An educational session introducing Dialogue Education in the context of higher education, professional education, and workforce training contexts

1. Dialogue Education
Four Steps to Meaningful and Applied Learning
Laura Gogia, MD, PhD
Senior Learning Architect | iDesign | idesignedu.org
laura.gogia@idesignedu.org | @googleguacamole
January 2018

2. Dialogue Education
Developed by Dr. JaneVella in the 1980s, dialogue
education is a structured system that evokes
spontaneous and creative responses to the open
questions in a learning design.
Vella, J. (2008). OnTeaching and Learning. San Francisco, CA: Jossey-Bass, p.11
JaneVella

3. Dialogue Education is
• an easy-to-grasp framework for learning design
• draws from adult learning theories
• filled with basic tips and best practices for beginning instructors
• structured to ensure a significant amount of active learning, even in content-
heavy fields of study

4. Dialogue Education is not
a radical approach to pedagogy (today).

5. Origins of Dialogue Education
Vella
“The teacher is no longer merely the-one-who-teaches, but one who
is him/herself taught in dialogue with the students, who in turn
while being taught also teach. They become jointly responsible for a
process in which all grow.” – Paulo Freire
dialogue
Knowles
“An essential aspect of maturing is developing the ability to
take increasing responsibility for our own lives to become
increasingly self-directed.”– Malcolm Knowles
Bloom
Lewin
“Learning is more effective when it is an
active rather than a passive process.” –
Kurt Lewin
“What any person in the world can learn, almost
all persons can learn if provided with appropriate
prior and current conditions of learning.” –
Benjamin Bloom
systematic and structured
active
agency
Freire

6. Why Dialogue Education?
Because it offers structure for new designers.
• Provides a transitional approach from traditional to active
pedagogies for instructors and learners.
• It is intuitive for new designers and instructors.
• Its structure is flexible – capable of holding a number of different
types of learning activities.
• It can be applied under content-heavy conditions.
• Is not an “all or none” proposition.

7. Session Objectives
• Describe major themes found in the adult education literature related to
motivation, retention, and impact.
• Use the “4 I’s” of dialogue education (Induction, Input, Implementation, and
Integration) to describe how active learning strategies work.
• Describe a variety of approaches to implementing the “4 I’s.”
• Begin to recognize how passive learning approaches can be optimized or
transformed in to active approaches when appropriate.
• Begin to create dialogue education-based learning tasks for your contexts.

8. What motivates you to learn?
Add text here.

9. Themes on motivation in the adult education literature
Disorientation or Doubt. Acknowledgement that something is not right.
Urgency. Need-to-know-right-now for personal or professional life.
Problem-Orientation. As contrasted with content-orientation.
Mutual Respect & Validation. Everyone has something to contribute.
Relevance. Understanding the “why.”
Adult learning scholars (not a comprehensive list, L to R):
Jack Mezirow: Transformative Learning | Malcolm Knowles: Adult Learning
Theory |Donald Schon: Reflective Practice | Kurt Lewin: Action Learning |
Stephen Brookfield: Critically Reflective Practice | Paulo Freire: Critical
Pedagogy

10. How do you learn?
Add text here.

11. Themes on learning design in the literature
Experience. Hands-on “doing.”
Dialogue. Building knowledge together through discussion and feedback.
Problem-Oriented. Applied learning.
Authentic. The more realistic or authentically meaningful, the better.
Reflective. Part of a bigger planning | action | self-evaluation cycle.
Adult learning scholars (not a comprehensive list, L to R):
Jack Mezirow: Transformative Learning | Malcolm Knowles: Adult Learning
Theory |Donald Schon: Reflective Practice | Kurt Lewin: Action Learning |
Stephen Brookfield: Critically Reflective Practice | Paulo Freire: Critical
Pedagogy

12. Structure
Structure is the backbone of dialogue education– JaneVella
One of the arguments I hear from educators (and students) is that discussion-based learning lacks focus and wastes time. Dialogue Education as described by Jane
Vella is highly structured. In her books, she spends significant time discussing the use of ABOs (achievement-based objectives), deadlines, “crisply written”
instructions and setting boundaries. Vella describes structure in terms of the seven “F’s.”

