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The 8th Annual Symposium on Innovative Teaching May 17 & 18, 2006 Simon Fraser University (Burnaby) www.sfu.ca/symposium2006 This symposium will explore the challenges and rewards associated with dialogue-based learning as an innovative practice in pedagogy. Dialogue in Teaching and Learning: An Educational Framework for Linking Coursework and Community

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Page 1: Dialogue in Teaching and Learning - SFU.ca · Using dialogue to connect university and community 2.2 Foundations of Dialogic Communication 2.3 Dialogic Construction of Meaning: Applying

The 8th Annual Symposium on Innovative Teaching

May 17 & 18, 2006 Simon Fraser University(Burnaby)

www.sfu.ca/symposium2006

This symposium will explore the challenges and rewards associated with dialogue-based learning as an innovative practice in pedagogy.

Dialogue in Teaching and Learning: An Educational Framework for Linking Coursework and Community

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Table of contents p. 1 Keynote Presentation, Wednesday, May 17

1.1 Dialogue Education: What are the basics?

p. 2 Concurrent Sessions 2.1 - 2.3

2.1 The Undergraduate Semester in Dialogue:

Using dialogue to connect university and community

2.2 Foundations of Dialogic Communication

2.3 Dialogic Construction of Meaning:

Applying theory to teaching large classes

p. 3 Concurrent Sessions 3.1 - 3.3

3.1 UsingDialogueandReflectiontoCreateSustainabilityEducation

3.2 ∏2∏:Adialoguetoolformathematiciansandnon-mathematicians

3.3 Teaching in the Trenches:

Using questions to make meaning

p. 4 Concurrent Sessions 4.1 - 4.2

4.1 Compassionate Listening:

Sustaining the heart of dialogue -An undergraduate experience

4.2 MaintainingLearnerConflictthroughDialogue:

The transformative opportunities of academic support services

p. 5 Concurrent Sessions 4.3 - 5.1

4.3 CultivatingaCommunityofReflectivePractitioners:

Lessons from the Dialogue Makers Network

5.1 Collaborative Learning and WebCT Presentation Pages

p. 6 Concurrent Sessions 5.2 - 5.3

5.2 Innovative Uses of Educational Technology

5.3 Outsiders in Learning Communities:

Understanding and meeting the needs of learners with English as an additional language (EAL)

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p. 7 Concurrent Sessions 6.1 - 6.3, Thursday, May 18

6.1 Illuminating Learner Needs through Dialogue

6.2 Talking through the Medium:

Two case studies on the role of dialogue in developing learners participation in their learning communities

6.3 ½ Day Workshop: Four Protocols of Dialogue Education

p. 8 Concurrent Sessions 7.1 - 7.2

7.1 Designing for Dialogue:

Transforming Problem-Based Learning (PBL) into eLearning Simulations

7.2 Stranger in the Land of Suits:

When instructors teach students from a different academic culture/discipline than their own

p. 9 Concurrent Sessions 8.1 - 8.2

8.1 Living the Praxis:

Dialogue and community in the classroom

8.2 ½ Day Session at SFU Vancouver (at Harbour Centre, Room 1600)

Dialogue:

Possibilities and paradoxes using dialogue in learning contexts

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8:30-9:30

Refreshments & Registration at the Halpern Centre (SFU Burnaby)

9:30-10:45

Welcome & Keynote Presentation 1.1 at the Halpern Centre (SFU Burnaby)

Dialogue Education: What are the basics?Jane Vella (Global Learning Partners)

Halpern Centre 126 In this opening keynote address, Dr. Jane Vella will introduce Dialogue Education as understood and taught by Global Learning Partners, Inc. She will identify four basic protocols of Dialogue Education:

1. Seven Design Steps and Learning Needs and Resources Assessment

2. Twelve Principles and Practices

3. Learning Tasks: Four Parts

4. Evaluation Indicators of learning, transfer, impact Dr. Vella will use Dialogue Education throughout the keynote, to give all participants a taste of its style and efficacy. Biography

Jane Vella, the founder of Global Learning Partners, gained her insights on adult education from the thousands of participants she met over her 40 years of teaching in Africa, Asia, and North America. Jane’s academic research into the work of theorists like Paulo Freire, Malcolm Knowles, Kurt Lewin, and Benjamin Bloom confirmed what she saw in the communities where she had worked: that adults learn best through a “dialogue” that takes place in an atmosphere of mutual respect and safety, and with learning designs that are grounded in the reality of their lives. Jane’s insights are detailed in her books, all of which are published by Jossey-Bass (San Francisco):

• Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults. (Revised Edition 2002) • Taking Learning to Task: Creating Strategies for Teaching Adults. (2000) • How Do They Know They Know: Evaluating Adult Learning. (1998) • Training Through Dialogue. Promoting Effective Learning and Change with Adults. (1995) • Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults. (First Edition, 1994)

Her teaching and work have inspired a generation of educators, community developers, and health workers. Some of their experiences with dialogue education are now outlined in Jane’s latest book Dialogue Education at Work: Case Studies (October 2003).

10:45-11:00

Refreshment Break at the Halpern Centre 114 (SFU Burnaby)

11:00-12:00

Concurrent Sessions 2.1, 2.2, and 2.3 in the Maggie Benston Centre (SFU Burnaby)

WEDNESDAY,MAY17,2006

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Session 2.1

The Undergraduate Semester in Dialogue: Using dialogue to connect university and community Mark Winston (Simon Fraser University) Maggie Benston Centre 2290 The objective of the Undergraduate Semester in Dialogue is to link university and community through dialogue-based learning. The Semester addresses what we believe is the principal challenge for contemporary education: to inspire students with a sense of civic responsibility, encourage their passion to improve Canadian society, and develop innovative intellectual tools for effective problem solving. Dialogic learning uses shared inquiry, a willingness to examine assumptions, and the commitment of all participants to collectively work toward new understandings. It establishes patterns of interactions and a framework for investigation while encouraging learners to discursively test their own perspectives about unfamiliar ideologies and conflicting values in a safe, supportive environment. The session will focus on how we choose engaging topics, novel learning strategies to implement dialogue-based curriculum, experiences of students, and outcomes. It will be of interest to all registrants, and comprise both presentation and active dialogue components. Outcomes of the session will include tangible ideas for implementing dialogue in diverse learning contexts, an appreciation for the role of dialogue in encouraging civic engagement, and development of opportunities for faculty and students to become more involved with the Undergraduate Semester.

Session 2.2

Foundations of Dialogic CommunicationAlma Krilic (Simon Fraser University)

Maggie Benston Centre 2294 This discussion-based session is designed for educators who are interested in incorporating dialogic communication into their curriculum. Unlike the ‘traditional’ classroom, in which the teacher is the transmitter of knowledge, dialogic communication is founded on the premise that both the teacher and the student enter a partnership, or a relation, where both are transformed as a result. Dialogic communication is not about the content, the participants, or the outcomes. The more urgent issue that needs to be discussed is the relational nature of dialogue and the role that language plays in communication. This session will outline the philosophical approaches on which dialogic communication rests, namely existential phenomenology and philosophical anthropology. Some of the thinkers that will be discussed include John Stewart, Hans-Georg Gadamer, Gert Biesta, and Mikhail Bakhtin.

Session 2.3

Dialogic Construction of Meaning: Applying theory to teaching large classesHeather Ryan (University of Regina)

Maggie Benston Centre 2296 This session may be of interest to all who are encouraged/expected to teach large classes, to students or teaching assistants in a traditional large face-to-face class, or to administrators providing the resources to support instruction in large classes. This discussion and hands-on experience with the dialogic style may promote some strategies, while reporting student’s perceptions of the use of dialogue and vignettes in constructing shared understanding of theory and its applications in teaching and personal development. The session will first describe the theory and some of the strategies that students consider enrich the meanings, relationships, and applications of human development theory to teaching and relationships of instructor(s) and students. Much of the session will involve application of the dialogic style to analysis of vignettes by the group to discover the rich, diverse meanings that many minds bring to such tasks.

