Virtual thought rotation
Contribution to the learning process
This method is used to create knowledge in a discursive way. Each participant is confronted with the constructions of the other members of his learning group and later with the constructions of other learning groups.
The content (the topics) is more predominent than the relations between learners.
To see how virtual plan games re integrated in the FyR project, see "Online cooperation in your river project".
To create knowledge together.
This tool can be used for planning, interpretation or prognosis.
- Book of the River > My book (Login) > Our partnerships > Work spaces with partner schools > (select your work space) > Forum
This forum is not open to the public; only you (your students) and your partner group have access.
Required time for preparation and realization
Small to medium
3-6 hours spread out over several days.
Learning groups from several places; 15 or more participants; large groups can be divided into 2 or more rotations.
Requirements and preparation
Topics, method, time required, and the rules of the game are to be clarified in advance with all participants (in the local learning group ore via E-mail).
The tutor has to structure the topic. He/she divides it into several aspects or questions.
Learners form small groups of 5-6 participants.
One aspect or question per small group is required.
A working circle is defined. That means that each group is paired with another to which it has to send its results.
Every small group gets its first question.
(Described here for one rotation system - for three small groups):
- Group 1 discusses question A . The results are noted in the minutes. At the same time, other groups discuss their respective questions.
- Group 1 sends the question and the output of its discussion via E-Mail to group 2 (which is working at another place). This group takes the discussion from its current state and develops it further.
- Goup 1 receives question C and the output from Group 3.
- Each small group continues the discussion process of the previous group and adds its results to the minutes.
- The questions and output rotate another time. That’s why group 1 now has to discuss question B.
- After the final rotation, group 1 gets question A with the results of group 1, 2, and 3. Group 1 can now draw interpretations and conclusions. The students can compare different points of view (and they can ask for reasons for cagreements or disagreements). Or they can sum up results or make a catalogue of ideas and proposals.
Each small group posts its results and conclusions in the forum.
Experiences / results
This is a well-tried method for work-meetings, which was very freely adapted to the cooperation in the www. No experience with this webmethod.
This method allows a little bit flexibility in the timetable, because the single steps in the main phase must not be carried out in sync – they only must be carried out in a defined period of time. That might be helpful for the coordination of the cooperation between the schools.
BRAUNECK/URBANECK/ZIMMERMANN 1999, Nr. 009