13. FRAME LEARNING INTASKS*
Maintain forward movement and learner interest by moving through a series of structured tasks.The tasks are like time containers - designed with a purpose and a
set of objectives – but the content within the container is typically constructed by the participants. *More to come.

14. FOCUSTASKS WITH CONCRETE DEADLINES
“It is now 8:00 AM. Let’s reconvene at 8:15 AM to report out the results.”

15. FREE LEARNERS WITH CRISPLY WRITTEN INSTRUCTIONS*
Avoid confusion with well-written, actionable instructions:
• Before class, READ X.
• In class, BE PREPARED to X.
• After class, COMPLETE X by due date.
*This is not unlike best practices in agenda-writing for meetings.

16. SET FRANK LIMITATIONS
Do not overfill the session with content. It is better for learners to be able to apply and retain a smaller chunk of information than
forget everything.
Strategies for “too much content, too little time:”
• Make supplemental resources searchable and useable.
• Organize and annotate resource lists.
• Give videos, websites, and articles priority over texts.
• Provide links.
• If you must provide longer resources, focus with chapters, section headings, or page numbers.
• Flipped classrooms.
• Learners read, watch, and begin to work with new content on their own; class time is reserved for discussion,
providing feedback, workshopping, and other applied learning tasks.
• Personal Learning Networks.
• Facilitators help learners create personal learning networks that keeps the learning going between and beyond
formal learning experiences.

17. Learning Tasks
The dialogue in dialogue education is not between the teacher and the learner but
rather among the leaners, of whom the teacher is one.– JaneVella
If structure is the backbone of Dialogue Education, the learning tasks are the most obvious manifestation of that structure.

18. Four Types of Learning Tasks
Finding Motivation
through Relevance
AcquiringContent
Knowledge
UsingContent
Immediately
Taking the Content Away
from the Classroom
Induction Input Implementation Integration

19. Lecture Reading
Observation
Peer-Coaching
Practicing
Reflective Writing
Discussion
Watching Videos
Simulation
Which of the following types of learning activities might be appropriate vehicles for Dialogue Education.

20. The Essence of Dialogue Education
Induction
Input
Implementation
Integration
Learning tasks are learner tasks.
The instructor’s primary role is to ask questions that
stimulate the dialogue between students. As we go through
the learning tasks and examples, look for places where
instructors are asking questions…

21. Induction Work: Finding the “Why.”
We know that making a
connection – particularly an
affective connection - enhances
internal motivation and the
likelihood of knowledge
retention.
Induction tasks are about
recognizing and sharing the
relevance of the learning.

22. 1. Will every learner walk in the
door understanding why they need
to learn this topic?
2. Will every learner’s “relevance”
be the same for a given learning
experience?
Firm no.Firm yes.
I’m really not sure.
Firm no.Firm yes.
I’m really not sure.
1. Mark your reaction to the statement on the triangle. 2. Elaborate on your response in the white space.

23. What does an educator need to know to help learners establish
their “why?” How do they access this information?
Add text here.
Educators need
to know…
They access the
info by…

24. Induction Work: Finding the “Why” (and convincing learners that
they “why” is real)
1 Learner Needs Analysis (LNA):
A short questionnaire or task in which learners describe their needs, motivations, goals, prior knowledge, and pre-conceived
assumptions or attitudes.
2 Group Discussion
When learners cannot find make the connection between their needs and the course, the instructor and their peers – can
assist them.
3 Forging the Collective Path
Vella (2008) writes that LNAs inform but do not form a course; instructors may emphasize certain things or adjust specific
tasks to meet the stated needs of learners, but they do not change the entire course.
Discovery1 Making Connections2 Strategic Planning3

25. Induction: Sample Discovery Questions
• What films/books/past experience do you have with [course topic]? Establishes prior
knowledge.
• What are your personal goals for this learning experience?Why? Establishes motivations.
• What are the areas of difficulty you face [in relation to the topic]? Establishes context.
• When you reviewed [the pre-course preparation materials], what did you find most
useful?What surprised or challenged you? Establishes pre-conceived attitudes.
Adapted fromVella, J. (2008). OnTeaching and Learning. San Francisco, CA: Jossey-Bass.