12:00-1:00

Lunch Break at the Halpern Centre 114 (SFU Burnaby)

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1:00-2:00

Concurrent Sessions 3.1, 3.2, and 3.3 in the Maggie Benston Centre (SFU Burnaby)

Session 3.1

Using Dialogue and Reflection to Create Sustainability EducationJanet Moore (Simon Fraser University)

Maggie Benston Centre 2290 Everyone is welcome to attend a short presentation on the use of dialogue and reflection in 3 undergraduate courses focusing on sustainability and community engagement. I will describe in detail how I have used reflection and dialogue to enhance student and instructor learning with the aim of enabling sustainability education. The 3 courses outlined are: Action and Awareness: Focus on Urban Sustainability, Undergraduate Semester in Dialogue: Social Enterprise for Sustainable Community Development and the Summer Institute in Dialogue- Being about Action: Local Leaders, Global Futures. Working definitions of reflection, dialogue and sustainability education will be presented with the intention of engaging the group in a dialogue about these concepts. The short presentation will be followed by a dialogue focusing on how instructors can integrate reflection and dialogue into university courses to enhance student and community learning. Outcomes of the session will include strategies for implementing reflection and dialogue in university classrooms and participation in a real–time dialogue. Participants will be encouraged to reflect at the end of the dialogue session on personal learning from the session. There will also be time to engage in a conversation about how participants can become more involved with the Undergraduate Semester in Dialogue Program.

Session 3.2

π2π: A dialogue tool for mathematicians and non-mathematiciansVeselin Jungic & Jacob Groundwater (Simon Fraser University)

Maggie Benston Centre 2294 In this session, we will present the main ideas of a project called “π2π Math” that originated at the SFU Department of Mathematics a few months ago. The ultimate goal of the project is to create a new tool for communicating mathematics over the web. We will give a demo of the tools already developed and used in the classroom and discuss the upcoming changes.

Currently, a dialogue over the web that involves any kind of mathematical notation can be a painful endeavor. In fact, communication in general over the web is ambiguous and difficult. The π2π Math project is motivated by the need of all of those that use the mathematics syntax in their work to be able to correspond amongst each other effectively. Typing up mathematics should not need to take longer than writing them by hand, but currently it does. The project specially avoids common pitfalls in do-all solutions such as locking data to software, using proprietary components, or not building off of existing standards. “π2π Math” is building tools to bridge the typesetting power of latex with the organizational power of the semantic web.

Session 3.3

Teaching in the Trenches: Using questions to make meaningJudy Johnson (North Island College)

Maggie Benston Centre 2296 Designed primarily for teachers in the trenches, this session will demonstrate how I use questioning in my own classes to get students to start thinking for themselves. When I was attending university, I never understood how my professors came up with their brilliant insights and interpretations of literature; I dutifully copied them down and regurgitated them nicely at exam time. I only learned to interpret poetry and essays and stories when I started teaching. When I started teaching college, I wanted to show my students the process of analysis - a process of interacting with the texts, finding patterns, and from that, making meaning of the literature. To do this, I decided to demonstrate my method of making meaning: asking questions. My regular method of instruction in class is to ask students questions, so that they have to find the answers themselves. Sometimes I put them in small groups to discuss first, sometimes I put the questions to the whole class; usually I have my own response prepared if students are struggling, but sometimes I don’t even have the answer. The idea is for us - students and instructor together - to actively and immediately uncover a meaning of the text that has relevance and wisdom for the current set of students. My hope is, that in asking them the questions, in demonstrating my

WEDNESDAY,MAY17,2006 (continued)

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method of analysis, they will learn the kinds of questions to ask themselves in order to discover meaning themselves. This session will be a mock class in which we analyze a piece of literature. By the end of the session, we will have put the question-and-answer technique into practice to see how it works. The participants will be the “students” for the session; however, in participating in the process of discovery, they actually become the instructors.

2:00-2:15

Session Break

2:15-3:45

Concurrent Sessions 4.1, 4.2, and 4.3 in the Maggie Benston Centre (SFU Burnaby)

Session 4.1

Compassionate Listening: Sustaining the heart of dialogue -An undergraduate experienceMeg Zuccaro & Students (Simon Fraser University)

Maggie Benston Centre 2290 This session will provide an opportunity to hear the voices of undergraduate students, from Education 100, who will share their classroom experiences of creating academic community through practices of listening and dialogue. Expanding the capacity for compassionate listening invites a relational dynamic that embodies awareness, presence, and loving-kindness. Listening, as discernment, challenges us to live in ways that quiet and shift the habitual chatter of the mind to cultivate a capacity for deepened awareness. Through this lens, our world view, sense of self, and relationships may be powerfully transformed. Attendees will be invited to participate in various exercises and to listen and dialogue with the students about their experiences, bringing living and theoretical attention to our session.

