We need therefore 10 questions based on a declarative WIKI-article:

Bad questions (because they can not really be discussed):
-1. e.g. What is the proper(*) abbrevation of the service science in the Wikipedia article?
A: SME B: SSE C:SSM D(*): SSME
-2. e.g. Which organisation introduced the term Service science, management, and engineering ?
A(*): IBM B: SAP C: Google D:Facebook

A good question (because it can be discussed - see: There are many definitions of service in the literature. Here are a few:):


1. In national economic statistics, the service sector is often defined as whatever is not agriculture or manufacturing, therefore services are processes, performances, or experiences that one person or organization does for the benefit of another.

A: both parts are correct and there is a strong connection between them
B: both parts are correct and there is a weak connection between them
C: both parts are correct and there is no connection between them
D: at least one of the parts are not proper (and therefore the connection between them can not be evaluated)

<--what is the proper answer?
<--what can we say if somebody will argue for an other option as the most proper one?

****

The last open subtask was: creation of LM1 = "learning material (LM1) which has no discursive parts"

The most simple LM1 is a WIKIPEDIA article (because these articles try to deliver definitions, declarations, statements without any discursive elements = e.g.  https://en.wikipedia.org/wiki/Service_science,_management_and_engineering

The next subtask is: to create a short test where you/we can observe how good the core messages could be understood by other Students.

Please, sent to me a test with 10 questions about the above-mentioned WIKI-URL concerning service science!

*************-

The asynchronous learning materials tries to support the sovereignity, the LLL=life-long-learning-practice.
It means: the learning materials should be interpreted as online tutorials.
The best way is here and now: learning by doing!
It means: we need to finalize your OAM for the publication.

Suggestions:
- if we want to prove what kind of impacts a critique/discussion-based learning/teaching can have
- we need an experiment (at first a thinking experiment)
- the basic level is a short (written) learning material (LM1) which has no discursive parts
- the next level is to create a discursive addition (LM2) - (also in written form or even as a live video-stream:-)
- we need a test about the core messages of the LM1
- we will see how good can Students answer to the test-questions about LM1
- after the first test (without grading/scoring!) the same Students will see LM2
- the same test will be written at once
- and we will see whether the discursive additional learning material (LM2) can be evaluate as positive, neutral or even negative

The LM1 can be selected from the already existing modules or even you are free to create a short LM1.
The test should be created by us.
The LM2 should also be created by us if you could not identify appropriate parts in the already given (seemingly conversation-oriented - therefore maybe discursive?) learning materials.

:-)

Can we start?
Could you send to me LM1?

*****************
"i think discussion is more appropriate way of teaching because it involves everybody. Everybody can give their opinion about topic and we can get more points about a topic. the more we dissuse the more we understand. And we will get new ideas ."

your test can be used as a good starting point!
 :-)
  
 You declared a clear hypothesis about the impact of the discussions in teaching/learning processes.
 THIS HYPOTHESIS should be proven/interpret in details in your final publication for credits.
 
 To be operative:
 - we had till now at least one critique-oriented learning materials where the suspicions of visual fake news could be identified:
   1. https://miau.my-x.hu/miau/quilt/2020/urls.htm => https://www.youtube.com/watch?v=jbkSRLYSojo
   2. https://miau.my-x.hu/miau/quilt/Exercises_for_critical_thinking_and_doing.docx (learning material from the previous year)
- on the other hand, we have a PNG-file: https://miau.my-x.hu/miau/quilt/2020/teaching_is_learning.png
- plus we have a file (mostly in Hungarian) with a lot of critical aspects concerning the PNG-file above: https://miau.my-x.hu/miau/quilt/2020/proaktiv_it.docx 
- if you learn Hungarian and/or if you use the Google Translate to handle language-challenges at all, then please, translate=interpret the appropriate parts of the Hungarian article and
- please, complete them (with new questions and/or alternative answers)