More Dangerous Assumptions About Your Conference Education Part 2 July 24, 2015 by Jeff Hurt The research* shows that much of what we do in our conference education is actually counterproductive. (*See partial list of research and books at the end of Dangerous Assumptions Part 1 post.) We spend too much of our conference time on delivery of information. The web is a better information delivery model than our events. … [Read more…] Filed Under: Conference Education Tagged With: , adult education, adult learning principles, adult learning strategies, brain friendly strategies, brain-friendly conferences, conference education, conference strategy, education best practices, learning myths
Dangerous Assumptions About Your Conference Education Part I July 23, 2015 by Jeff Hurt It’s a very dangerous assumption. We assume that if our speakers are talking, our attendees must be learning. We equate telling from the stage with audience education. Telling does not equal learning. We’ve placed a value on experts talking instead of a value on attendees’ learning. It’s backwards thinking and it’s one of our conference’s … [Read more…] Filed Under: Conference Education Tagged With: , adult education, adult learning principles, adult learning strategies, brain friendly strategies, brain-friendly conferences, conference education, conference strategy, education best practices, learning myths
Myths Your Conference Should Stop Perpetuating February 19, 2015 by Jeff Hurt Your conference is spreading the cult of myths, traditions and rituals. How so? What do you mean? You ask. Providing conference education is not as intuitive as it seems! Science shows that there is a right way and a wrong way to design, deliver and implement conference education. Unfortunately, most conferences ignore the science. Instead, … [Read more…] Filed Under: Event Planning Tagged With: , adult education, adult learning strategies, conference best practices, conference education, conference session, learning myths
Most Association And Conference Beliefs About Attendee Learning Are Wasted Efforts June 27, 2014 by Jeff Hurt The empirical research on how we learn and remember shows that… …Most of what we know as truth about learning is nothing more than wasted effort! The learning opportunities that we offer to our customers and members are based on outdated theory, lore, past experiences and gut instincts. And the empirical evidence says much of … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, conference education, conference learning model, education best practices, learning myths, neuroscience
15 Myths We Hold As Truths About Conference Education April 30, 2014 by Jeff Hurt We all believe in myths. Some of us don’t know that our own personal beliefs are actually based on fiction. Some of us hold on to our own personal experiences as supporting evidence of our beliefs. We don’t realize that our realities are often grounded in confirmation bias. We fail prey to the adage, “But … [Read more…] Filed Under: Conference Education Tagged With: , adult education, conference education, learning myths
These Conference Presentation Myths Cramp The Attendee Experience November 19, 2013 by Jeff Hurt Most conference organizers see attendees as consumers of the conference’s information. Little thought is given to seeing attendees as active participants in their own learning and experience. 8 Myths That Restrict The Attendee Experience Here are eight conference presentation myths that you should avoid. Myth 1: The lecture or panel best serves all conference attendees. … [Read more…] Filed Under: Conference Education, Speaker Coaching Tagged With: , active learning, active participation, association, conferences, Education & Adult Learning, engagement, learning myths, meeting planner, presentation myths, Speaker Emerging Practices
Education Myths That Shape Conferences November 3, 2011 by Jeff Hurt Conventional wisdom regarding traditional conference education is well-intentioned and misguided. Our accepted beliefs about what does and doesn’t work in conference sessions are universal. We’ve always done it this way and no one has complained so it must be working. Today, cognitive neuroscience has created a new standard of proof. Most of what we thought … [Read more…] Filed Under: Conference Education Tagged With: , conference best practices, conference education, learning myths, presentation best practices, presentation myths, speaker tips
Are You A Right-Brained Creative? August 1, 2011 by Jeff Hurt Where does creativity come from? No, it doesn’t come from the strike of lightning bolt or a handful of hallucinogenic drugs. Although the movie Gothic depicting English Romantic poets Mary Shelley and Lord Byron taking drugs on a rooftop in the midst of a thunderstorm might lead you to think so. Dramatic, yes! And far … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, adult learning principles, brain science education, creativity, creator, learning myths, learning styles exposed
We Are All Visual Learners July 26, 2011 by Jeff Hurt How much do you learn from your sight? Most scientists agree that about 75% of your learning occurs through your vision. Looking To Learn Consider infants. They pick up behavior traits by observing people around them. They process and interpret facial expressions and gestures. From a quick glance, they can tell if their parents are … [Read more…] Filed Under: Conference Education, Speaker Coaching Tagged With: , adult learning, adult learning principles, conference best practices, conferences, learning myths, meeting planning best practices
Conference Education: Moving From Learning Style Myths To Evidenced-Based May 10, 2011 by Jeff Hurt Meeting professionals are long overdue to retire learning style myths in favor of evidenced-based education. (So are ASAE and the Convention Industry Council-CIC-which promotes unscientific learning styles in the CMP Handbook!) It’s time for conference organizers to bridge the gap between learning research and practice. It’s time to bring the research into the conference planning for … [Read more…] Filed Under: Conference Education Tagged With: , conference learning model, conferences, Education & Adult Learning, learn, learning, learning myths, meeting planning best practices
