Engineering Next Generation Conference Education Sessions slideshare
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This document discusses strategies for designing next-generation conference education sessions. It identifies six principles: 1) transitioning to participatory learning, 2) transitioning from presumed authority to collective credibility, 3) transitioning to more horizontal structures, 4) providing both formal and informal learning opportunities, 5) transitioning to networked learning, and 6) making sessions interactive and "without walls". The document also explores how to integrate technology to engage participants before, during, and after events and applying these principles.
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Engineering Next Generation Conference Education Sessions slideshare
- 1. Engineering Education Strategies For Next Generation Conferences & EventsJeff Hurt
- 2. Engineering Education Strategies For Next Generation Conferences & Events 2
- 3. 1) Identify six principles for designing next-gen conference education sessions 3
- 4. 2) Discuss strategies for applying these principles 4
- 5. 3) Explore how to integrate tech to engage participants before, during & after a meeting 5
- 6. What is education? 6
- 7. Is there a difference between education & information? 7
- 8. Turn to your neighbor and discuss. Spend four minutes. 8
- 9. Is there a difference between education & information? 9
- 11. problem solving
- 12. collaboration
- 13. decision making
- 14. evaluation
- 16. Conference education often embraces a Clone Culture 11
- 18. Knowledge
- 19. Ideas12
- 20. Why 13
- 25. WW II
- 27. Anyone from the 1800’s could walk into most conference education sessions and feel right at home. 17
- 29. Rigid
- 30. Program
- 31. Mandated
- 32. Formal LO #1 LO #2 18
- 34. Flexible
- 35. Platform
- 36. Self-Service
- 38. Rigid
- 39. Program
- 40. Mandated
- 41. Formal LO #1 LO #2 19
- 42. The Traditional Conference Push Method Conference & Event Organizers decide where bus going, attendees along for ride. (Good for newbies, bad for veterans) LO #1 LO #2 20
- 43. The New Conference Pull Method Riders choose destination, speed, route & decide if they want to take detours or help others. (Best for veterans and experienced professionals) LO #1 LO #2 21
- 44. 1) Identify six principles for designing next-gen conference education sessions 22
- 45. The Future Of Learning Institutions In A Digital Age http://www.hastac.org/node/2238 23
- 48. About a process, not a productLO #1 LO #2 25
- 50. About conversations, comments, engagementLO #1 LO #2 26
- 54. DemocraticLO #1 LO #2 29
- 56. InterdisciplinaryLO #1 LO #2 30
- 61. Knowledge gap between speaker & audience shrunkLO #1 LO #2 34
- 63. Knowledge making togetherLO #1 LO #2 35
- 65. Less monologues and panel dialoguesLO #1 LO #2 36
- 68. Move from push to pull methodsLO #1 LO #2 38
- 69. #4: Conference ed sessions must provide a variety Formal & Informal Learning LO #1 LO #2 Source: Jay Cross’ Working Smarter 39
- 70. #4: Conference ed sessions must provide a variety Formal & Informal Learning LO #1 LO #2 Source: Jay Cross’ Working Smarter 40
- 71. #4: Conference ed sessions must provide a variety Formal & Informal Learning LO #1 LO #2 Source: Jay Cross’ Working Smarter 41
- 73. What delights you?#4: Conference ed sessions must provide a variety Formal & Informal Learning 42
- 74. #4: Conference ed sessions must provide a variety Formal & Informal Learning LO #1 LO #2 Source: Jay Cross’ Working Smarter 43
- 78. Developing mediation skillsLO #1 LO #2 45
- 80. Sees learning as mobilizing networks
- 81. From assertive to enablingLO #1 LO #2 46
- 84. Venues with free Wi-Fi
- 85. Encourages sharing of social media experiencesLO #1 LO #2 48
- 89. Small Group Discussion How does this statement impact your annual conferences? Do you agree? Disagree? Why?“We serve our members best by serving our industry first.” #6: Conference ed sessions must be Interactive & Without Walls 52
- 91. How can you overcome them?#6: Conference ed sessions must be Interactive & Without Walls 53
- 92. Recap - Conference Ed Sessions Must Transition: To participatory learning From presumed authority to collective credibility To more horizontal structures 54
- 93. Recap - Conference Ed Sessions Must: Provide informal & formal learning opportunities Transition to networked learning Be interactive & without walls 55
- 94. Sources: Digital Media & Learning funded by John D. and Catherine T. MacArthur Foundation from the University of Michigan & MIT 56
- 95. 3) Explore how to integrate tech to engage participants before, during & after a meeting 57
- 96. Creating a Perpetual Conference Learnscape! LO #3 58
- 97. Brainstorm with others in group What are ways to integrate technology to engage participants before, during and after events? LO #3 59
- 98. 1) Identify six principles for designing next-gen conference education sessions 60
- 99. 2) Discuss strategies for applying these principles 61
- 100. 3) Explore how to integrate tech to engage participants before, during & after a meeting 62
- 101. Planning Meetings & Events… Not A Piece Of Cake 63
- 102. Adult Ed & Meetings 64
- 103. Engineering Education Strategies For Next Generation Conferences & Events 65
- 104. jhurt@velvetchainsaw.com jeffhurtblog.com @JeffHurt
Editor's Notes
- 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?