A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Lecturing to large groups
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Case study 2: Improving student learning
in sociology lectures
This case study explores a technique used on an introductory sociology module
to improve student learning. This first-year module of 40 students titled ‘Global
Society’ explores introductory debates on globalisation. The underlying pedagogical
approach is of a community of learning in which students are encouraged
to participate and contribute to the learning experience. The lecturer uses a
2m by 1.5m laminated world map that is placed on the front wall or whiteboard
in the lecture theatre.
In the first lecture ‘Post-it’ notes are distributed to all students. They are asked to
remove their trainers/sneakers and see where they have been made. If students
are uncomfortable about doing this or are not wearing such items, mobile phones
or MP 3 players work perfectly well. Students write down the country where the
product has been manufactured and come to the front of the venue and place the
‘Post-it’ on the map. Invariably the ‘Post-its’ cluster around countries in the Far
East. This strategy works well to break the ice, especially if the lecturer wears
trainers/sneakers and is prepared to remove them and place a ‘Post-it’ on the
map. Whiteboard markers work well on laminated surfaces and the map may be
used as a substitute for the whiteboard to make linkages to where products are
made and where students purchased them. This exercise links students and their
possessions to broader issues of globalisation.
A different strategy of engaging students is to ask them to bring a can of Coca-
Cola to the lecture. Even if students refuse to bring a can for political reasons, this
is an interesting point of discussion in itself. The lecturer asks students to compare
different cans. One may find the product has been produced in a wide range of
countries. Students can interrogate this and use the ‘Post-its’ on the map again.
The lecturer can also ask where the can was purchased. From this we begin to look
at issues of consumption, culture and globalisation.
Through these two examples, the students are placed at the centre of the learning
experience. Rather than the lecturer telling the students where the trainers/
sneaker or cans of ‘Coke’ are manufactured, the student discovers this and makes
linkages across the various processes. There is an element of risk in these two
examples, as the lecturer may not always be in control of the situation. This is to
be encouraged, since it allows for spontaneity and creativity to be generated.
Students engage and the lecturer responds to their inputs.
(Dr Chris Bolsmann, Aston University)