Engineering Next Generation Conference Education Sessions slideshare

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  • What is education? Is there a difference between education and information? Or are those words synonymous?
  • What is education? Is there a difference between education and information? Or are those words synonymous?
  • What is education? Is there a difference between education and information? Or are those words synonymous?
  • What is education? Is there a difference between education and information? Or are those words synonymous?
  • Information provides facts, figures or opinions about an issue.Education teaches individuals skills on: critical thinking to weigh various sides of an issueproblem solving decision making evaluation and analyzingEducation increases awareness and knowledge and provides skills to help people make informed decisions.What type of education are you providing at your conferences, events and meetings? Information sharing or ability to practice these skills?
  • cloned learning, cloning knowledge, clone peopleNo attendee left behind : Follows a one-size-fits-all education modelCounter-productive, many attendees bored, frustrated & unmotivated to learn
  • Why do our education endeavors embrace a clone culture? How did we get here?
  • Oxford University founded in 12th century - traditional lecture still used todayMedieval UniversitySeparateDesignatedPhysical location where novices taught by more experiencedCommand - and -control authorized scholarsLecture only
  • US enters WWIINeeded to train thousands of civilians about combatMilitary created ADDIE Model (analyze, design, develop, implement and evaluate)Top down, command and control approachBrought thousands of novices to basic competenceCorp followed military's successADDIE best for novices, beginners in industryADDIE starts with needs analysis: experienced workers are better at defining own needs 
  • Industrial Revolution – we were being trained to enter a factor, work in an assembly line, everyone do the same thing and produce a product, take direction from a authority figure, command and control hierarchy,
  • US enters WWIINeeded to train thousands of civilians about combatMilitary created ADDIE Model (analyze, design, develop, implement and evaluate)Top down, command and control approachBrought thousands of novices to basic competenceCorp followed military's success
  • Current generation of college students have no memory of life without InternetNot just about Millennials
  • Current generation of college students have no memory of life without InternetNot just about Millennials
  • Requires conference organizers to have basic literacy of how people learn
  • Requires conference organizers to have basic literacy of how people learn
  • What must meeting professionals do differently to encourage this?
  • Communal - distinguishing good knowledge sources from questionable onesDemocratic - self-governing, open, unrestricted, uncensored
  • Older traditional environments put trust in knowledge authorities or certified expertsJohn Seely Brown has noted that it took professional astronomers many years to recognize benefits of having tens of thousands of amateur stargazers reporting on celestial activity outweighed disadvantages of unreliability
  • What must meeting professionals do differently to encourage this?
  • What must meeting professionals do differently to encourage this?
  • Traditional = authoritative, top-down, standardized, based on typical conference needs assessment
  • Move from focus on information to focus on judging reliable information
  • What must meeting professionals do differently to encourage this?
  • What concerns you most about this chart? What delights you?
  • What must meeting professionals do differently to encourage this?
  • What concerns you most about this chart? What delights you?
  • What must meeting professionals do differently to encourage this?
  • Traditional model emphasizes competition and hierarchy. We honor the highest grade, score, compete against each other. Its in best interest for one to get it right the fastest
  • facilitated conversations unconventional learning opps: Tweet-Ups, Tradeshow Scavenger Hunts With Mobile Devices, Speed Networking
  • What must meeting professionals do differently to encourage this?
  • Many-to-multitudes (engage those not present, those outside the conference walls that could not attendee whether due to financial restrictions or scheduling conflicts. Interchange with those in industry so that everyone benefits. [Darfur or Tibet are examples of social movements that embraced many-to-multitude]
  • What must meeting professionals do differently to encourage this?
  • What must meeting professionals do differently to encourage this?
  • What must meeting professionals do differently to encourage this?
