Chatterjee & Hannan, 2015), I understood that object-based learning enhances sensory, cognitive, and emotional connections through physical engagement with objects. This approach can promote critical thinking, observational skills, and interdisciplinary learning while fostering inclusivity by catering to diverse learning styles.
My goal for the session was to facilitate a 20-minute hands-on activity where participants would build a simple radio transmitter. I aimed to introduce the concept of ‘radio art’ by combining theory with practical application. The session encouraged interactive, exploratory learning and demonstrated the value of object-based learning, especially for an adult audience unfamiliar with this subject.
I carefully planned the session to ensure it was achievable within the short timeframe, considering participants’ limited technical knowledge. I created a visual aid with instructions and prepared the circuit components for the hands-on activity. I also considered different learning styles, knowing some learners would benefit more from visual aids, while others would respond better to direct interaction with the material.
The session began with an introduction to radio transmission, where I demonstrated the difference between AM and FM by having participants turn on a radio. I then distributed a short text on radio art, reading aloud and pausing to discuss terminology. The text laid the foundation for the hands-on activity, where I handed out a diagram and circuit components, explaining each part’s role. Participants were encouraged to work at their own pace, with me providing troubleshooting support as needed.
The most rewarding part of the session was observing the participants’ enthusiasm. Some were initially hesitant about the technical aspects but gained confidence as they progressed through the activity. Despite thorough planning, the radio transmission proved unpredictable, and we needed an extra two minutes to successfully transmit a signal. I took a risk by proposing such an ambitious activity, but I’m not sure it fully paid off.
Feedback from my peers highlighted areas for improvement, such as clearer instructions, better pacing, and additional resources for further exploration. One tutor suggested including step-by-step instructions in the diagram, while another felt the theoretical text was too long. They also recommended staggering the information to improve comprehension, though everyone successfully built the transmitter.
Reflecting on this feedback, I realized the importance of refining my teaching materials to better support learners. Staggering information would allow for deeper processing, and shorter, more focused theoretical content would make it easier to digest. Moving forward, I will aim to balance the level of detail in my materials, ensuring they are both informative and accessible.
This experience deepened my understanding of how to support learners through clear instructions, thoughtful pacing, and adaptable teaching methods. These insights will guide me in creating more effective, engaging learning experiences in the future.
Timed plan here.
Diagram here.
Reference:
Chatterjee, H. & Hannan, L. (eds.) (2015). Engaging the Senses: Object-Based Learning in Higher Education. Farnham: Ashgate.
Kogawa, T. (2014) ‘On radioart’ In Thurmann-Jajes, A., Frohne, U., Kim, J., Peters, M., Rauh, F. & Schönewald, S. (2019). Radio as Art: Concepts, Spaces, Practices. Bielefeld: transcript Verlag.