26. TIMING OF LNAs
Before the Session During the Session After the Session

27. TIMING OF LNAs
Before the Session During the Session After the Session
Registration Packets
Welcome Emails
Pre-CourseWork
Just before class starts…
Introductions
Warm-up/Icebreakers
Introductory Presentation
Session Evaluations
Homework Assignments
(Reflective writing)

28. Incorporating Learning Needs Assessments
Discussion forums
Blogs
Twitter Chats
Think-pair-share*
Small group & report out
Gallery walk
Polling
Brainstorming
*Think-pair-shares and small group brainstorms are nice because they
spread the risk of “being wrong” across more people. In particular, think-
pair-shares are a great way to warm up adults in face-to-face settings.
Great explanation of think-pair-share:
http://www.uq.edu.au/teach/flipped-
classroom/docs/FAB/FABThinkPairShareTipsheet.pdf
Variations on a think-pair-share:
https://www.weareteachers.com/5-fun-alternatives-to-think-pair-share/
Online | Blended
Face2Face
To encourage adult learners to speak up in F2F
discussions:
• Provide an advanced organizer
• Reduce the risk of being wrong
• Structure the discussion

29. Induction Work: Example
• The instructor sends a welcome email to students before the first day of class. She asks them to consider
several discovery questions and prepare some “bullet-list type” answers for the first session (pre-course LNA).
• In the session, students write their answers on sticky notes and place them on large pieces of paper labeled
with the questions and placed strategically around the room. Students are encouraged to read each other’s
responses (gallery walk).
• Students are asked to pair up and consider a comment about what they saw – common themes, things that
surprised them, things that validated them, etc. Pairs are invited to report out (think-pair-share).
• The instructor uses this as a jumping off point to introduce the course, pointing out areas where and how she
is going to address specific needs or topics (lecture).
OnlineVariation:
Participants blog their responses to discovery prompts
as part of an introductory blog post written for the rest
of the class community. They are asked to leave
comments on the blog posts of one person with similar
experiences or expectations and one with dissimilar
experiences or expectations
HybridVariation:
Participants tweet their responses to discovery prompts
using the course hashtag.The instructor aggregates and
organizes responses into common themes via Storify
and reflects this information back to students for
additional comments or reflection

30. If you are having difficulty getting students to engage and you don’t
know why, you may need to ask more questions.

31. Critical Incident Questionnaire
1. At what moment in class did you feel most engaged with what was
happening?
2. At what moment in class were you most distanced from what was
happening?
3. What action that anyone (teacher or student) did you find most
affirming or helpful?
4. What action that anyone took did you find most puzzling or
confusing?
5. What about the class surprised you the most? (This could be about
your own reactions to what went on, something that someone did,
or anything else that occurs).
http://www.stephenbrookfield.com/ciq/

32. Questions or examples before we move on?

33. Input Work: Content Acquisition
“There is time for telling and
showing and explaining on the part
of the teacher in input…”
Learners get good lectures in
dialogue education designs. They
also get clear directions on what
they might do to make the content
of that lecture their own.”
Vella, J. (2008). OnTeaching and Learning. San Francisco, CA: Jossey-Bass.

