For students who best understand and apply new knowledge through explanations, dialogue and oral processing.
Key idea: Conversations create a link between theory and practice
When students are given the opportunity to listen, talk, and reflect together in groups, it becomes easier to translate what they have learned into new contexts. Auditory approaches support both academic understanding and shared meaning-making.
Toolbox: Auditory transfer modalities in synchronous teaching
| Modality | What does it do? | Example from computer science education | IT option |
|---|---|---|---|
| Dialogue-based case analysis in groups | Strengthens reflection and shared understanding | “How would your team solve this using SCRUM?” | Breakout rooms + reflection worksheet |
| Role-play or dilemma-based discussions | Activates knowledge and supports application | “You are the developer – how do you explain the decision to the client?” | Group exercise + short plenary presentation |
| Peer feedback in teams | Sharpens evaluation and transfer through dialogue | One team presents, another asks clarifying questions | Rotating peer-feedback structure |
| Audio-supported reflection | Uses voice as a pathway to deeper understanding | “Record your key points and send them to another group” | Flip, Padlet with audio, Teams voice messages |
Didactic reflection
- How can you design conversations that promote transfer?
- Can the groups challenge each other auditory – for example with questions or answers to dilemmas?
- How do you support teams in using audio as a reflection tool?
Teaching tips
- Frame the dialogues withclear questions and roles – this creates direction and professional focus.
- Remember that variation also applies to conversational forms – not all auditory activity needs to take place in groups.
- Use visual supports to structure the conversation (e.g. question cards, canvas, dilemma sheets).