If this is true...	then consider doing this in the design of your process:
	There are established, conflicting opinions about your topic for which web or print resources can be found	Assign roles that are tied to those points of view. Give each learner access to resources that help them understand and internalize one of those viewpoints.
	Among adults, there are specialista who look at your topic from complementary viewpoints and pool their expertise	Assign roles that are tied to those specializations. (e.g., photographer, journalist, historian)
	Your learners are mature and experienced at working cooperatively	Let them practice managing their division of tasks by not pre-assigning them to roles.
	The topic is complex and somewhat unfamiliar to your learners	Provide a set of common resources that everyone reads so that all learners have the same starting point in their understanding before taking on more specific roles or perspectives.
	Your learners have done enough independent work that they are able to identify resources appropriate to answer a given question	Instead of assigning specific resources to a role, provide a common pool of resources and let them choose from among them.
	There are subtasks to be performed that may not be familiar to all learners	Provide guides that help them perform the subtask (e.g., brainstorming, cropping images, etc.)
	Your learners are articulate and mature enough to hammer out consensus among opposing points of view without your being present at all times	Divide your class into several small groups that contain divergent points of view. You float from group to group as needed to coach them toward synthesis.
	Your learners are not articulate and mature enough to hammer out consensus among opposing points of without your being present at all times.	Divide your class into groups that each report on a single point of view, and guide the discussion in a whole class session so that synthesis occurs with your help.