What constitutes engagement during an education program? What factors compete for the brain’s attention? How does the definition of engagement change based on group demographics? Bring your ideas and your questions to this interactive session where we will spark discussion with industry expert Kristi Casey Sanders and crowdsource leading-edge ideas on engaging attendees and helping them learn at meetings and events. Learning objectives: • Define engagement in an educational context. • Understand how engaging the brain in different ways affects learning and memory. • Identify ways to customize engagement to group demographics. • Discuss possible new educational paradigms. This session is worth 1 CMP-IS clock hour in Strategic Domain G: Meeting or Event Design. Originally commissioned for 2015 ASAE Great Ideas Conference, Next Generation Learning Track. Meeting and event planners interested in attending can next catch this session at PYM LIVE Chicago on April 23, 2015: https://pymlivechicago2015.topi.com/. For upcoming events, visit: http://planyourmeetings.com/events

1. E X T R E M E E N G A G E M E N T:
C H O O S E Y O U R O W N A D V E N T U R E
K R I S T I C A S E Y S A N D E R S , V P C R E A T I V E / C H I E F
S T O RY T E L L E R P L A N Y O U R M E E T I N G S . C O M @ P Y M L I V E
I M A G E : I N G I M A G E . C O M

2. W H O A M I ?
• I’m responsible for content,
community and experiences for
PYM’s global community of
100,000+ meeting/event planners.
• Background in theater, improv,
journalism & corporate training.
• Obsessed with UX/audience-
centric design, digital tribes and
human-computer interaction.

3. W H Y D O E S
E N G A G E M E N T M AT T E R ?

4. W E L I V E I N A
PA R T I C I PAT O RY C U LT U R E

5. W E ’ R E A LWAY S O N .
A LWAY S B E I N G P I N G E D .

6. A N D W E ' V E
B E E N L I E D T O
P H O T O : S TA C Y B O D E

7. P R E S E N T E R - PA R T I C I PA N T
A G R E E M E N T
H A T- T I P T O J E F F H U R T

8. L A W O F
T W O F E E T

9. G O O D V I B R AT I O N S , P L E A S E !

10. S H A R I N G = C A R I N G
# I D E A S 1 5 # N G L
@ P Y M L I V E

11. R E M E M B E R
D A L E
C A R N E G I E ' S
A D V I C E

12. Y O U R T H O U G H T S M AT T E R

13. C H O O S E Y O U R O W N A D V E N T U R E
P H O T O : C H R I S T I N A T O B E R

14. A R E W E C O O L ?

15. L E T ’ S T RY S O M E T H I N G
Copy this box & park your thoughts as we go.
H / T T O A D R I A N S E G A R F O R T H E I D E A F O R T H I S E X E R C I S E .

16. L E T ’ S T RY S O M E T H I N G
Copy this box & park your thoughts as we go.
Good reminders
H / T T O A D R I A N S E G A R F O R T H E I D E A F O R T H I S E X E R C I S E .

17. L E T ’ S T RY S O M E T H I N G
Copy this box & park your thoughts as we go.
Good reminders Great ideas
H / T T O A D R I A N S E G A R F O R T H E I D E A F O R T H I S E X E R C I S E .

18. L E T ’ S T RY S O M E T H I N G
Copy this box & park your thoughts as we go.
Good reminders Great ideas
Questions
H / T T O A D R I A N S E G A R F O R T H E I D E A F O R T H I S E X E R C I S E .

19. L E T ’ S T RY S O M E T H I N G
Copy this box & park your thoughts as we go.
Good reminders Great ideas
Questions Problems to solve
H / T T O A D R I A N S E G A R F O R T H E I D E A F O R T H I S E X E R C I S E .

20. L E A R N I N G O B J E C T I V E S
1. Define engagement in an educational context.
2. Understand how engaging the brain in different
ways affects learning and memory.
3. Identify ways to customize engagement to
group demographics.
4. Discuss possible new educational paradigms.