Session 4.2

Maintaining Learner Conflict through Dialogue: The transformative opportunities of academic support servicesDale Lackeyram (University of Guelph)

Maggie Benston Centre 2294 Of interest to faculty/instructors, academic staff/administrators, educational, instructional and/or curriculum developers, undergraduate and graduate students, and community service learning practitioners, this session will present a theory of dialogue that maintains learner conflict through the development and implementation of academic support services and will (attempt to) answer the question, ‘How do we create and maintain this level of dialogue?’ Based on Paolo Freire and Moacir Gadotti’s notions of dialogue and conflict pedagogy, we will argue that since conflict cannot occur without dialogical encounters, and since transformation cannot occur without conflict, learner transformation requires a dialogue that maintains learner conflict.

In this session, participants will gain an understanding of why this type of dialogue is desirable and important, and how this type of dialogue can be implemented and encouraged through student learning support services such as individual and/or group consultations and academic programming. Experiences and data from on-going programming currently offered by the Learning Commons at the University of Guelph will be discussed as supporting evidence. Participants will have the opportunity to engage with the current framework for delivery of supplementary, integrative, and embedded programming, simulate the process of conceptualizing these services, and learn how they are currently being applied and utilized.

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Session 4.3

Cultivating a Community of Reflective Practitioners: Lessons from the Dialogue Makers NetworkJoanna Ashworth & Charles Scott (Simon Fraser University)

Maggie Benston Centre 2296 In this session, participants will hear about an initiative of SFU’s Dialogue Programs that bridges the university with the community through the practice of dialogue, and the lessons learned about cultivating the conditions for dialogue and the impact this program has had on it participants. The Dialogue Makers’ Network (DMN) was created by SFU’s Dialogue Programs as a space for members of the university and wider community to experience dialogue as a form of inquiry about its practice. Monthly meetings over three years have created a community of reflective practitioners, including negotiators, educators, mental health workers, academics, students, independent scholars, and others. The session will begin with the screening of an eight-minute video featuring DMN members reflecting on the impact of dialogue on their personal and professional lives and what has both surprised and transformed them through this collaborative learning experience. Following the video screening we will introduce three themes central to dialogue, particularly relevant to dialogue as a pedagogical practice: the power of listening, openness to difference, and a willingness to examine assumptions. As a conceptual framework we will draw from the work of organizational theorist, William Isaacs and urban planner, John Forester.

3:45-4:00

Session Break

4:00-5:00

Concurrent Sessions 5.1, 5.2, and 5.3 in the Maggie Benston Centre (SFU Burnaby)

Session 5.1

Collaborative Learning and WebCT Presentation PagesNicky Didicher (Simon Fraser University)

Maggie Benston Centre 2290 Several students and the instructor of English 322 Eighteenth-Century British Novels from SFU, Spring 2006, will discuss their experiences with a collaborative learning environment in which students chose the novels for the syllabus, worked in groups to create course content, and published their work using the presentation tool in WebCT. The majority of students were English majors with little experience in web design or html, and many were nervous of the computer component in the course. After a demonstration of the resulting WebCT student pages and a short panel discussion, we will open the session to a discussion of benefits and dangers inherent in group projects, and the advantages and disadvantages of blended learning in Arts classes. This session will be of interest to a general audience, but especially to teachers and students in Arts disciplines.

WEDNESDAY,MAY17,2006 (continued)

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Session 5.2

Innovative Uses of Educational TechnologyGjoa Andrichuk (BC Institute of Technology)

Maggie Benston Centre 2294 How can innovative uses of learning technologies enhance the learning experiences of students engaged in applied learning? In this session, the presenter will share her innovative teaching strategies, and lessons learned through action research, for incorporating an online Community of Practice in a blended, face-to-face communication course for Forest Ecosystems students. She will also present how she has been linking students to the community through dialogues with industry partners. Multimedia examples will be drawn from her institute funded “Grassroots” and “Action Research” projects, carried out within the context of BCIT’s Technology Enabled Knowledge (TEK) Initiative, which aims to promote excellence in polytechnic education by supporting faculty in their innovative use of educational technology.

Session 5.3

Outsiders in Learning Communities: Understanding and meeting the needs of learners with English as an additional language (EAL)Steve Marshall (Simon Fraser University)

Maggie Benston Centre 2296 This interactive presentation will be of interest to anyone who works with international and Canadian students for whom English is an additional language (EAL learners). The presentation will begin with a brief theoretical framework for understanding the needs of EAL learners. The focus will be on the transitions that learners go through in different learning communities at SFU, and on how these transitions impact teaching and learning. Participants will then be asked to consider a number of strategies designed to help instructors meet the different and changing needs of EAL learners.

