Faculty Support—eLearning

Module 5

Moderating and debating

What you need to know to succeed in AO’s
online course for Faculty.

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Faculty Support

Contents For best use…

The role of panel discussion The “Moderating and debating” module consists of this
within learning  3 booklet and an online course.
The moderated
Booklet:
panel discussion  4
Designed to provide a practical guide to the principles of
Organizing moderating sessions
a panel discussion  5
Online component, with:
How to prepare for
• Knowledge check
a panel discussion  6
• Summary
Moderating
a panel discussion  7
Moderating—Tips and Tricks  8
Audience Response Systems
(ARS)  9 Learning outcomes
How to use ARS  10
After completion of this module, you should be able to:
Next steps  11
• Explain the role of moderated session in learning and
on AO courses
• Identify how a panel should be selected
• Define the role of the session moderator
• Plan and structure a moderated session
• Identify when and how to assert control during
a debate moderation
• Recognize when and how to include the audience
• Summarize outcomes to close a session moderation

There are five modules that compliment Crosslinks:

each other. Together they give a thorough
overview of the most relevant aspects of Booklet
refers from online exercise to booklet
teaching.

Action plan
Module 1: How people learn

Module 2: Giving a lecture Knowledge check

Module 3: Running a practical exercise

Module 4: Facilitating small Online exercise

group discussions

Module 5: Moderating a debate

Summary

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 eLearning Module 5

The role of panel

discussion within learning

“Learning is an
One of the best ways AO courses can
help people to learn is to allow
Today, formal and moderated discussions (in
the classroom, in the political arena, or on unavoidable and
their minds to exercise their own powers the internet) are usually held to enlighten natural occurrence—
through discussion and debate. others, deepen understanding, answer ques-
tions and possibly enable participants to you will learn to
What is a debate? reach an agreement about a topic or issue. do things well or
• A discussion involving opposing points;
an argument. All of these approaches demonstrate that you will learn to do
• Deliberation; consideration: “passed the discussion can help progression of learning, things poorly.”
motion with little debate”. enabling learners:
• A formal contest of argumentation in • To analyze, then evaluate issues William Manson;
which two opposing teams defend and • To appreciate, then personalize new UK HR specialist
attack a given proposition. ideas or beliefs

In AO courses, panel debates are usually

KNOWLEDGE AT TITUDE
used to build on topics presented during 1. Recall data (facts) 1. Receive (awareness)
the course or to introduce new and con- 2. Understand (comprehend) 2. Respond (react)
troversial issues. 3. Apply (use) 3. Appreciate values
4. Analyze 4. Personalize value system
5. Synthesize (create/build) 5. Internalize (change behavior)
Value and goals 6. Evaluate (assess/judge) -
The Greek teacher, Protagoras, is usually Bloom’s taxonomy (1=low-/5=high-order skills)
credited as the “father of debate”. His methods
required learners to consider one side of an When planning learning (especially about
issue and then the other—so they under- a controversial topic), organizing a discus-
stand the reasons behind both sides of an sion in which learners are actively involved
Moderated sessions at
argument. will be more effective than using a passive
AO Courses
technique such as a lecture. Engaging the
Two key goals:
Socrates, on the other hand, one of Protago- learner emotionally will also help them to
ras’ greatest critics, felt that debate should retain more new information: 1. To provide an effective
forum for participants’
be to discern the truth about the subject • Creating the types of personal questions
being debated. experiences which are then stored in
2. To provide the opportunity
our episodic memories to hear and respond to
• Enabling easier recall at a later date faculty debating specific
topics

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Faculty Support

The moderated
panel discussion

“It is better to
debate a question
without settling
it than to settle a AO courses constantly deal with
issues that lend themselves to be
discussed—that is, where different or even
To ensure a balanced discussion there are
ideally four speakers—two for the motion
and two against.
question without opposing views are held by different prac-
debating it.” titioners and faculty members. Voting is arranged before the discussion
gets underway and then again at the end
The moderated panel discussion to see if and how opinion has moved. This
Joseph Joubert;
(1754–1824) This is a discussion with a panel of experts is usually quite entertaining—but needs
French writer who answer questions about common topics really good speakers and a tight timetable
that have been covered during an AO course to give the audience a chance to have their
or session. The panel discussion enables the say as well.
consolidation of existing learning and the
introduction of new or controversial mate- Both types of debate need a few vital
rial. The panel members should ideally hold elements:
different opinions about the issues under • A moderator or chairperson
discussion. Someone to moderate the debate
• Timekeeper
This format is used to enable the audience, Someone to watch the time and ensure
ie, course participants: that speakers know and follow the
• To pose questions to the group of timing rules
experts • Panel members (speakers)
• To hear a diversity of responses based on No discussion can take place without
the speakers’ beliefs and experiences speakers
• To make judgments on the issues under • Topics and/or motions
debate Issues/motions that are going to be
discussed by the panel
Ingredients for a good debate:
Panel discussion with a vote • Audience
• A moderator This type of debate is similar to a normal The audience’s participation and their
• A timekeeper panel debate or discussion except that one needs should be central to the debate to
• Expert speakers central motion (theme) is debated. ensure any educational benefit
• An engaging issue
Motion To maximize involvement, learners can be
• An audience
A proposed point of view that panelists can encouraged:
speak for or against and that the audience can • To research the issues in advance
vote on. • To formulate questions to ask the panel
• To speak or vote on the issue or motion
4 Knowledge check
 eLearning Module 5

