Dotmocracy
Dotmocracy is a visual and participatory decision-making process where students allocate “votes” to express their preferences or priorities. This strategy fosters discussion and collaboration by making group opinions visible.
How It Works
- Introduce a question or issue that requires prioritization, such as: What are the most critical factors to consider when designing a sustainable city?
- Record different perspectives, options, or solutions on large sheets of paper and post them around the room (or in a digital space).
- Provide students with a set number of sticky dots (or digital markers). Students allocate their dots across the options to reflect their preferences. They can distribute their dots among multiple options or concentrate them on one.
- Analyze the visual distribution of dots as a class and use it as a basis for discussion or further action.
Example
In a public health course, students evaluate strategies for improving community health. Strategies like “educational campaigns,” “nutrition programs,” and “exercise incentives” are listed on separate sheets. Students allocate dots based on which strategies they find most impactful.
Why It’s Effective
- Promotes collaborative decision-making and highlights class priorities.
- Encourages students to consider trade-offs and rationale behind their choices.
- Creates a visual representation of collective opinion, making abstract ideas more concrete.
Adaptations
- Online: Use polling tools like Poll Everywhere, Mentimeter, or Google Forms to simulate dot allocation. Display results visually with bar charts or word clouds.
- Quick Version: Instead of sticky dots, students can use markers to add checkmarks or tallies next to their preferred options.
- Discussion Focus: After the dot allocation, have students form small groups to discuss the reasoning behind their choices and explore minority opinions.
- Follow-Up: Use the results as a starting point for deeper analysis, additional research, or as a basis for assigning project topics.
This method is versatile and can be adapted to a wide range of subjects, from narrowing research topics in history to prioritizing project goals in business courses.
Sources and Attribution
Primary Sources
This section is informed by and adapted from the following sources:
- University of Waterloo, Centre for Teaching Excellence. Active Learning Activities.
- Available at: Waterloo CTE
Use of AI in Section Development
This section was developed using a combination of existing research, expert-informed insights, and AI-assisted drafting. ChatGPT (OpenAI) was used to:
- Synthesize best practices for active learning strategies into a cohesive and accessible guide for instructors.
- Clarify approaches that promote student engagement, participation, and deeper learning.
- Enhance readability and coherence, ensuring that active learning techniques are both research-based and practically applicable in face-to-face and online classrooms.
While AI-assisted drafting provided a structured foundation, all final content was reviewed, revised, and contextualized to ensure accuracy, alignment with research, and pedagogical effectiveness. This section remains grounded in institutional best practices and respects Creative Commons licensing where applicable.