This session will cover the following issues:

1. Understanding the needs of EAL learners

• EAL learners: language, culture, and identities • EAL learners and transitions: outsiders in our learning communities? • Writing as outsiders in the disciplines: agency and conflicting epistemologies

2. Meeting the needs of EAL learners in our learning communities

• Teaching, Reading, Writing, Thinking, and Learning • Responding to written work: formative and summative assessment • Responding to written work: recurring errors/mistakes, and ‘content’

In this session, ideas will be presented, then followed by activities designed to allow participants to reflect on the professional and academic practice in their own learning communities.

5:00-6:00

Symposium Reception at the Halpern Centre 114 (SFU Burnaby) – Please join us!

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9:00-9:30

Registration & Refreshments at the Halpern Centre (SFU Burnaby)

9:30-10:30

Concurrent Sessions 6.1, 6.2, and 6.3 in the Maggie Benston Centre and Halpern Centre (SFU Burnaby)

Session 6.1

Illuminating Learner Needs through DialogueJanet McCracken (Simon Fraser University)

Maggie Benston Centre 2290 Learning complex material in higher education is challenging, even for students who possess excellent study skills and who are motivated to learn. I propose that as teachers, we can go a long way in avoiding unnecessary obstacles that students face by engaging in learner-centred dialogues that reveal how students understand fundamental or foundational ideas in a course of study, so that we can better design learning to meet their needs. These kinds of dialogues are often a natural part of teaching. Some of the previous work I have done suggests that it is effective to identify potentially difficult concepts and tasks, and engage in dialogues with students as part of course design and re-design.

In this session, I will demonstrate how data from dialogues with students can inform design, including the setting of objectives, the use of graphical representations, and the development of learning activities. This session would be of most interest to faculty developers and instructional developers.

Session 6.2

Talking through the Medium: Two case studies on the role of dialogue in developing learners participation in their learning communitiesKathryn Alexander & Nadeane Trowse (Simon Fraser University)

Maggie Benston Centre 2296 This presentation is of interest to anyone who is interested in learning about how to use dialogic writing-intensive approaches to develop students’ engagement and immersion into their disciplinary fields. We will draw on two very different disciplinary subjects (technology and communications and aesthetics for dance performance). We will specifically focus on the aspects of the courses that encouraged and developed students’ learning from one another through activities such as peer review, responding to each others informal and formal writing, creating visual representations of daily discussions, commenting in interactive spaces, etc. while at the same time, learning how to speak through the new knowledge covered in the course content.

9:30-12:30

Session 6.3

½ Day Workshop: Four Protocols of Dialogue EducationJane Vella & Marian Darlington-Hope (Global Learning Partners)

Halpern Centre 126 In this three-hour workshop, Jane Vella and Marian Darlington-Hope will use Dialogue Education with the workshop group to go into depth on the Four Protocols introduced during the keynote address on May 17th. Participants will work with each of the protocols, applying it to their life and context. We will complete seven learning tasks, including raising questions about Dialogue Education, and examining resources for continuing study. Presenters’ Biographies

Dr. Jane Vella, the founder of Global Learning Partners, gained her insights on adult education from the thousands of participants she met over her 40 years of teaching in Africa, Asia, and North America. Jane’s academic research into the work of theorists like Paulo Freire, Malcolm Knowles, Kurt Lewin, and Benjamin Bloom confirmed what she saw in the

THURSDAY,MAY18,2006

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communities where she had worked: that adults learn best through a “dialogue” that takes place in an atmosphere of mutual respect and safety, and with learning designs that are grounded in the reality of their lives. Her teaching and work have inspired a generation of educators, community developers, and health workers. Some of their experiences with dialogue education are now outlined in Jane’s latest book, Dialogue Education at Work: Case Studies (October 2003). A Senior Associate with Global Learning Partners, Dr. Marian Darlington-Hope is a 10-year veteran of the Learning to Listen Learning to Teach course. Since 1996, Dialogue Education has become the basis for her work with organizations, communities, and the university. Darlington-Hope has worked with community organizations on a variety of issues in the Boston area for more than 30 years. She teaches undergraduate courses in community and non-profit organizations, management, and social policy. Her research focuses on institutional collaboration and community leadership. Dr. Marian Darlington-Hope is an Assistant Professor and Lead Faculty for Human Services in Lesley University’s Adult Learning Division. She has a Master in City Planning (MCP) from the Massachusetts Institute of Technology Urban Studies and Planning, and a PhD in Social Welfare Policy from the Heller School of Social Policy and Management, Brandeis University.