34. Listening Watching
The average adult will focus in a lecture setting for about 20 minutes. Video
tends to hold attention for approximately 2 minutes. Since learning (not
teaching) is the desired outcome of Dialogue Education, we need to
acknowledge attention span limitations.
Option 1: Chunk lectures into 20-minute (or less) segments.
Option 2: Transform passive into active learning activities
Reading Observing

35. “Adult Educating” the passive learning
1. Provide the “why” for learning materials
• Introduce the material (“This video will help you…).
• Annotate the supplemental resources.
2. Focus learner attention by asking questions.
• Include focus questions at the beginning.
• Include formative assessments (self-checks).
3. Provide authentic audiences.
• Scribing & summarizing for others.
4. Go social.
• Group annotation (via Hypothes.is)
• Collective notetaking (via Google Docs)

36. Active Input: A Lecture Substitute
• Students are divided into small groups.
• The instructor provides an article/book chapter and assigns one
section of the reading to each small group.
• The group reads their section, synthesizes the information and
presents it to the rest of the class.
• The instructor uses the student presentations as a foundation for an
interactive lecture asking open questions along the way.
OnlineVariation:
Each person in an online small group is assigned to
summarize one section of the article for the small
group in a discussion board post prior to a broader
online discussion or assignment.
FlippedVariation:
Each person in an online small group is
assigned to summarize one section of the
article for the small group in a discussion
board post prior to a in-class discussion.

37. Questions or examples before we move on?

38. Implementation
Learners apply content
immediately so that they can
receive formative assessment and
feedback.

39. Reminder: Not all implementation is great implementation.
The best implementation exercises…
• Explicit relevance; aligned with course objectives
and desired outcomes.
• Clear expectations and assessments.
• Crisply written instructions.
• The more authentic, the better…try to create
implementation tasks that allow learners to
complete some of their “everyday” work.
• Consider the power of authentic audiences and
• Peer feedback
• Problem sets
• Case-based learning
• Problem-based learning
• Simulations
• Proctored learning

40. Integration: Impact on practice outside of class
“How will this impact my
current practice?”
Discussions of application
of class provides opportunities
context-specific clarification and
troubleshooting.

41. Strategies for facilitating integration
Reflect on and share take-away points.
Think-pair-share
Small group –Whole group
Gallery walks
Blog or discussion posts
Yarn circle
Create and share an action plan for the future.
Establish peer-coaching or mentoring relationships.
Establish access to other resources.

42. Putting it all together: An example
Inductive work.
Read a case study (provided) on a faculty member who successfully converted their courses to online programming. Identify the
challenges, opportunities, and skills/lessons learned. In pairs, discuss how your findings relate (or do not relate) to your current
situation.We will hear a sample and engage in a brief whole group discussion.
Input work.
Watch the 20-minute presentation on crafting meaningful learning objectives. If you desire, you can contribute to the group notes in
the Google Doc. These notes will be available for your ongoing review after the session.
Implementation work.
Evaluate these sample learning objectives based on the criteria provided. Compare your answers to those of the other people at your
table.The facilitators will be moving around the room to answer any questions or provide clarification.
Integration work.
Review your course’s learning objectives based on the criteria provided. Make your revisions and share them with the group for
feedback.
Faculty who are engaged in course redesign work enroll in a multi-session workshop on online instructional design.

43. Dialogue Education Resources
Downloadable Resources
Global Learning Partners (Dialogue
Education)
www.globallearningpartners.com
Using the Critical Incident Questionnaire
www.stephenbrookfield.com/ciq
Nuts & Bolts Books
Vella, J. (2001). Taking Learning toTask. San
Francisco, CA: Jossey-Bass.
Vella, J. (2008). OnTeaching and Learning.
San Francisco, CA: Jossey-Bass.
Palloff R.M, & Pratt, K. (2007). Building Online
Learning Communities, 2nd Ed. San Francisco,
Francisco, CA: Jossey-Bass.

44. Image CreditsAll images are were downloaded from www.unsplash.com and are licensed for free commercial and noncommercial use. The following photographers provided these images:
Rawpixel.com
Brooke Cagel
Estee Janssens
Jason Leung
Aaron Burden
The Climate Reality Project
Patrick Perkins
Helloquence
TyWilliams
Joanna Kosinska
Markus Spiske
Caleb Woods
Piron Guillaume
Monica Melton
This Guy
Peter Hershey
Maciej Ostrowski
Mikael Kristenson
Eunice Lituanas
Eric Rothermel