3.1 Examples of activities to support Discussion
Learning through discussion requires the learner to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the teacher, and/or from their peers.
So how might this look for our three teaching modes?
| Face to Face On Campus | Tools & Resources | Online Synchronous | Tools & Resources | Online Asynchronous | Tools & Resources |
|---|---|---|---|---|---|
| Guided discussion as part of a seminar or tutorial session | Seminar room with flexible furniture and prompt slides | Small group webinar sessions for facilitated discussion | Zoom or similar for breakout rooms | Use of online discussion spaces with guided questions for posting responses | Use of VLE discussion area or Microsoft Teams channels/ private chat |
| Students discuss conceptually difficult topics individually and in small groups. Tutor facilitates discussion on problematic topics |
Large lecture theatre or seminar room, polling software, activity slides. |
Large or small online discussion groups. Students complete online quiz questions individually and then in small groups. Lecturer facilitates discussion on problematic topics | Zoom online webinar, Zoom breakout rooms, polling software, activity slides |
Students individually take an online quiz based on conceptually difficult problems. In small online peer groups students discuss each others' responses and understanding of the problems. Group submits new answers and questions to whole class discussion forum. Lecturer facilitates discussion on problematic topics |
Canvas quiz tools, Canvas group tools or Microsoft Teams groups, Canvas discussion tool, activity slides, podcast or short e-lecture content in Canvas |
| Discussing information produced by group investigating activities | Physical room, internet enabled device, note-making tools | Discussing information produced by group investigating activities | Digital space for live discussion (e.g. Teams) internet enabled device, note-making tools | Discussing information produced by group investigating activities | Digital space (e.g. Canvas discussion forum), internet enabled device, note-making tools |
| Debate/ Mooting activities - individuals or teams briefed to develop compelling arguments, present them and be able to defend them | Room, access to appropriate resources related to topic | As face to face, just online space for debate instead- Zoom/ Teams. Students to prepare in breakout rooms either synchronously or preferably asynchronously over a period of time prior to event | Zoom/ Teams. Access to library (online), other relevant online resources (discipline specific) | As per online synchronous in terms of preparation. Debate can take place asychronously over a period of time using a channel in Teams for chat or the VLE/ wiki etc | Zoom/ Teams/ VLE. Access to library (online), other relevant online resources (discipline specific) |
| Discussion of ethical dilemmas and considerations as part of a group | Tutor/ task, room | As face to face, just online space for discussion instead- Zoom/ Teams. Students to be facilitated and guided by tutor. N.B. no recordings for confidentiality/ sensitivity purposes. | Tutor/ Task/ online space for discussion. Break out rooms in Zoom/ Teams/ VLE | Would not recommend this type of activity asynchronously due to sensitive nature of content and potential effect on students | |
| Brain-storming activities as a group | Group rooms, flip chart paper, stationery | Small group webinar sessions | Using online collaborative platform like MS whiteboard, PPT, Word or even Lucichart. Plus a video conferencing tool for audio/video discussions | Groups still need to meet, but the presentation can be recorded | Using online collaborative platform like MS whiteboard, PPT, Word or even Lucichart. Plus a recording of the outcome |