10:30-11:00

Session Break

11:00-12:00

Concurrent Sessions 7.1 and 7.2 in the Maggie Benston Centre (SFU Burnaby)

Session 7.1

Designing for Dialogue: Transforming Problem-Based Learning (PBL) into eLearning SimulationsDavid Kaufman & Robyn Schell (Simon Fraser University)

Maggie Benston Centre 2290 This presentation is oriented to those interested in creating dynamic online learning strategies using dialogue to develop problem-solving skills. Our presentation describes how we designed and implemented a distributed case-based tutorial to integrate the two strongest features of simulations: engagement and immersiveness, with one of the strongest features of face-to-face learning: social interaction and dialogue. We will describe the background theory, provide a demonstration, and an interactive session to illustrate the development process used to design and implement a distributed collaborative problem-based learning simulation. Goal: Participants will be able to identify and analyze the design requirements used to create and implement a distributed collaborative problem-based learning simulation. Learning Objective: Participants will be able to apply the design requirements to design and implement a distributed problem-based learning simulation.

Session 7.2

Stranger in the Land of Suits: When instructors teach students from a different academic culture/discipline than their ownAmy Zidulka (Royal Roads University)

Maggie Benston Centre 2296 Over the course of their careers, many instructors will teach outside of their “home” departments. Accountants may teach science students how to balance books. Philosophers might teach in medical schools. English and composition instructors typically teach students from all departments. Amy Zidulka, who teaches Business Communication, will present as a case study of her own experience transitioning from

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an English department to a management department. Building on the work of thinkers such as Parker Palmer, she posits that to succeed in a new academic culture, instructors must, at first, not concentrate on teaching theory or technique, but on truly understanding the culture into which they’re entering, a process that requires humility, empathy, and a willingness to accept changes to one’s own identity. This journey also requires collaborating with students, colleagues, and members of the community into which students wish to enter. A 15-20 minute presentation will be followed by structured discussion in which the audience will explore the experience of teaching students from a different academic culture. Participants will leave having explored strategies for success.

12:00-12:30

Session Break/Move to Lunch

12:30-2:00

Lunch Break at the Halpern Centre 114 (SFU Burnaby)

*Note: There are two afternoon concurrent sessions. Session 8.1 will be held at SFU Burnaby (at the Halpern Centre); and, Session 8.2 will be held at SFU Vancouver (at Harbour Centre). If commuting to the downtown Vancouver Campus over lunch, please plan on 30-40 minutes to allow time for travel and parking.

1:30-3:00

Session 8.1

Living the Praxis: Dialogue and community in the classroomCarolyn Mamchur (Simon Fraser University)

Halpern Centre 126 (SFU Burnaby) We are a class of grad students who, with our professor, have formed a tightly-knit and successful community of learners because of a number of consciously chosen principles: a dedication to the valuing of the person; being fully present for each other; creating ritual in a classroom setting; following a systematic, being open, trusting, and vulnerable with one another and developmental, model of study designed for success and commitment. We will show how we use principles of dialogue to develop an ongoing conversation that weaves together a varied, but integrated course content, our own lives in past and present, and our thoughts, hopes, and concerns for our futures. Through dialogue, we build a collaborative community where there is guidance and creativity, equality and nurturance, and a willingness to explore whatever becomes relevant as our conversations develop. The curriculum of this course in composition is the student work itself and is embedded in the relationships we have created, and emerges out of everyone’s needs. This requires a dedication to dialogue on the part of both professor and students. It requires a comfort with the curriculum, a belief in the ability of others to participate with courage and intellectual focus. Our audience is primarily college and university professors. We will show that a culture of dialogue is possible and results in greater learning, and we’ll model this through our panel discussion.