Organizing
a panel discussion

“Information,
usually seen as the
precondition of
debate, is better

In a panel discussion the role of the mod-

erator goes beyond introducing the
session or the panel members—it requires
If appropriate, set up a motion to discuss:
“Degenerative discs should be removed”
“Multilevel fusion should always be primary
understood as its
by-product.”
preparation, skill, quick thinking, and con- treatment”
fidence. Most importantly, ensure that the motion Christopher Lasch;
is relevant, interesting and fun! (1932–1994)
American historian
The ultimate role of the moderator is to keep dis-
cussion and debate going without dominating. 4. Select the panel
To do this, moderators should first consider Panelists should be experts in the field
OPM—three key steps in a successful debat- and have varying points of view. Between
ing session: three to four panelists is ideal for a standard
• Organization—what needs to be panel discussion—with fewer it is difficult
decided in advance? to obtain a range of views and more are hard
• Preparation—what do the participants to manage. (Four panelist are required if a
need to know before the session? motion is to be voted on—two speaking for
• Moderation—what does the moderator the motion and two against.)
need to do during the session?
5. Timing and format
Organizing the panel discussion Check the allotted timing for the session—
1. Know your audience a reasonable panel discussion usually lasts
Remember this...
Know your audience and ensure that you between 1–1½ hours. Plan timing rules
understand which questions they want according to the time available and the Discussions generate most
interest when controversial
answered, on what level of detail. format chosen (see “Preparation” section topics are chosen:
for more details).
• A proposed change in policy
2. Know the desired outcomes
Make sure you know the outcomes of the • A suggested solution
course and how the debating session will •A
 n alleged truth, belief or
contribute to these. value

3. Choose key topic(s) or motion

Consider:
The subjects covered in a specific AO course
will determine the general topic areas for • W ho will speak for or against?
panel discussion, but remember: For a real •A
 re there enough arguments
discussion to to take place there must be on both sides?
more than one point of view: no conflict, • Is the topic relevant and
no discussion. engaging?

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Faculty Support

How to prepare for

a panel discussion

“Honest
disagreement is
often a good sign
of progress”

Mahatma Ghandi;
(1869–1948)
Indian political and spiritual
leader

So, you are getting ready to moderate

a panel discussion. What prepara-
• If using ARS, prepare questions
• End the discussion with brief closing
tions should you make in advance? statements from both sides and arrange
an audience vote (if appropriate)
Research the subject
As a moderator you will need to prepare so Check the venue
that you can “stir up the pot” with relevant • Plan where panelists should sit and
questions about any controversies or hot make sure they all have something to
topics surrounding the issues under debate. drink.
• Have a list of questions ready for the • Check that microphones are available
panelists—either to get them warmed for the panel and the audience
up or to keep the discussion going when • Prepare handouts, if appropriate, with
the audience doesn’t know what to ask. details about panelists/topics
• Check that the venue is large enough to
Handy Tip: Get to know the speakers seat the audience comfortably
Plan timing rules as Make sure that you know enough about • Avoid the use of PowerPoint—panels
appropriate: the speakerst to be able to make a brief (30 should focus on discussion and
•K
 eep introductions brief second) introduction about each of them at interaction!
(30 seconds) the start of the session.
•O
 pening statements For a longer and more demanding discussion
(2–3 minutes) Develop an agenda you can follow a frequently used
•A
 nswering audience For a panel discussion: establish three to five structure:
questions high level bullet-points around which the
(2 minutes) discussion is to be based. Also see that the 1. Introductions and opening vote
•P
 anel cross-examinations panel and audience get these in advance so 2. Argument for the motion (3–5min)
(1 minute) they can prepare themselves. 3. Cross examination/rebuttals (2min)
•R
 ebuttals (answer 4. Argument against the motion (3–5min)
to an “attack”) Plan your discussion format: 5. Cross examination/rebuttals (2min)
(1 minute) • Allow time for speakers with different (steps 2 –5 repeated for other two panelists to
•E
 ach question points of view to make their opening extend the arguments for and against)
(30 seconds) statements 6. Questions from the audience
•C
 losing statements • Take turns asking questions to “each 7. Summary and closing vote
(1–2 minutes) side” and allow opposing sides time to
•A
 ssign a timekeeper to help offer a rebuttal before a new question is
monitor timing presented

6 Knowledge check
 eLearning Module 5

Moderating
a panel discussion

“The conductor
must make
it possible to
eliminate himself
in the music. If the
orchestra feels him
doing that,
then everything will
go well.”