  • Engineering Next Generation Conference Education Sessions slideshare

    1. 1. Engineering Education Strategies For Next Generation Conferences & EventsJeff Hurt<br />
    2. 2. Engineering Education Strategies For Next Generation Conferences & Events<br />2<br />
    3. 3. 1) Identify six principles for designing next-gen conference education sessions<br />3<br />
    4. 4. 2) Discuss strategies for applying these principles<br />4<br />
    5. 5. 3) Explore how to integrate tech to engage participants before, during & after a meeting <br />5<br />
    6. 6. What is education?<br />6<br />
    7. 7. Is there a difference between education & information? <br />7<br />
    8. 8. Turn to your neighbor and discuss. Spend four minutes.<br />8<br />
    9. 9. Is there a difference between education & information? <br />9<br />
    10. 10. According to US EPA:<br />Information provides facts, figures, opinions.<br />Education teaches skills<br /><ul><li> critical thinking
    11. 11. problem solving
    12. 12. collaboration
    13. 13. decision making
    14. 14. evaluation
    15. 15. analysis</li></ul>http://www.flickr.com/photos/tinkerbots/4347648540/in/photostream/<br />10<br />
    16. 16. Conference education often embraces a Clone Culture<br />11<br />
    17. 17. Conference education often embraces a Clone Culture<br />Cloned:<br /><ul><li> Learning
    18. 18. Knowledge
    19. 19. Ideas</li></ul>12<br />
    20. 20. Why<br />13<br />
    21. 21. Our education endeavors built on outdated, traditional model<br /><ul><li> Oxford University</li></ul>http://www.flickr.com/photos/69691418@N00/4368951793/<br />14<br />
    22. 22. Our education endeavors built on outdated, traditional model<br /><ul><li> Oxford University
    23. 23. WW II</li></ul>http://www.flickr.com/photos/69691418@N00/4368951793/<br />15<br />
    24. 24. Our education endeavors built on outdated, traditional model<br /><ul><li> Oxford University
    25. 25. WW II
    26. 26. Industrial Revolution</li></ul>http://www.flickr.com/photos/69691418@N00/4368951793/<br />16<br />
    27. 27. Anyone from the 1800’s could walk into most conference education sessions and feel right at home.<br />17<br />
    28. 28. Traditional Conference Education uses a push method<br />Old<br /><ul><li>Training
    29. 29. Rigid
    30. 30. Program
    31. 31. Mandated
    32. 32. Formal </li></ul>LO #1<br />LO #2<br />18<br />
    33. 33. New Conference Education uses a push method<br />New<br /><ul><li>Learning
    34. 34. Flexible
    35. 35. Platform
    36. 36. Self-Service
    37. 37. Informal</li></ul>Old<br /><ul><li>Training
    38. 38. Rigid
    39. 39. Program
    40. 40. Mandated
    41. 41. Formal </li></ul>LO #1<br />LO #2<br />19<br />
    42. 42. The Traditional Conference Push Method <br />Conference & Event Organizers decide where bus going, attendees along for ride.<br />(Good for newbies, bad for veterans)<br />LO #1<br />LO #2<br />20<br />
    43. 43. The New Conference<br />Pull Method <br />Riders choose destination, speed, route & decide if they want to take detours or help others. (Best for veterans and experienced professionals)<br />LO #1<br />LO #2<br />21<br />
    44. 44. 1) Identify six principles for designing next-gen conference education sessions<br />22<br />
    45. 45. The Future Of Learning Institutions In A Digital Age<br />http://www.hastac.org/node/2238<br />23<br />
    46. 46. #1: Conference ed sessions must transition to Participatory Learning<br /><ul><li>Internet changed how we all learn, play, socialize, engage in life</li></ul>LO #1<br />LO #2<br />24<br />
    47. 47. #1: Conference ed sessions must transition to Participatory Learning<br /><ul><li>Commonplace not exotic
    48. 48. About a process, not a product</li></ul>LO #1<br />LO #2<br />25<br />
    49. 49. #1: Conference ed sessions must transition to Participatory Learning<br /><ul><li>Not passive
    50. 50. About conversations, comments, engagement</li></ul>LO #1<br />LO #2<br />26<br />
    51. 51. Small Group Discussion<br /><ul><li>How would you define engagement? participation?</li></ul>#1: Conference ed sessions must transition to Participatory Learning<br />27<br />
    52. 52. Small Group Discussion<br /><ul><li>How does participatory learning impact traditional conferences?</li></ul>#1: Conference ed sessions must transition to Participatory Learning<br />28<br />
    53. 53. #2: Conference ed sessions must transition from Presumed Authority to Collective Credibility<br /><ul><li>Communal
    54. 54. Democratic</li></ul>LO #1<br />LO #2<br />29<br />
    55. 55. #2: Conference ed sessions must transition from Presumed Authority to Collective Credibility<br /><ul><li>Problem solving through group processes
    56. 56. Interdisciplinary</li></ul>LO #1<br />LO #2<br />30<br />
    57. 57. #2: Conference ed sessions must transition from Presumed Authority to Collective Credibility<br /><ul><li>Requires helping attendees learn skills to address different points of views </li></ul>LO #1<br />LO #2<br />31<br />
    58. 58. Small Group Discussion<br /><ul><li>What barriers exist to keep you from moving to this model?</li></ul>#2: Conference ed sessions must transition from Presumed Authority to Collective Credibility<br />32<br />
    59. 59. Small Group Discussion<br /><ul><li>What role do Subject Matter Experts (SMEs) play in this model?</li></ul>#2: Conference ed sessions must transition from Presumed Authority to Collective Credibility<br />33<br />
    60. 60. #3: Conference ed sessions must transition to More Horizontal Structures<br /><ul><li>Traditional – authoritative, top-down
    61. 61. Knowledge gap between speaker & audience shrunk</li></ul>LO #1<br />LO #2<br />34<br />
    62. 62. #3: Conference ed sessions must transition to More Horizontal Structures<br /><ul><li>Corporate world emphasizing collaboration, teamwork, problem-solving
    63. 63. Knowledge making together</li></ul>LO #1<br />LO #2<br />35<br />
    64. 64. #3: Conference ed sessions must transition to More Horizontal Structures<br /><ul><li>Emphasis on Peer2Peer
    65. 65. Less monologues and panel dialogues</li></ul>LO #1<br />LO #2<br />36<br />
    66. 66. Small Group Discussion<br /><ul><li>Brainstorm some successful Peer2Peer education strategies</li></ul>#3: Conference ed sessions must transition to More Horizontal Structures<br />37<br />
    67. 67. #4: Conference ed sessions must provide a variety Formal & Informal Learning<br /><ul><li>80% of learning is from informal learning
    68. 68. Move from push to pull methods</li></ul>LO #1<br />LO #2<br />38<br />
    69. 69. #4: Conference ed sessions must provide a variety Formal & Informal Learning<br />LO #1<br />LO #2<br />Source: Jay Cross’ Working Smarter<br />39<br />
    70. 70. #4: Conference ed sessions must provide a variety Formal & Informal Learning<br />LO #1<br />LO #2<br />Source: Jay Cross’ Working Smarter<br />40<br />
    71. 71. #4: Conference ed sessions must provide a variety Formal & Informal Learning<br />LO #1<br />LO #2<br />Source: Jay Cross’ Working Smarter<br />41<br />
    72. 72. Small Group Discussion<br /><ul><li>What concerns you most about this chart?
