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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

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”.  
  • 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 in Moodle:  
  • 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 Accesss 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 cohorts and multiple groups: Create two 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. 

Aim and d escription  

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.