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
Four Tips To Help With Unlearning May 22, 2013 by Jeff Hurt Are you more likely to be killed by a shark or a deer? Did you say shark? If you did, you’re wrong. You are 300 times more likely to be killed by a deer than a shark. (Source: Boyle Rural Wildlife Safety) So why do so many people think the correct answer is shark? While … [Read more…] Filed Under: Conference Education, Experience Design Tagged With: , adult learning, education best practices, unlearning
How Do Your Learning Opportunities Compare To These Top Ten Traits Of Quality Education Programs? May 14, 2013 by Jeff Hurt In order to be successful in the 21st Century, organizations must make continuous learning and unlearning a core competency. If your organization’s team cannot learn quickly, unlearn outdated processes and data, and adapt and apply new knowledge and insights to current challenges, then it will be left behind. Organizations need team members committed to learning … [Read more…] Filed Under: Conference Education Tagged With: , adult education, adult learning, adult learning principles, education best practices, learning
The Changing Role Of Conference Education May 1, 2013 by Jeff Hurt The abundance of information, resources and relationships that is easily accessible via the internet increasingly challenges the traditional conference education model. In a world where information is everywhere, do people really want to pay for registration, airfare, lodging and expenses to access more information at a conference, even if it’s information from their colleagues? Not … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, conference best practices, conference education, conferences, meeting planning best practices, sense-making
Conference Bulk Learning Is An Oxymoron April 24, 2013 by Jeff Hurt It sounds so cliché: Conference bulk learning is an oxymoron. Yet, too many of us have bought into the idea that the more information we have, the more information that we consume, the more information that we try to stuff in our heads, the better we are. Ultimately, information has become a problem, not a … [Read more…] Filed Under: Business Model, Conference Education Tagged With: , adult learning, conference best practices, conference education, conferences
Content Is Not Education March 29, 2013 by Jeff Hurt Let’s get one thing straight: Content is not education! If content was education, then all of us would be very knowledgeable because we have information at our fingertips through the internet. But content is not education. Just as information and data is not education. Offering Content Is Not Enough People attend conferences for two primary … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, conference best practices, conferences, Education & Adult Learning, learning, meeting planning best practices
Aligning Conference Schedules With Neuroscience To Avoid The Attendee Overwhelm Epidemic March 14, 2013 by Jeff Hurt Too many conferences foster attendee information overload. The plethora of presenters pushing information at warp speeds cause fragmented attention, overburden brains and data excess. It’s a silent epidemic that cause stagnate mental engagement. And our conference schedules stretch attendees in ways that may have bigger implications than just unhealthy eating. They cause mental disconnection. Seven … [Read more…] Filed Under: Conference Education, Experience Design Tagged With: , adult learning, adult learning strategies, andragogy, associations, conference best practices, conferences, presentation best practices
Why Participant-Centered Education Rules March 11, 2013 by Jeff Hurt Participant-Centered Education from Jeff Hurt Our current association adult education is a victim to an outdated teacher- and expert-centered model. It has its roots in puritan beliefs that wisdom is evil and the less we know, the more innocent we are. To succeed we must move out of the didactic traditional training box. We must … [Read more…] Filed Under: Conference Education Tagged With: , adult learning, adult learning strategies, andragogy, associations, conference best practices, conferences, presentation best practices