    73. 73. What delights you?</li></ul>#4: Conference ed sessions must provide a variety Formal & Informal Learning<br />42<br />
    74. 74. #4: Conference ed sessions must provide a variety Formal & Informal Learning<br />LO #1<br />LO #2<br />Source: Jay Cross’ Working Smarter<br />43<br />
    75. 75. Small Group Discussion<br /><ul><li>What must meeting professionals do differently to encourage this?</li></ul>#4: Conference ed sessions must provide a variety Formal & Informal Learning<br />44<br />
    76. 76. #5: Conference ed sessions must transition toNetworked Learning<br /><ul><li>Learning is social
    77. 77. Conversational and partnering
    78. 78. Developing mediation skills</li></ul>LO #1<br />LO #2<br />45<br />
    79. 79. #5: Conference sessions must transition toNetworked Learning<br /><ul><li>Emphasizes flexibility & outcomes
    80. 80. Sees learning as mobilizing networks
    81. 81. From assertive to enabling</li></ul>LO #1<br />LO #2<br />46<br />
    82. 82. Small Group Discussion<br /><ul><li>How can you encourage more participant dialogue & conversations at your conferences?</li></ul>#5: Conference sessions must transition toNetworked Learning<br />47<br />
    83. 83. #6: Conference ed sessions must beInteractive & Without Walls<br /><ul><li>Life-Long Learning
    84. 84. Venues with free Wi-Fi
    85. 85. Encourages sharing of social media experiences</li></ul>LO #1<br />LO #2<br />48<br />
    86. 86. #6: Conference ed sessions must beInteractive & Without Walls<br /><ul><li>Many-to-multitudes (engages those not present, extends messages to those restricted by $$ or schedule)Examples: Darfur, Tibet</li></ul>LO #1<br />LO #2<br />49<br />
    87. 87. #6: Conference ed sessions must beInteractive & Without Walls<br /><ul><li>Extending ideas, practices and even failures for betterment of the industry, profession</li></ul>LO #1<br />LO #2<br />50<br />
    88. 88. #6: Conference ed sessions must beInteractive & Without Walls<br /><ul><li>We serve our members best by serving our industry first.</li></ul>LO #1<br />LO #2<br />51<br />
    89. 89. Small Group Discussion<br />How does this statement impact your annual conferences? Do you agree? Disagree? Why?“We serve our members best by serving our industry first.”<br />#6: Conference ed sessions must be Interactive & Without Walls<br />52<br />
    90. 90. Small Group Discussion<br /><ul><li>What logistical challenges do you see with “Without Walls?”
    91. 91. How can you overcome them?</li></ul>#6: Conference ed sessions must be Interactive & Without Walls<br />53<br />
    92. 92. Recap - Conference Ed Sessions Must Transition:<br />To participatory learning<br />From presumed authority to collective credibility<br />To more horizontal structures<br />54<br />
    93. 93. Recap - Conference Ed Sessions Must:<br />Provide informal & formal learning opportunities<br />Transition to networked learning<br />Be interactive & without walls<br />55<br />
    94. 94. Sources: Digital Media & Learning funded by John D. and Catherine T. MacArthur Foundation from the University of Michigan & MIT<br />56<br />
    95. 95. 3) Explore how to integrate tech to engage participants before, during & after a meeting <br />57<br />
    96. 96. Creating a Perpetual Conference Learnscape!<br />LO #3<br />58<br />
    97. 97. Brainstorm with others in group<br />What are ways to integrate technology to engage participants before, during and after events?<br />LO #3<br />59<br />
    98. 98. 1) Identify six principles for designing next-gen conference education sessions<br />60<br />
    99. 99. 2) Discuss strategies for applying these principles<br />61<br />
    100. 100. 3) Explore how to integrate tech to engage participants before, during & after a meeting <br />62<br />
    101. 101. Planning Meetings & Events…<br />Not A Piece Of Cake<br />63<br />
    102. 102. Adult Ed & Meetings<br />64<br />
    103. 103. Engineering Education Strategies For Next Generation Conferences & Events<br />65<br />
    104. 104. jhurt@velvetchainsaw.com jeffhurtblog.com @JeffHurt<br />

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