Bringing Authentic Conference Conversations To Life April 16, 2014 by Jeff Hurt Peer conversations are more important to your conference than you know. I’m not talking about one of your attendees serving as a speaker talking at the audience. That’s a lecture. I’m referring to peer conversations in pairs, threesomes and small groups. You know when it’s happening at conferences because the rooms are buzzing with discussions. … [Read more…] Filed Under: Event Planning Tagged With: , adult learning, conference best practices, conference education, conversations, discussions, education best practices, peer-based learning, peer-to-peer, peerology
What Will Associations Monetize In The Future? April 9, 2014 by Jeff Hurt Associations offer more than education opportunities. They provide industry research, membership, certification and standards, networking and advocacy. And all of these services have been monetized in order to provide additional services for their members. Yet, today, many of these services have become commoditized. Others produce these products, often at higher quality, with value-adds, at lower … [Read more…] Filed Under: Business Model Tagged With: , adult education, adult learning, learning design, participatory design
Flipping Conference Education For Successful Learning March 28, 2014 by Jeff Hurt Sure, the “flipped classroom” is a buzzword and the trend right now. However, the concept of being learner-centric and providing active learning during the education session is not a trend! It’s here to stay because it works! Defining Flipped Education So what is the flipped conference education session? In short, the term is used to … [Read more…] Filed Under: Conference Education, Experience Design Tagged With: , adult education, adult learning, conference best practices, conference education, conferences, flipped learning, The fl
Conference Audiences To Speakers: It Is All About Me, Not You! November 11, 2013 by Jeff Hurt Me, me, me, me, me! No, it’s not the latest Sesame Street song sung by Beaker. Nor am I talking about the “Me Generation.” I’m talking about today’s conference audiences focused on their own ROI and not the speaker as entertainer. Me, Me, Me! Today’s audience’s see conference keynotes and education sessions differently than in … [Read more…] Filed Under: Speaker Coaching Tagged With: , adult learning, conference best practices, conferences, facilitator, industry speaker, presentation strategies, professional speakers, speaker tips
The Job Of A Speaker Must Drastically Change For Successful Conferences Today November 5, 2013 by Jeff Hurt Today’s audiences expect more from a speaker than the traditional lecture. They want to be inspired, motivated, entertained and learn relevant take aways that they can apply immediately. They are not satisfied with sitting passively listening to monologues and panel platitudes. They want to actively participate in an education session. The End Of A Speaker-Expert … [Read more…] Filed Under: Speaker Coaching Tagged With: , adult learning, conference best practices, conferences, facilitator, industry speaker, presentation strategies, professional speakers, speaker tips
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
