In this video Pernille Steen Pedersen makes a short introduction to the dialogue cards.
The purpose of the card game is to inspire dialogues that will extend students knowledge about themselves and each other. The dialogue cards can be played in relation with group work, meetings in study groups, sessions in class and teachers can use them for educational purposes.
The time frame for playing all cards within a theme varies. It depends on the number of participants and how much the discussions develop. Some can reach through all three rounds in one hour while others only make it through one single round in that time.
The three themes
The first theme is teamwork and addresses the different challenges students can experience when working with others in groups. The aim is that the conversation the cards facilitate shall help making group constellations and collaboration easier.
The second theme of the cards is “inadequate” and deals with the fact that is normal during one’s study time to experience moments or periods of feeling inadequate.
The third theme is called “new at CBS”, and deals with issues related to being a new student at a higher educational institution. Research shows that entering university is a big jump from high school and for many this transition can be overwhelming and full with doubts and more insecurities. It takes time to learn how to study in this new level.
How to use the cards? Find here the main instructions on how to use the cards.
The development of the dialogue cards is based on interviews and surveys with CBS students. The cards therefore suggest dialogues that contain realistic and authentic statements and scenarios.
The cards are ideal for smaller groups of 3-6 people. Divide into groups and select a moderator who will be in charge of reading aloud the cards. The cards are available in Danish and English, so choose the one that fits to the group.
Each theme has three rounds. The first card in each theme is an introduction to the theme providing knowledge about the given challenge. Each round within a theme also has an introduction card setting the context for the given round.
Round 1: The scenario round
The first round consists of three cards demonstrating an everyday challenge or scenario based on the research, and demonstrates different answers to how students might react. The moderator in a group reads aloud the cards and everyone takes turns to reflect about which answers fits best with them, or not. The answer options are extremes within a spectrum. Students are invited to elaborate on why or to which degree some answers fit them better and the others can ask questions about the chosen answer. The idea is to get a dialogue around each card and to see that there are different ways to understand and react in given circumstances. The round ends with a reflection card with a statement aiming to give food for thought and everyone takes turn sharing their reflections.
Round 2: The quotation round
The second round consists of three cards with quotes, which the moderator reads aloud. The idea is that everyone evaluates with their fingers – at the same time – from 1-5 to which degree they recognize what is expressed in the quote. Count down from 3 and show your response. Afterwards, the students take turns explaining their response. One finger implies not at all, three fingers implies quite well/medium, and five fingers signify recognizing oneself fully in the quote.
Round 3: The open round
In the third round there are two cards. The first consists of an open question based on a quote from a CBS student and a follow-up question. The second card invites for reflection and take-aways by inquiring students to consider what has surprised them by listening to each other’s and their own answers.
- Divide into groups with 3-6 participants and pick a theme. Agree on how long you want to play.
- Pick a moderator who has the responsibility to read the questions aloud, control the time, and make sure that the one who speaks does not get interrupted. Remember, some are quicker than others, therefore, some will have to think twice before answering.
- The moderator reads the introductory text to the chosen theme and then begins with the first card 1. A. You can choose to set a time limit on the answers so each participant for example gets up to 2 minutes to answer each question. Remember, it’s part of the game that the other participants get the opportunity to reflect on the answers and ask about things they would like to have elaborated.
- When the time is up one should read the recap card aloud. You can choose to write down the most important reflections.
- It’s different how long it takes to play every card in one theme. It depends on the number of participants and how much the discussions develop. Some can reach through all three rounds in one hour while others make only one single round.
Alternative method to use the cards
“Speed-dating” in a teaching setting
An alternative way to use the cards is in the form of a “speed dating” setup. Everyone in the class gathers and each participant draws a card, so everyone has one card.
Then the players go together two and two, taking turns asking each other the questions and listening to the answer.
When both have been asking their question, you switch cards, find a new partner and continue as long there is time.
In the end the teacher or facilitator can make a sum-up session in plenum, where everyone shares for example what they learned, what most surprised them, and the most important take-aways from the experience.