Giuseppe Sinopoli;
(1946–2001)
Italian conductor and

To get value out of a panel discussion it Flying high composer

needs to be skillfully moderated. 1. Put the audience first
The audience is more important than the
The moderator’s role: panel so it is important that their needs are
To keep the discussion flowing and fair, without being met:
actively participating in the questions, answers, • Ensure questions are understood—
or debate repeat and rephrase if necessary
A great moderator invisibly guides the panel- • Ensure the audience is engaged—if not,
ists and audience throughout the discussion change the approach to liven up the
as if they were aircraft being routed by aircraft session
controllers. • Ensure questions are being Remember this...
answered—if not, step in and refocus Use OPM to help structure
Engines on—take the lead the panel debates
When moderating, the body language you 2. Give speakers time to talk • O rganize
use will be echoed by the panelists. If you Direct questions to specific panelists, so that
• P repare
sit up straight or if you nervously fidget, alternative opinions are voiced one-by-one.
• M oderation
they will follow. Similarly when you have For a general question, assign one member
directed a question to the panel, look at the of the panel to answer it, and then open it
audience and they will do the same when up to the rest of the panel for a reaction, if
they answer the question. warranted.
3. Know when and how to assert control
On the runway—setting the stage Keeping the discussion on track, on time, fair
As the first person to speak in the session, and focused requires some skill—see “Mod-
set the stage by giving an overview of why erating—Tips and Tricks” (next page).
the panel session is being held, what will be
The moderator:
covered and briefly introduce the panelists. Coming in to land—closing the debate
(Remember to stick to the standard session Thank everyone for their contributions and • U ses positive body language
structure of Set—Dialogue—Closure) summarize the key points that have arisen • L eads by example
during the discussion. • P rovides context
Take off— warm up the panel Never leave course participants with any • Introduces the panel
The moderator should initiate the first discus- concerns or uncertainties.
•U
 ncovers “why” panelists
sion item before asking questions. Depending hold their opinions
on the format of debate chosen, this may be
•C
 hallenges—where is the
by posing a “warm up question” or by inviting controversy?
the first speaker to speak “for” a motion.
• Reads the audience

Knowledge check 7
Faculty Support

Moderating—
Tips and Tricks

“Take time to
deliberate, but
when the time for
action has arrived,
stop thinking
and go in.”

Napoleon Bonaparte;
(1769–1821)
French military and
political leader

Great moderators know when and

how to assert control and,
more importantly, when not to. Here are
Be prepared  Know the subject as well as
the panelists—you can’t steer the debate if
you don’t understand its issues.
some tips and tricks how to guide each ele-
ment of a discussion. Be a director  Orchestrate but don’t steer
too much—give people room to excite and
Remember this...
Assert control: excel.
10 top tips to be a great • When a speaker gets off-track
moderator:
• When a speaker dominates or takes Be able to think ahead  Listen to the debate.
1. Be quiet longer than he should Think about where the discussion needs to
2. Be loud (step in, compliment their opinion, pass go, check the timing, and know when to
3. Be invisible on the question and possibly move to move on.
4. Be prepared the next one)
• To bring depth to the discussiont— Be challenging  You are the advocate of
5. Be an air-traffic controller
challenge the panel to talk in more the audience—let panelists know if they
6. Be able to think ahead detail about risks, benefits or case haven’t answered a question. Ask follow up
7. Be challenging studies—depending on the topic questions, cut off a debate that has lasted
8. Be clear • If the audience is weary and bored, try too long.
9. Be timely a different approach—always try to
involve them. Be clear  Ask short questions and make
10. Be fun
short statements—get to the issue and keep
Moderate efficiently things going. Maintain eye contact with the
Be quiet  Know when to shut up—being a audience.
moderator is not like hosting a game show.
Good conversations start on their own—you Be timely  Keep to time—confidently check
only need to guide. your watch and let participants know when
they are about to run out of time (set up a
Use the 5 C’s to spice up the
Be loud  Your job is to visibly and audi- system with a timekeeper for this). Always
debate:
bly keep everyone on track—let there be finish on time.
• C onflict no uncertainty that you are in charge and
• C ontradiction that the session is worthwhile! Be fun and have fun!  Smile. Keep it inter-
• C ontroversy esting. Spice it up and keep the audience
• C olorful language Be invisible   You are not the star. The panel- interested and engaged.
ists and audience are the focus. Step into the
• C ast of characters
background but keep things moving.

8 Knowledge check
 eLearning Module 5

Audience Response
Systems (ARS)

“Never treat
your audience as
customers, always
as partners.”