21. W H AT I S E N G A G E M E N T ?
TA K E A M I N U T E T O W R I T E D O W N Y O U R T H O U G H T S .

22. W H AT I S E N G A G E M E N T I N
A N E D U C AT I O N A L C O N T E X T ?
W O R K W I T H Y O U R N E I G H B O R T O D E F I N E :

23. N O W W E ' V E D E F I N E D E N G A G E M E N T
I N A N E D U C AT I O N A L C O N T E X T . . .

24. H O W D O E S I T A F F E C T L E A R N I N G ?
L E T ' S H E A R F R O M A N E X P E R T . . .
willatworklearning.com
Will Thalheimer, Ph.D.
4-5 pm: Getting better data from your events

25. W H AT T Y P E O F
E N G A G E M E N T I S N E C E S S A RY
F O R L E A R N I N G T O O C C U R ?

26. W H AT ’ S W R O N G W I T H
O U R S M I L E S H E E T S ?

27. H O W C A N W E H E L P
P E O P L E R E M E M B E R A N D
R E TA I N I N F O R M AT I O N ?

28. T H O U G H T S ?
Good reminders Great ideas
Questions Problems to solve

29. N O W W E U N D E R S TA N D H O W
E N G A G I N G T H E B R A I N A F F E C T S
L E A R N I N G A N D M E M O RY.

30. H O W D O Y O U C U S T O M I Z E T H E
E D U C AT I O N A L E X P E R I E N C E
F O R Y O U R G R O U P ?

31. I N S T R U C T I O N A L I N T E R A C T I V I T Y
E T H A N E D WA R D S O F A L L E N I N T E R A C T I O N S R E F E R S T O E N G A G E M E N T A S

32. F O U R
C O M P O N E N T S
1. Context
2. Challenge
3. Activity
4. Feedback

33. I T C A N B E A
R O A D M A P T O O N L I N E
& F 2 F E N G A G E M E N T

34. E X A M P L E
Context?
Goal: Train bus drivers to
get kids to school safely.
B A S E D O N A P R O J E C T B Y E T H A N E D WA R D S , A L L E N I N T E R A C T I O N S

35. E X A M P L E
Challenge?
Goal: Train bus drivers to
get kids to school safely.

36. E X A M P L E
Activity?
Goal: Train bus drivers to
get kids to school safely.

37. E X A M P L E
Feedback?
Goal: Train bus drivers to
get kids to school safely.

38. W H AT ’ S Y O U R E D U C AT I O N A L
P E R F O R M A N C E G O A L ? W R I T E I T D O W N .

39. H O W W I L L Y O U
A C H I E V E I T ?
1. Context
2. Challenge
3. Activity
4. Feedback

40. N O W W E ' V E I D E N T I F I E D WAY S T O
C U S T O M I Z E E N G A G E M E N T.
L E T ' S TA L K A B O U T W H Y W E N E E D
A N E W PA R A D I G M .

41. – C L AY S H I R K Y
“Institutions tend to preserve the problems they
were created to solve.”

42. W H AT A R E T H E N E W
PA R A D I G M S ?
portrait by Artie Dixon
Cathy Davidson
D I R E C T O R O F T H E F U T U R E S I N I T I A T I V E
A T T H E G R A D U A T E C E N T E R O F T H E
C I T Y U N I V E R S I T Y O F N E W Y O R K
L E T ' S A S K A N E X P E R T

43. R E M E M B E R T O PA R K Y O U R T H O U G H T S .
Good reminders Great ideas
Questions Problems to solve

44. H O W D O W E N AT U R A L LY L E A R N ?
http://youtu.be/UNeWfJBiIHg?t=19m9s

45. W H AT W O U L D H A P P E N I F W E
TA C K L E D O N LY W H AT W E
T H O U G H T WA S I M P O R TA N T ?
Is it possible to go back to the “natural way”?

46. W H AT E F F E C T D O E S
FA C T O RY T R A I N I N G H AV E
O N T O D AY ’ S W O R K F O R C E ?
http://youtu.be/UNeWfJBiIHg?t=38m3s

47. H O W D O W E M A K E I T S A F E
T O FA I L ?
To admit that we don’t know all the answers?

48. W H AT N E W F O R M S O F
L E A R N I N G W O R K ?
http://youtu.be/UNeWfJBiIHg?t=46m6s

49. H O W D O W E C R E AT E
C A R T W H E E L E N V I R O N M E N T S
I N O U R A S S O C I AT I O N S ?

50. T H O U G H T S ?
Good reminders Great ideas
Questions Problems to solve

51. N O W W E H AV E D I S C U S S E D
P O T E N T I A L N E W PA R A D I G M S .

52. K A I Z E N
W H A T ' S N E X T ?
T H E A R T O F C O N T I N U O U S C H A N G E

53. L I S T T H R E E ( S M A L L )
T H I N G S Y O U C A N C O M M I T
T O D O I N G T H I S Y E A R .

54. Now go out there and set the world on fire!
kristi@PlanYourMeetings.com | @PYMLive
Y O U A R E PA R T O F T H E
S O L U T I O N .