2:00-4:30

Session 8.2

½ Day Session at SFU Vancouver (at Harbour Centre, Room 1600) Dialogue: Possibilities and paradoxes using dialogue in learning contextsTaigita Biln, Mark Winston, Janet Moore, & Joanna Ashworth (Simon Fraser University)

Harbour Centre, Room 1600 (SFU Vancouver) The concept of dialogue is hardly new. Its origins can be traced to ancient Greece where Socrates encouraged his students to live the examined life through a process of shared inquiry. Learning and teaching through dialogue are experiencing a new surge in popularity, as educators rediscover the potential of this pedagogical approach. The possibilities are exciting

THURSDAY,MAY18,2006 (continued)

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but with a process as complex and unpredictable as human communication, it is essential to understand those aspects of practice that could ultimately subvert even the best of intentions. Dialogue is best understood through direct experience. During the break-out dialogue sessions, participants will have the opportunity to consider the issues raised in the opening session concerning learning and dialogue. The most profound learning will come from the act of dialogue itself, when participants share their own personal experiences and ideas related to teaching through dialogue and how to address them in the classroom setting. This session will be of interest to all participants. It will provide an opportunity to learn about the theory and practice of teaching and learning through dialogue by actively engaging in the practice. The format provides an unusual opportunity for students and teachers to learn together, and from one another, about how to use dialogue in the classroom and beyond.

Keynote and Session Presenters Presenter(s) Affiliation Email

1.1 Jane Vella Global Learning Partners [email protected]

2.1 Mark Winston SFU Undergraduate Semester in Dialogue [email protected]

2.2 Alma Krilic SFU Faculty of Education [email protected]

2.3 Heather Ryan University of Regina Faculty of Education [email protected]

3.1 Janet Moore SFU Undergraduate Semester in Dialogue [email protected]

3.2 Veselin Jungic SFU Mathematics Department [email protected] Jacob Groundwater SFU Mathematics Department [email protected]

3.3 Judy Johnson North Island College English Department [email protected]

4.1 Meg Zuccaro SFU Faculty of Education [email protected]

4.2 Dale Lackeyram University of Guelph Learning Commons [email protected]

4.3 Joanna Ashworth SFU Undergraduate Semester in Dialogue [email protected] Charles Scott SFU Faculty of Education [email protected]

5.1 Nicky Didicher SFU English Department [email protected]

5.2 Gjoa Andrichuk BC Institute of Technology Communications [email protected]

5.3 Steve Marshall SFU Writing-Intensive Learning Office [email protected]

6.1 Janet McCracken SFU School of Interactive Arts & Technology [email protected]

6.2 Kathryn Alexander SFU Writing-Intensive Learning Office [email protected] Nadeane Trowse SFU Writing-Intensive Learning Office [email protected]

6.3 Jane Vella Global Learning Partners [email protected] Marian Darlington-Hope Global Learning Partners [email protected]

7.1 David Kaufman SFU Learning & Instructional Development Centre [email protected] Robyn Schell SFU Faculty of Education [email protected]

7.2 Amy Zidulka Royals Road University Faculty of Management [email protected]

8.1 Carolyn Mamchur SFU Faculty of Education [email protected]

8.2 Taigita Biln SFU Undergraduate Semester in Dialogue [email protected] Mark Winston SFU Undergraduate Semester in Dialogue [email protected] Janet Moore SFU Undergraduate Semester in Dialogue [email protected] Joanna Ashworth SFU Undergraduate Semester in Dialogue [email protected]

Continuing the dialogue...

We appreciate your feedback, and invite you to complete our short online form at: www.sfu.ca/symposium2006 Thank you for taking time to help us plan for future events.

The dialogue will continue online. Join conference participants in an ongoing conversation about issues and ideas raised in Symposium workshops. From the homepage of our SCoPE community site (http://scope.lidc.sfu.ca/) follow the link to the Symposium Forum. For further information about SCoPE, please contact Elizabeth Wallace at [email protected]

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Page 14: Dialogue in Teaching and Learning - SFU.ca · Using dialogue to connect university and community 2.2 Foundations of Dialogic Communication 2.3 Dialogic Construction of Meaning: Applying

WEDNESDAY, MAY 17, 2006 AT A GLANCE8:30-9:30

Refreshments & Registration

Halpern Centre (SFU Burnaby)

9:30-10:45

(75 mins)

Welcome & Keynote Address 1.1

Keynote Speaker: Jane Vella, Global Learning PartnersDialogue Education: What are the basics?

