Improve Your Conference Lecture By Using These Questions For Peer Discussions September 23, 2013 by Jeff Hurt Today, most conference audiences would prefer to engage in one-on-one peer-to-peer discussions than listen to another panel or lecture. It is also clear that employers today place more emphasis on securing employees that are good at engaging others in face-to-face interactions to problem solve, work together and interpret data. Ultimately, peer learning is highly valued … [Read more…] Filed Under: Conference Education, Speaker Coaching Tagged With: , adult learning, conference best practices, conferences, paragogy, peer-to-peer, peerology
Q&A Will Not Satisfy Conference Audience Cravings For Participation September 9, 2013 by Donna Kastner Mary: Impressive presentation, John, but I’m a little concerned that there’s no audience participation. John: No problem, we’ll open the floor to Q&A at the end. Mary: Okay, but there’s still 45 minutes of one-way lecturing going on. John: Good point. Let’s add another Q&A segment midway through the presentation. We interrupt this blog post with an important … [Read more…] Filed Under: Conference Education, Experience Design Tagged With: , active learning, adult learning, brain-friendly conferences, conference best practices, Education & Adult Learning
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
Overcoming These Six Barriers To Audience Resistance To Participation July 24, 2013 by Jeff Hurt Even when you’ve adequately communicated the transition from passive attendee to active participant, some audience members will still resist. You’re challenging their comfort zone of passively sitting in a lecture. You are now asking them to engage on a different level which requires being fully present and doing something. And you’re challenging their past school … [Read more…] Filed Under: Conference Education, Experience Design Tagged With: , adult learning, adult learning principles, adult learning strategies, brain science education, brain-friendly conferences, conference best practices, conference education, learner-centric, meeting planning best practices, participant-centric, presentation best practices
Four Myths About Introverts, Learning And Conferences July 18, 2013 by Jeff Hurt I am an introvert. I enjoy my time alone and typically consider deep relationships as my true friends. I’m not that person that usually enjoys small talk with strangers. However, parts of my job require that I be more outgoing and be the extrovert. When I’m presenting, small talk with participants is critical. I also … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, conference best practices, conferences, paragogy, peer-to-peer, peerology
A Conference Peer Discussion Manifesto July 11, 2013 by Jeff Hurt For too many years, our conference education and experiences have been one-way, from the speaker’s mouth to the listener’s ear. Attendees are like pawns in the speaker’s (faux) control. This passive, inactive experience has led to the myth that experts have knowledge that they can give to attendees through their presentations and then attendees have … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, conference best practices, conferences, paragogy, peer-to-peer, peerology
New Research Illustrates Need For More Conference Peer Conversations July 10, 2013 by Jeff Hurt 23 employers, including the Smithsonian Institution, Microsoft and Marriott International, stated that engaging others in face-to-face interactions in order to find information and solve problems is a competency that they need most in their employees. Unfortunately, they rarely find this skill demonstrated by today’s college-educated employees. Employers Place High Need On Information Problem Solving Project … [Read more…] Filed Under: Conference Education, Speaker Coaching Tagged With: , conference best practices, conferences, paragogy, peer-to-peer, peerology
The Transformative Power Of Peerology June 21, 2013 by Dave Lutz In the world of conference education, the future is not necessarily about the next technology gadget or innovative session format. It’s about something that is as old as disco balls, platform shoes and shag carpeting: peerology. SME — Subject Matter Experts — has long been an important component of education session development. But it’s time … [Read more…] Filed Under: Conference Education, Experience Design Tagged With: , conference best practices, conference education, conferences, education best practices, paragogy, peerology
