Using a Soft, Throwable Microphone to Support Interactive Learning in Large Lecture Courses
By Natalie Neill
At the Teaching in Focus conference in May, I spoke about the successful trial run that I conducted with the Catchbox – a foam-encased, throwable microphone – in one of my large lecture courses last year. As the new academic year begins, I am excited about experimenting even more with the throwable microphone and spreading the word about this teaching and learning tool.
I teach a lot of 1000-level courses in the Department of English. In first-year courses, I try to create an intellectually stimulating, friendly classroom environment. I believe that the most successful courses are ones that encourage students to participate actively. I give my students plenty of chances to ask questions, share ideas, and collaborate. First-year university is exciting, but it can be overwhelming and isolating. It is so important for new students to make connections with the other students in their courses and with their instructors. In small classes and tutorials, it is relatively easy to foster interaction and a sense of community. In courses that are held in big lecture halls, however, this can be difficult. How can productive discussions happen in a class of 200 students or more? This is where the throwable microphone comes in.
In large lecture classes, I always wear a microphone so that students can hear me, but a barrier to interactivity is that students often can’t hear one another. Last year, I discovered a fun solution to this problem: with the support of Learning Technology Services, I carried out a test run of the Catchbox in one of my 1000-level courses, a Gen Ed course with an enrollment of 125. The throwable mic is easy to set up at the start of class (it takes a minute to plug in and turn on), and my students took to it right away. They enjoyed throwing around the mic (or simply passing it down the aisles) and being able to talk, and hear from fellow students, during lectures. The students and I found that the throwable mic improved the teaching and learning experience in expected and unexpected ways. This technology did exactly what I wanted it to do: it allowed me to hear students in the back of the room, and it allowed students to hear each other. It enabled me to intersperse my lectures with brief discussion periods. It also made it easier for me to check in with students to ensure they were understanding new concepts and for them to ask questions as needed. There were also unintended benefits. The throwable mic injected fun into the class: there was more laughter; the energy level rose (this was an 8:30 a.m. class!). Most importantly, I noticed that students who had never spoken before began to raise their hands. Even quiet students were able to take part in the discussion or ask for clarification because the mic meant they didn’t have to project their voices, something which can be daunting for those new to public speaking.
My students responded positively to the throwable mic. A month after having introduced it, I solicited their feedback. A short survey asked 1) if the Catchbox was enhancing their learning and making the course more interactive and 2) if they wanted to continue using it. The response was overwhelmingly favourable. One student wrote, “I feel like more people share in class because they don’t feel shy about having to naturally raise their voices.” Another student observed that the mic “creates dialogue between students and the professor that goes both ways.” Another noted: “It amplifies students’ voices very well. It also includes more people and encourages more participation in the classroom.” My students’ positive reactions left me feeling enthusiastic about this tool and its potential uses. In the coming year, I will be using the Catchbox in an even larger course. I look forward to experimenting with its pedagogical possibilities. I will continue to use it to facilitate classroom discussions; yet, I will also use it to gamify test review sessions and facilitate reflection activities, small group work, and other activities often reserved for smaller classes. Such activities become possible in large lecture halls, thanks to the throwable mic. It is a piece of technology that enhances learning by making big classes feel smaller and more intimate.
If you would like to know more about the throwable mic and how to incorporate it into your classes, please get in touch with me (nneill@yorku.ca) or Learning Technology Services (lts@yorku.ca). On Monday October 7, 2019, from 2-3pm in DB 1009, the Teaching Commons will be holding a workshop on how to use the throwable mic to promote active learning. Please register by completing this form.
About the Author
Natalie Neill (Ph.D., English, York; M.A., Film Studies, Carleton) is an Assistant Professor, Teaching Stream, in the Department of English where she specializes in undergraduate teaching and learning (especially the first-year experience) and nineteenth-century literature.