Halpern Centre 126SFU Burnaby

10:45-11:00 Session Break

11:00-12:00

(60 mins)

Session 2.1

The Undergraduate Semesterin Dialogue: Using dialogue to connect

university and community

Mark Winston

Maggie Benston Centre 2290SFU Burnaby

Session 2.2

Foundations of Dialogic Communication

Alma Krilic

Maggie Benston Centre 2294SFU Burnaby

Session 2.3

Dialogic Construction of Meaning: Applying theory to

teaching large classes

Heather Ryan

Maggie Benston Centre 2296SFU Burnaby

12:00-1:00 Lunch Break at the Halpern Centre (SFU Burnaby)

1:00-2:00

(60 mins)

Session 3.1

Using Dialogue and Reflection to Create Sustainability Education

Janet Moore

Maggie Benston Centre 2290SFU Burnaby

Session 3.2

π2π: A Dialogue Toolfor Mathematicians andNon-mathematicians

Veselin Jungic & Jacob Groundwater

Maggie Benston Centre 2294SFU Burnaby

Session 3.3

Teaching in the Trenches:Using Questions to Make Meaning

Judy Johnson

Maggie Benston Centre 2296SFU Burnaby

2:00-2:15 Session Break

2:15-3:45

(90 mins)

Session 4.1

Compassionate Listening:Sustaining the Heart of Dialogue -

An undergraduate experience

Meg Zuccaro & Students

Maggie Benston Centre 2290SFU Burnaby

Session 4.2

Maintaining Learner Conflictthrough Dialogue:

The transformative opportunitiesof academic support services

Dale Lackeyram

Maggie Benston Centre 2294SFU Burnaby

Session 4.3

Cultivating a Community ofReflective Practitioners:

Lessons from theDialogue Maker’s Network

Joanna Ashworth & Charles Scott

Maggie Benston Centre 2296SFU Burnaby

3:45-4:00 Session Break

4:00-5:00

(60 mins)

Session 5.1

Collaborative Learning andWebCT Presentation Pages

Nicky Didicher

Maggie Benston Centre 2290SFU Burnaby

Session 5.2

Innovative Uses ofEducational Technology

Gjoa Andrichuk

Maggie Benston Centre 2294SFU Burnaby

Session 5.3

Outsiders in Learning Communities: Understanding and meeting the

needs of learners with English as an additional language (EAL)

Steve Marshall

Maggie Benston Centre 2296SFU Burnaby

5:00-6:00 Welcome Reception at the Halpern Centre (SFU Burnaby)

THURSDAY, MAY 18, 2006 AT A GLANCE9:00-9:30

Registration & RefreshmentsHalpern Centre (SFU Burnaby)

9:30-10:30

(60 mins)

Session 6.1

IlluminatingLearner Needs

through Dialogue

Janet McCracken

Maggie Benston Centre 2290SFU Burnaby

Session 6.2

Talking through the Medium:Two case studies on

the role of dialogue in developinglearners participation in their

learning communities

Kathryn Alexander & Nadeane Trowse

Maggie Benston Centre 2296SFU Burnaby

Session 6.3

½ Day Workshop(9:30 am-12:30 pm)

Four Protocols ofDialogue Education

Jane VellaGlobal Learning Partners

&Marian Darlington-HopeGlobal Learning Partners

Halpern Centre 126SFU Burnaby

10:30-11:00 Session Break

11:00-12:00

(60 mins)

Session 7.1

Designing for Dialogue: Transforming Problem-Based Learning (PBL) into

eLearning Simulations

David Kaufman & Robyn Schell

Maggie Benston Centre 2290SFU Burnaby

Session 7.2

Stranger in the Land of Suits:When instructors teach students from a different academic culture/discipline

than their own

Amy Zidulka

Maggie Benston Centre 2296SFU Burnaby

12:00-12:30 Session Break/Move to Lunch

12:30-1:30 Lunch Break at the Halpern Centre (SFU Burnaby)

1:30-3:00

(90 mins)

Session 8.1

Living the Praxis:Dialogue and Community

in the Classroom

Carolyn Mamchur

Halpern Centre 126SFU Burnaby

& travel time to SFU Vancouver (Harbour Centre) for 2:00 pm start

Session 8.2

½ Day Session (2:00-4:30 pm)at SFU Vancouver Campus

(at Harbour Centre, Room 1600)

Dialogue:Possibilities and Paradoxes

Using Dialoguein Learning Contexts

Taigita Biln, Mark Winston,Janet Moore & Joanna Ashworth

*Important Note:This session will be held at

SFU Vancouver(at Harbour Centre, Room 1600).

3:00-4:30

(90 mins)