Often the summary shows major differences of opinion and students quickly engage in lively debate. This tool can be considered as a catalyst to richer interaction. The GSS tools allow the instructor to quickly move data from one tool another allowing for extended modules that combine techniques. In other cases MTM allows for idea generation followed by a vote which allows students to vote on ballot items which they created. We have observed that MTM techniques are often more engaging than separate techniques.
Students seem to become more involved as they build on ideas they created.
One generic MTM technique that we have used with some Harvard Business School case studies is the identify issues, consolidate issues, resolve issues, and integrate resolution sequence. This sequence will fill a two and half hour class period and the level of engagement can be held high as the students ideas drive the process. Unlike traditional case study teaching methods, every student can comment at every step of the process. In working with faculty unfamiliar with this technology, we have seen the following impediments to instructor use of GSS teaching techniques. The following is a brief list of the impediments and the ways we overcame them.