Cheat Sheet: Using Group Talk As Discussions For Conference Education August 22, 2013 by Jeff Hurt The evidence is loud and clear that peer discussions are more effective than lectures if memory and knowledge retention, attitude, behavior and skill change, and learning are the goals. Just dividing a traditional lecture into 10 minute chunks and then giving the audience two to ten-minute breaks for time for discussion increases learning. How Discussions … [Read more…] Filed Under: Conference Education Tagged With: , active learning, active participation, adult learning, adult learning principles, adult learning strategies, conference best practices, conference education, conferences, discussions, lecture
Five Ways To Combine Conference Lectures With More Effective Education August 13, 2013 by Jeff Hurt In principle, there are many education methods that could replace conference lectures. The research is loud and clear that the majority of these education methods are more effective than the conference lecture. Yet, the conference lecture dominates the most conference education. Yes, the lecture has a place. Unfortunately, conference organizers give it too much prominence. … [Read more…] Filed Under: Conference Education Tagged With: , active learning, active participation, adult learning, adult learning principles, adult learning strategies, conference best practices, conferences, lecture
Want To Know Why Your Conference Fails At Changing Behavior? August 12, 2013 by Jeff Hurt The traditional lecture, the primary education method of your conference, fails at promoting learning! Yes, it’s true. The conference lecture is only good for transmitting information. (Bligh 1970, 2000). It is not good for changing attitudes, behaviors or skills. (Bligh 1970, 2000) The Lecture Is Good For Teachers Bad For Learners As long as your … [Read more…] Filed Under: Conference Education Tagged With: , active learning, active participation, adult learning, adult learning principles, adult learning strategies, conference best practices, conferences, lecture
Fostering An Extremely Powerful Tool At Your Conference: The Session Discussion February 14, 2013 by Jeff Hurt Can we talk? I certainly hope so! Two-way communication is an extremely powerful tool that your conference needs to foster. Discussions are critical to cement learning in the brain. Without peer discussions, your conference education sessions are nothing more than audio voices blowing in the wind. Let’s Talk Talk! We can’t get enough of it. … [Read more…] Filed Under: Conference Education Tagged With: , active learning, active participation, adult learning, adult learning principles, adult learning strategies, conference best practices, conferences, lecture, presentation best practices
You Have The Power To Super Charge Your Attendees’ Brains January 30, 2013 by Jeff Hurt What if you as a conference organzier had the magical ability to literally change your attendees’ brains for the better? Guess what! You do have that power. Wow, that’s an awesome responsibility and one that should not be taken lightly. Our Brain’s Plasticity For more than 400 years, mainstream medicine and science believed that our … [Read more…] Filed Under: Conference Education Tagged With: , brain science education, brain-friendly conferences, conference best practices, conferences, lecture, meeting planner, meeting planning best practices, meeting professionals
Five Strategies To Improve The Common Conference Lecture January 18, 2013 by Jeff Hurt All learning IS experience. Everything else is just information. ~ Albert Einstein Talking is a critical part of that learning experience. We talk so we can understand. We talk so we can remember. We talk so we can learn. But who does the majority of talking at a conference and who does the majority of … [Read more…] Filed Under: Conference Education Tagged With: , active learning, active participation, adult learning, adult learning principles, adult learning strategies, conference best practices, conferences, lecture, presentation best practices
Boring Conference Education Creates Zombie Attendees September 12, 2012 by Jeff Hurt 10, 11, 12, 13… I found myself counting the ceiling tiles. It was the only thing I could do to keep myself awake because I was so bored. I didn’t want to become one of the conference walking dead infected with the boredom virus. I had to force myself to pay attention. But it wasn’t … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, adult learning principles, adult learning strategies, conference best practices, conference education, conferences, lecture, presentation best practices
Our Ability To Learn Has Deep Roots In Our Ability To Talk To Others July 16, 2012 by Jeff Hurt Listening is often the only thing attendees do in formal learning environments. Speakers talk. Audiences listen. They listen to keynote speakers at conferences. They listen to presenters in workshops. They listen to industry speakers in education sessions. They listen to staff in HR trainings. The truth is that all that listening amounts to very little … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, adult learning principles, adult learning strategies, conference best practices, conference education, conferences, lecture, presentation best practices, presenter, speaker, speaker tips
Most Organizations Are Victims To Pedagogy – Instructor-Centered Education July 12, 2012 by Jeff Hurt Most organizations use an outdated model to provide education to its customers and team. They are victims to instructor-centered or expert-centered education. They follow a pedagogic model of education. Unfortunately, this greatly hinders active inquiry which is the basis for learning. Pedagogy: Instructor-Focused Education Pedagogy literally mans the art and science of educating children. It … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, brain science education, conference education, dult education, lecture, presentation best practices
Lectures Are A Wimpy Model For Learning July 11, 2012 by Jeff Hurt I have reached my limit with well-educated-yet-stupidly-ignorant, egotistical, self-centered experts who believe lectures are the best way to learn. Lectures and listening are wimpy models for learning. The Myth Of Learning From Lectures Too many people believe the myth that listening to a lecture is the fastest way to learn. And too may well-intentioned speakers … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, brain science education, conference education, dult education, lecture, presentation best practices
