The development of the dialogue cards is based on interviews with CBS students. The cards, therefore, suggest dialogues that contain realistic and authentic statements and scenarios.
The dialogue cards have been developed in cooperation with students. In different workshops, the students from our panel have been testing the cards and provided input for improvements. Afterward, the cards have been tested within a larger group of students, who has not participated in the research project.
The purpose of the dialogue game is to inspire dialogues that will extend your knowledge about yourself and each other. The dialogue cards can be played in association with group work when you meet in your respective study group, or professors can utilize them for educational purposes.
The timeframe for playing all cards in one 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.
There are three rounds in each theme
The first round contains three cards with questions followed by two or three options to choose from which are statements from students that I have interviewed in my research.
Round 1: “scenario- round”
In turn, everybody tells which option of the answers is best suited to themselves and is comfortable to further elaborate on why they chose the specific answer to the question. Afterward, the other participants can ask questions about the chosen answers. It should be underlined that the answer options are extremes within a spectrum. One is allowed to say to a statement, that one experience does not fit the following options provided, or say “it depends” whereafter one should further elaborate on their answer.
Round 2: “Quotation round”
The second round contains three cards with quotes. The participants must evaluate how much or how little they can recognize themselves in the quote. After the quote has been read aloud, every one of the participants shows with their fingers how much they can recognize themselves within the quote at the same time – count down from 3. One finger corresponds to not recognizing oneself at all with the quote whilst three fingers correspond to recognizing oneself much in the quote. In turn, the participants justify their answers.
Round 3: “The open round”
The third round contains a quote and an associated question. In turn, every participant should answer the question provided.
“Speed-dating” in a teaching situation
Every player gathers and each participant draws a card, so everyone has one card each
The players go together two and two, take turns asking each other 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.