Concept Chat

Pre-lecture

1. Decide on the messaging system to be used.  For example, in-built to Blackboard (Bb), Twitter (using a hashtag or set up a suitable space using Todays Meet or Nurph) to allow recovery of messages (preferably able to be displayed or accessed via the web/Bb).
2. Set up the groups to be used in advance and have these listed on the web or in the course page of Bb.

Mid-lecture

3. Ask each member of the group to identify a concept or new word that they heard during this lecture
4. Ask each group to decide which concept/word will post into the messaging system.  
5. Display the messaging system stream live on the lecture theatre or tutorial screen
6. From the screen, select three concepts and write these into pre-prepared interlocking shapes on a screen/whiteboard. For example, set up a blank diagram on PPT slide or other editable and visible means (see Related Content): 
   The green shapes are filled with a word/phrase denoting a concept from the message stream.   It is also possible to vary the number of concepts if the educator is prepared to draw the shapes in real time.
7. Ask the groups to identify the connecting theme or concept.  They may write it down or present it in the messaging system as time allows

EXTENSION 
Students are given a choice of 3-5 concepts and can vote using a polling system: Poll Everywhere 
Gamification
Peer Grading in MOOCs
This activity lends itself to a competitive element with more work on the part of the educator.  Points can be awarded for the group identifying the connecting concept first, most successfully over time, by using the number of contributions as a measure of engagement and active learning.  However, this will turn this activity from a quick task within a lecture to a more formal activity, requiring the educator to track message streams and identify group contributions.
Post lecture
The educator can review the message stream to assess student understanding and to create a focus for subsequent tutorial discussions.

In the case of very large groups of students it may be desirable to cut/paste the message stream into a word document and use colour coding to identify common themes.  This may not be practical as a synchronous activity.  However, it would make a suitable task for students during a post-lecture tutorial session for reflection and active learning to recall main concepts.
MORE EXTENSION
Ask students to post the messages to the Blackboard or other space (simple word processing documents, for example).

In a subsequent tutorial, or for self-study, ask students to go over the message streams from groups other than their own to identify key concepts (or misunderstandings).  The streams for study can be within a single cohort or across several cohorts over a week of study.