Jimmy Stewart;

Involvement of course
partici-
pants is an integral part of the AO educa-
One more down
Wireless electronic connections enable
ARS to be mobile. These systems can be
(1908–1997)
American stage and
screen actor
tional philosophy. It is the reason we stress shipped all over the world and set up in
the use of small groups, hands-on practical any room.
experiences and, more recently, the use of
audience response systems (ARS) to enhance Tangible benefits
learning during lectures. The system offers immediate feedback and anony-
mous display of a group’s opinion on any given
What is ARS? subject. Real time interaction with partici-
It is a group communications tool that increases pants allows them to communicate directly
both the efficiency and effectiveness of edu- and simultaneously with the presenter.
cational sessions. Remember this...
Different ways to respond Audience response systems
Choosing a specific way to respond is impor- (ARS) can be appropriate for:
tant to obtain a clear, decisive answer. There •P
 re- and post-test of
are four general categories of response: knowledge
•P
 re- and post-attitude
• Yes/No—Giving your audience only inventories
these two choices forces them into a • L earner profiles
position which makes interpretation
• C ase studies
The components of an Audience very easy and quite accurate.
• Inserted questions
Response System • True/False—The audience responds to
a statement and has to decide between • C omparison data
On a specific question the audience records
two choices.
their vote by simply pressing the appropriate
• Discrete (or preferential) selection—
button on their individual wireless keypads
Multiple-choice alternatives, comparing
(A). The base station (B) collects the votes
up to 5 different items, are presented.
and sends them to the system software on a
• General continuum—Adjectives such
laptop (C), which immediately collates the
as “Strongly Disagree to Strongly
results and displays them on the presenta-
Agree” are used to define the response
tion screen (D) for all to see.
parameters.
The system allows everyone to express their
personal opinion, free of political or peer
pressure.

Knowledge check 9
Faculty Support

How to use ARS

“It is simplicity
that makes the
uneducated more
effective than the
educated when
addressing popular
audiences.”

Aristotle;
(384 BC–322 BC)
Greek philosopher ARS is just a technology, how you
use it is the key to a successful
outcome. Generally ARS is most useful for
3. Keep voting simple
Although different voting-options exist, it
is usually better to use the simpler ones.
the following purposes: 4. Build in time for discussion
• Determining participant profiles: With an interesting question, discussion
country of origin, specialty, experience. is quickly stimulated. If you postpone dis-
• Getting an idea of what participants cussion, spontaneity will be lost.
already know—so one can concentrate 5. Use questions sparingly
on other areas. More than five questions per hour can be
• Detecting, exposing and clarifying tedious. Questions should focus on the
misconceptions. main learning outcomes.
• Obtaining an evaluation, of a case study 6. Brief participants and faculty
for instance. Clear instructions on how to use ARS will
Spontaneous
• Measuring what has or has not been contribute to a high response rate. A first
Ad-hoc-questions
understood so far (pre- and post-tests of “warm-up” question often helps.
In most cases questions are
knowledge and attitude). 7. Master the mechanics
being developed prior to the
• Finding out collectively about Get in touch with the ARS support person
session. But it is also possible
everybody’s personal opinion. as early as possible and make sure the
to incorporate spontaneous
• Getting to know what participants ARS equipment is checked and tested.
questions rising out of a dis-
think about the teaching session itself 8. Anticipate possible answers
cussion or a specific response.
(post-evaluation). Good planning involves anticipating
Such a spontaneous ad-hoc-
answers. Therefore consider different
questions may be verbalized Asking the right questions
outcomes and how you will deal with
to the audience or typed in The wording of a question (or statement)
them.
through the system for imme- is the critical element in obtaining a clear
9. Analyze the results
diate display and evaluation. and fair response. The questions should be
With good questions the response will
(The most useful and easiest concise as screen space is limited.
not only be interesting, but also useful
ad-hoc-question still is: Do you Furthermore:
to stimulate further learning.
agree? Yes/No.) 1. Keep questions short and readable
10. Don’t overuse!
Use positive terms and address only one
ARS is a new medium, and it is tempting
issue per question. Make sure you read
to use it as much as possible. However,
the questions aloud.
overuse will kill any benefits.
2. No more than five options
 I f participants have too much informa-
tion, they will fail to respond. It also slows
down the whole process.

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 eLearning Module 5

AO Foundation
vision and mission
Our vision is excellence in the surgical management
of trauma and disorders of the musculoskeletal system.
Our mission is to foster and expand our network of
health care professionals in education, research,
development and clinical investigation to achieve more
effective patient care worldwide.

“When you know a

thing, to hold that
you know it; and
when you do not
know a thing, to
allow that you do
not know it—this is
knowledge.”

Confucius;
(551 BC–479 BC)
Chinese philosopher

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