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titleCritical Debate

Tim Neumann has kindly provided an example on running a live online debate with 2 groups on Moodle. The example provided below substitutes an asynchronous discussion forum for the live debate and includes a potential setup for when there are more than two debate groups. 

Aim and description

The aim is to have students practice their critical thinking, persuasive writing, group work and communication skills.  Students are divided into groups “For” and “Against” and are assigned to a thesis statement to debate in a discussion forum. 

Suggested assessment

Student groups are assessed on their understanding of the thesis statement, presentation of their argument, and group work. Students are also assigned to one debate to read, and vote pre and post debate.  

Actions Required by Learner

Critically analyse thesis statement from an assigned point of view; develop arguments and anticipate counterarguments. Organise argument structure and order of speaking. Take turns in Groups, posting to the forum opening arguments, followed by speaker arguments, and finally closing arguments.   

Actions Required by Tutor(s)

  • Organise Debate Groups: 
    • Assign students to Debate Groups, one for each thesis statement, in which students are allocated to “For” or “Against”.  
    • Create a Moodle Group for each Debate Group; include for and against students in the same group. 
    • Assign each Debate Group another debate to view/follow as an audience. 
    • Post an announcement with Group information, you might want to summarise Group allocations in a table.  
  • Create Debate Groups:  
    • Name Groups by Thesis Statement; 
    • Include “For” and “Against” students in the one group.  
  • Create Advanced Forum for Practice: 
    • Forum Type:  Standard forum for general use; 
    • Group Mode: Separate Groups; 
  • Create Advanced Forum for the debate:  
    • Description: Include list of groups and thesis statements, and a summary of debate format; 
    • Forum Type:  Standard forum for general use; 
    • Set Discussion locking to one week; 
    • Group Mode: Visible Groups; 
    • Set Restrict Access to Date you want forum to be released. 
  • Prepare Debate Forum: 
    • Create one Topic Discussion for each debate contribution, e.g. Opening Statements, Speaker 1, Speaker 2, Speaker 3, and Closing Statements (select option to copy to all groups). 
  • Create Polls (pre and post debate): 
    • For small number of groups: Create two Choice activities for each debate.  
    • For larger cohorts and multiple groups: Create two Opinio Polls which allow student to specify the debate they are voting on and their vote. Add the poll URLs to Moodle. 
    • Release pre poll. 
    • Release post poll after the debate concludes (either manually or with Restrict Access).  
  • Moderate Debate: 
    • Announce the start of the debate(s) and encourage students to complete pre-poll. 
    • Check in periodically to make sure debate(s) are progressing. 
    • Announce the end of the debate(s), encourage students to complete post poll, and to read other group debates. 
    • Announce the debate winners. 
  • Grade Group debate e.g. Excel rubric which is then uploaded to students and/or peer feedback using Opinio. 
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titleReflective Discussion

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Aim and description: 

The aim is to have students share and discuss their experiences with one another to facilitate reflective thinking and peer learning. The experience could be a time on placement, a common experience or a general theme. 

Suggested assessment: 

Although discussion posts are not assessed, they can be used as evidence in a summative reflective blog. 

Actions Required by Learner: 

Write a reflective first-hand account of an experience. Post a reply to at least one other post.  

Actions Required by Tutor(s): 

  • Create Advanced Forum: 
    • Forum Type:  Standard forum for general use 
  • Request a Reflect class blog for students to make summative reflective blog posts.  
  • Moderate Forum:  
    • Encourage participation: “What do others think?” “Did anyone have a similar experience?” 
    • Challenge students to reflect: “You’ve mentioned X, why do you think this happened? “How would you approach things differently now?” 
  • Post a summary statement at the end of each case providing feedback and summarising emergent themes.
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titleRole Play

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Aim and description: 

The aim is to encourage empathetic and critical thinking by having students research and act out given roles. A student's responses must demonstrate their understanding of the role as applied to a scenario provided by the teacher. For example, a discussion of sustainability where students are given the role of conservationists, scientists, politicians, NGOs, stakeholders (see Oliver 2016). Alternatively, roles could be distinguished using a theoretical model or level of analysis, e.g. “explain the phenomena of hyperinflation from one of the following perspectives: Post-Keynesian, Monetarist, Macroeconomic, Microeconomic, or Behavioural Economics.” 

Suggested assessment: 

Students are assessed on their knowledge of the role as applied in the given scenario, as well as their presentation, communication skills, and group contribution. 

Actions Required by Learner: 

Collaborate with other group members to respond to the scenario and present to the class. Engage with and critique other presentations. Respond within the time allowed to follow up questions. 

Actions Required by Tutor(s): 

  • Create Advanced Forum: 
    • Forum type: Standard forum for general use. 
    • Group mode: Visible groups (so that all students can view). 
    • Create a topic discussion with opening scenario. summary of any instructions for students to follow. Pin it to the top of the forum. 
  • Create Rehearsal Forum for students to discuss their roles, research the scenario, practice order of speaking. 
    • Forum type: Standard forum for general use. 
    • Group mode: Separate groups (so that only the students in the group and moderator can see the rehearsal). 
    • Create a topic discussion with example scenario. 
  • Moderate forum:  
    • Release forum. 
    • Post scenario and invite responses.  
    • Ask follow up questions to the group or individuals e.g. “How would each of you respond to the claim that X?” “Michael, what would you consider is the key difference between your explanation and that of Y?” 
    • Facilitate any questions from the audience.  


Further Examples

There are a range of research-backed, practical guides and resources online which can assist you to design and use asynchronous discussion effectively. To hear first-hand benefits and experiences of using asynchronous discussion forums, see UNSW’s Learning to Teach Online. For guidance, examples, and worksheets on effective online discussion see the Fostering OnLine Discussion guide. For practical guidance on encouraging students to interact with online discussions see Gilly Salmon's five stage model.  

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