screen capture of debate online

Debates

Structured argument between two opposing individuals or teams defending and attacking a given proposition online

Samples

Childcare debate

This debate could be carried out in a discussion tool or chat.

Source Cybertots Flexible Learning Toolbox
URL http://www.flexiblelearning.net.au/toolbox/series9/908.htm
Use Childcare students
Delivery Can be delivered via CD or the web. Can be incorporated into a learning management system (LMS)such as Blackboard, Moodle or Janison
Customisation The material has been developed to allow for customisation
Availability Details of how to purchase this Toolbox are available on the Australian Flexible Learning Framework site above.

Genetically Modified foods

Support materials for a debate on the controversies surrounding the risks and benefits of genetically modified food. Leads from the proposition - Are there environmental, moral, or health issues associated with genetically modified food? Should it be banned?

Source Genetically Modified Food
URL http://www.idebate.org/debatabase/
topic_details.php?topicID=12
Use Science students
Delivery  
Customisation NA – Support materials and argument summaries are useful for trainers to develop debate structures. Many more support materials for a range of debate ideas in various disciplines can be found at http://www.idebate.org/index.php under “List Topics by Theme”.
Availability NA

Manage problems related to difficult injuries

Debate scenario initiated by the management of "STAR industries" - a virtual organisation in the Human Resources Toolbox.

Source Human Resources Flexible Learning Toolbox, lead agent OTEN
URL http://www.flexiblelearning.net.au/toolbox/series5/506.htm
Use BSB50801 Diploma of Business (Human Resources
Delivery Can be delivered via CD or the web. Can be incorporated into a learning management system (LMS) such as Blackboard, Moodle or Janison.
Customisation This resouce has been designed to allow for customisation of tasks, content, images and interactions.
Availability Details of how to purchase this Toolbox are available on the Australian Flexible Learning Framework site listed above.

Back to top

Why include debates?

Debating activities engage learners in using a combination of skills and strategies. During the preparation for a debate learners research the facts of a situation and anticipate implications and issues. Learners have to think critically and strategically about both their own and their opponent's position.

Students who participate in debates have an opportunity to explore, listen, and enjoy learning. Debates give students additional opportunities to hear their classmates' views and to express opinions regarding topics that matter to them. They also help students make important decisions and become critical listeners.

More information about informal debate method is here- http://www.saskdebate.com/pdf/resources/classroom/Introduction%20to%20Debate.pdf

Internet debates can be conducted that allow learners to engage in short debates using instant messaging software, voice boards, discussion forums and virtual classrooms. Learners can then participate in line with other demands on their time, either synchronously or asynchronously.

Internet debate can help learners:

  • practice and prepare for training room based face to face debates
  • develop a broad and diverse knowledge base
  • improve argumentative abilities
  • debate with a wider variety of learners, guest speakers and industry experts

Learn more about the wide variety of debate formats at http://www.idebate.org/teaching/debate_formats.php

Features

  • the debating process is adjudicated and a winner is declared
  • competitive aspects encourage engagement and a commitment to a position
  • encourages the learner to see arguments from various positions
  • learners need to engage in research to develop their position.

Back to top

Integrating debates

Design steps

  1. Identify an appropriate topic for the debate.
  2. Outline the procedural rules for the debate.
  3. Develop a rubric for the evaluation of the debate.
  4. Pre-teach debating techniques so that learners know how to proceed.
  5. Decide on the technology which will be used to conduct the technology (see Technical notes section below).
  6. Set up private and public spaces in your discussion tool.
  7. Allocate a time for learners to work together in teams to prepare their argument.
  8. Run the actual debate and monitor learner involvement.
  9. Debrief the debate and announce winners.

Assessment

Online debates may be used as either formative or summative activities in a course of study. Some of the criteria that can be assessed are :

  • evidence of effective research strategies
  • understanding of debating procedures and etiquette
  • demonstration of critical thinking and problem solving
  • delivery of the debate in an effective and convincing manner.

Debates also provide an opportunity for peer involvement in evaluation.

You may wish to develop a rubric to guide the assessment process. We have prepared a Word document as an example of a document that could be given to learners prior to the commencement of a course outlining the assessment criteria for the debate activity. You may wish to modify it for your own purposes and context.

Discussion activity assessment rubric (Word 44KB)

Additional debate assessment rubrics can be found here - http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml

Most discussion forum technologies allow you to create a compiled list of an individual's contributions which can be used in assessment.

Generic skills

Participation in online debates offer extremely rich opportunities for learners to develop generic skills such as:

  • working in pairs or teams in private threads (defining the roles in the team, planning the research for the debate, giving feedback to other team members)
  • problem solving and offering solutions to issues posed in the debate (developing creative and innovative solutions, applying a range of strategies to solve problems)
  • communication skills (writing which is appropriate to the audience, persuading effectively, sharing information, asking for clarification, agreeing and disagreeing)
  • effective use of technology.

Technical notes

Debates can be conducted in a number of different software platforms.You can use the following tools to conduct a debate in real time (synchronously):

  • virtual classrooms, mediated by the trainer or another learner
  • instant messaging system

or to conduct the debate asynchronously:

  • discussion board
  • email
  • voice board
  • podcast.

These tools can be stand-alone or form part of the tools in a learning management system (LMS) such as Moodle, Janison or Blackboard. Using a LMS allows you to use some of the other functions such as:

  • The ability to upload information and websites for the debating teams to use. These can be selectively released to each team .
  • Setting up private discussion groups which allows debating teams to work together in private groups where they can prepare the arguments for their online debate.
  • Conducting the actual debate in a space which is open to all the participants.
  • Compiling messages posted to the debate in order to facilitate the assessment process.
  • Posting archives or recordings of whole debates, contributions or peer feedback

Using debates is a flexible strategy that relies on communication and interaction. They lend themselves to the use of synchronous chat rooms or in virtual classrooms that use voice and whiteboards, and by using instant messaging systems.

Skills

You will need to plan and design the debate carefully to ensure that it runs smoothly. When learners are preparing and then running the debate you will need to follow proceedings, and support and intervene when necessary.

Back to top

Last modified: 11/6/08