spotLITE workshop: Object based learning

by Htar Yu Nwe, LITE Student Research Assistant

LITE recently hosted a spotLITE workshop on object based learning (OBL), led by LITE Fellow Angela Newton.

Angela opened the session by introducing her LITE Fellowship project, Developing object based learning at Leeds, which investigates the use of OBL as a multi-sensory pedagogical practice and explores how it can enrich teaching.

Building on her recent experimental workshops with sociology and social policy students, Angela highlighted how OBL stimulates exploration and critical thinking, bringing a tangible, material dimension to classroom discussion. When students interact directly with objects through handling, analysing and posing questions about the object’s origins and uses, they can connect more deeply with the topics at hand.

First activity

For the first exercise, we split into two groups to examine an object covered by a paper frame, which had small windows we opened in turn to gradual reveal the object, bit by bit. At every stage we shared hypotheses about what the object could be as each new aspect came to light. People drew on personal memories and different cultural contexts to interpret the object’s significance, making the discussion both authentic and engaging. In the end, my group’s object was revealed to be a psychic advertisement in the back of a magazine, inspiring conversation about beliefs, social influences, and the media’s role in shaping perceptions.

Second activity

Next, we focused on a common household item: a teabag. We explored the breadth of topics that can emerge from a single object. Each group examined the teabag from a distinct perspective, including:

• STEM lens: investigating the teabag’s contents and the science behind decaffeinated tea production
• Equipment and design: considering how the teabag is constructed and marketed
• Cultural traditions: exploring tea-related memories, stories, and practices across various cultures
• Marketing approaches: brainstorming ways to improve and promote the teabag
• Supply chain: mapping the teabag's journey from soil to table

As the teams presented their ideas to each other, it became evident that even an everyday item like a teabag can prompt rich, multifaceted discussions based on different points of view and personal and cultural narratives.

Third activity

For the final part of the workshop, participants chose an object to work with from a selection which included a pop-up tent, a scout shirt, and a packet of paracetamol. Working in small groups, participants explored the significance of each object from multiple angles, drawing on both individual memories and collective cultural contexts. I joined the group looking at the Scout shirt, which we linked to experiences in Girl Guides, Brownies, and Rainbows. From a sociological standpoint, we examined the role of uniforms in fostering group identity and strengthening values such as teamwork, leadership, and civic responsibility. We also discussed how badges and insignia on the shirt symbolise milestones, achievements, and community belonging.

The presence of the actual scout shirt at the centre of our discussions prompted personal reflections that might not have emerged had we been talking about these ideas in the abstract. We also considered the historical evolution of scouting movements and how these groups continue to adapt to contemporary issues, including inclusivity, sustainability, and digital engagement.

Concluding thoughts

At the end of the workshop, we shared our reflections. We noted that these hands-on, creative approaches support an enthusiasm for learning that is sometimes lost in predominantly text-based environments. The workshop’s interactive approach and physically handling objects exemplified how OBL keeps learners engaged and constructs understanding together, rather than learners passively receiving information.

One participant said:

It reminded me why learning can be so rewarding, and it’s exciting to see how an object as simple as a teabag can spark such diverse conversations.

From the workshop’s lively and positive exchanges, it’s clear that OBL holds significant benefits for strengthening student engagement, developing critical thinking skills, and fostering more inclusive learning experiences.

As a Biotechnology with Enterprise student, I see integrating OBL as a powerful way to enhance both scientific and entrepreneurial courses. Tangible objects, such as DNA models made from everyday items or 3D-printed prototypes, help students grasp abstract concepts and enrich discussions. In enterprise modules, using everyday objects for different discussions angles such as supply chain, marketing, or design ideas, can encourage creativity, teamwork, and encourage real-world applications of theory.

Although OBL can be resource-intensive and requires extensive planning, broader use of these methods at the University of Leeds can improve students’ learning experiences by bridging the gap between theory and practice, building confidence, and fostering inclusivity.