Managing work groups

Work groups are an essential element of the active learning process. Groups of participants can be created to serve various purposes within the context of simulations (in this case, we refer to software-based simulations), role playing games, or whenever you want the class to read and discuss a case and/or exercise. Group management options include:

Everyone online, mixed groups: In this case the option is to create only online groups, asking in-class learners to use their own devices and headphones. This makes it possible to mix up the participants. Regardless of the software utilized, breakout rooms are set up (‘Private Groups’ on Collaborate, and ‘Channels’ on Teams) where participants can go for debates and discussions. (To learn more about how Teams and Collaborate work, see the respective user guides) When the session begins, tell the class who and how many are in each breakout room. Groups can interact with the instructor in three ways:

1. By raising their hands,

2. By sending a text to the main chat, or

3. By speaking up. The instructor will drop into the group’s room to provide assistance.

NOTE: If, beyond an internal group discussion, individual members need to dialogue, this requires a more complex procedure, setting up adequate spaces for:

1. group dialogue

2. dialogue between pairs within the group (e.g. 3 pairs in a group of 6)

3. dialogue between members of different groups or teams

• On-line vs in-class groups: In this case participants are organized in groups depending on where they are. In-person learners will form small groups (maximum 3 if the chat box is used). For distance learners, the appropriate breakout rooms will be set up. Managing interactions between online and in-class groups requires a virtual environment.

Note: The director of the course decides ex ante how to manage groups based on the type of program, and establishes which teaching methods to adopt. The director then informs the secretary and the course instructors of these decisions, along with the relative physical-technological and didactic implications.

Only in certain circumstances can instructors make these decisions, and if they do, the secretary provides them with a check list to clarify how they will organize the groups and consequently set up appropriate physical-technological solutions.