Upon reflection, I can see many times I have taught (and learned) with an unconscious, or maybe unintentional, framework of object-based learning. However, I must admit I had never learned specifically about it until the PGCert.
It took me a while to build confidence in using a digital tool for object-based learning when a lab is full of fun, weird objects. I’m still trying to challenge myself to work more with digital learning. I chose iNaturalist because I was a previous user of the platform and frequently recommend it to students, so I knew my enthusiasm about the topic would be authentic and the expected learning outcomes clear.
The idea was to introduce the app, propose an activity in which participants would explore an area, and then share their observations. I decided to use PowerPoint slides as presentation support instead of sharing my screen using the platform. Initially, I thought about splitting the group in two and inviting them to explore different areas: the greenest and least green boroughs of London (Richmond and Redbridge, respectively). However, after a quick rehearsal, I considered it too ambitious given the time constraints and opted for a simpler approach, outlined below:
TIMED LESSON STRUCTURE
Introduction: iNaturalist and Grow Lab (3 min) I started with a link and QR codes for people to access the app via phone or desktop. Then I briefly introduced the Grow Lab and why knowing “what things are” matters in our lab context.
iNaturalist presentation (5 min) I presented and explained the platform: how it works, some information about open data and accessibility, and shared some of my favourite stories and a video recording showing the app’s usability. By sharing the stories, I wanted to give clues regarding the importance of biodiversity information in our lives, and how simple findings can be relevant if information is trustworthy.
Exercise: Virtual field trip (5 minutes) Participants were invited to visit a location with a strong memory related to a living system and explore the area through the app. I also offered a few reflection prompts—these were my attempt to structure discussion later without over-directing the experience.
Sharing and reflections (7 minutes) For the final segment, participants were invited to reflect on their observations and the experience. I decided to share my own story about foxes around my area before asking others to do the same.
Feedback After the session, our colleagues offered feedback within the previously agreed structure: something to celebrate, something to suggest, and a question. Here are some of my takeaways:
- The app interested many of my colleagues, being called inspiring and a valuable tool for engagement and learning through observation.
- Good strategy to be in nature without leaving the house or screens—which was linked to accessibility opportunities and solutions.
- A few suggestions on how to better organize the slides, links, and presentation order for clarity and efficiency.
- Questions and suggestions on how the session could be adapted for in-person delivery, focusing on the hybrid virtual/real space the app exists in.
- Provocations about what challenges might arise with low participation or if someone couldn’t access the platform, and how to keep it engaging.
Overall, I feel participants responded well to the session, and I’m genuinely happy to share something I’m enthusiastic about.
While writing this post, I realized that during this activity I was constantly negotiating between my confidence in the content and motivation, and uncertainty about how to deliver it. I continue trying to explore virtual learning approaches, but definitely overthink possible constraints and challenges. An interesting example: I prepared a slide full of QR codes that would be great for an in-person session but quite redundant online—yet in my head there were many “what ifs” and “just in cases”.
After watching my colleagues’ presentations, I reflected on strategies I could adopt to improve my session. For example, having smaller connected exercises throughout the presentation instead of one big activity at the end is a good strategy to overcome time management issues and ensure there’s time for at least one activity. Having feedback and watching the colleagues presentations helped me a lot in reflecting about my own delivery, approaches to ‘an object’ and session possibilities.
I’m glad that we are developing an even wider set of tools for teaching. Moving forward, I want to trust my planning more and focus on real constraints rather than speculative problems. This microteach showed me that simplicity and authenticity can be just as effective as complexity—sometimes even more.