Enhancing Learning Through Place-based Education
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Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the ASAE annual meeting and exposition on Monday, Aug. 10, 2015, at Cobo Center in Detroit, MI.
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Enhancing Learning Through Place-based Education
- 1. Enhancing Learning Through Place-based Education Monday, Aug. 10, 2015 2 – 3 p.m. Aaron D. Wolowiec, MSA, CAE, CMP, CTA Learning Strategist Event Garde, LLC
- 7. 2015 Certified Association Executive Exam Content Outline Periodic changes to ensure currency and relevance are a hallmark of a well‐designed credentialing program. Therefore, the Certified Association Executive (CAE) credentialing program undertakes a periodic job analysis study every five years, as well as an ongoing review of policies and procedures. The composition of the CAE exam is guided by extensive research on the job tasks performed and knowledge needed by association executives. During 2013–2014, the CAE Commission oversaw a methodical and comprehensive investigation into the skills required for successful association management. The research resulted in the identification of 159 essential association management competencies organized into nine knowledge domains. This outline presents the content covered on the CAE exam with the amount of the test devoted to each area indicated in parentheses. The exam content outline below takes effect in 2015, and will first be used for the May 1, 2015 CAE exam. % range on exam 1. Strategic Management 16‐18 A. General Management 1. Define the association's core competencies and align operations and activities to capitalize on these competencies. 2. Identify and implement strategic partnerships with other entities to position the association to most effectively accomplish its mission. 3. Identify and interpret performance metrics to guide progression towards organization's goals. 4. Institute volunteer and staff leadership succession plans to facilitate cross‐training and position the association for continuity of operations. 5. Develop systems to facilitate adaptability and promote innovation. 6. Establish benchmarks for continuous quality improvement of operations. 7. Create a strategy for human capital management to position the association to fulfill the goals and mission of the organization. 8. Analyze stakeholder feedback to ensure that programs, products, and services are consistent with evolving member needs. B. Identity and Branding 1. Establish brand standards to define the features, benefits, and value of the organization to stakeholders and other audiences. 2. Direct the integration of the organization's brand in all programs, services, and activities to reinforce the organization's value. 3. Review and assess the organization’s brand effectiveness. 4. Establish a coherent identity for the organization and its members to distinguish the organization's value. C. Financial Management 1. Develop, recommend, and oversee organizational financial and business planning
- 8. 20 minutes Venue welcome, challenge, lesson learned 20 minutes Related association challenge, similarities, lesson learned 20 minutes Engagement/transfer activity Post- education Venue tour
- 9. 20 minutes Challenge: parachute volunteers Lessons learned: recruiting/training 20 minutes Challenge: accountability/recognition Lessons learned: volunteer management 20 minutes Activity: Apply strategies to solve volunteer development issues in your organization Post- education Tour of Parade Company
- 13. ! ! ! ! Enhancing(Learning(Through(( Place1based(Education(! ! ! Monday,!Aug.!10,!2015! 2!–!3!p.m.! Room!310A! ! ! ! Aaron(D.(Wolowiec( MSA,!CAE,!CMP,!CTA! Learning!Strategist! Event!Garde,!LLC! aaron@eventgarde.com! 616.710.1891! @aaronwolowiec! All contents copyright 2015, ASAE, except noted selections which have been reprinted with permission of the copyright owner.
- 14. What are some of the things we did today?
- 15. What insights are beginning to emerge?
- 16. How has this conversation benefited you?
- 17. Which ideas are you most looking forward to implement?
- 18. 1. Key insight 2. Translation to my context 3. Desired outcome 4. First step 5. When and where
- 20. Contact Me Aaron D. Wolowiec Learning Strategist Event Garde, LLC (616) 710-1891 aaron@eventgarde.com www.eventgarde.com www.aaronwolowiec.com
Editor's Notes
- Begin presentation (3 minutes; 2 – 2:03 p.m.) Welcome Introduce myself Association learning strategist and meetings coach Vice chair of the ASAE professional development section council I also chaired the committee that is responsible for tomorrow’s EduTours (the subject of today’s session) Slide deck – business cards (direct people to Cally’s table) Handouts – posted to website (will review more toward the end of today’s session) Manipulatives – show brief video (yours to keep) Turn to your neighbor – introduce yourself and tell your partner your greatest takeaway from the conference thus far
- Gain attention – Tell story about being involved with ASAE’s EduTours (5 minutes; 2:03 – 2:08 p.m.) Invited to lead a volunteer committee with the Detroit Metro CVB in April 2013 Was charged with three functions, one of which was the Tuesday EduTours The goal of these EduTours has been to take people into the community to learn and network differently This outcome stems from the many tours I’ve had the opportunity to experience over the years What I know to be true is that when you take people into the community, particularly in a place like Detroit, they are surprised by what they see (e.g., NADONA board of directors, press tour) And this is generally true for any destination for which people are unfamiliar (e.g., CVB fam trips) Not only does the destination leave a mark/impression with them, but a piece of them is left behind forever changing the destination in a personal way that makes them want to return/visit/bring a conference in the future It was also important as America’s great comeback city for Detroit to share its lessons learned with ASAE attendees in a unique, interesting and engaging way To legitimize these EduTours as true learning experiences we obtained CAE credit The tours would not have been possible without the collaboration among my volunteer committee, the Detroit Metro CVB and ASAE
- Learning objectives (2 minutes; 2:08 – 2:10 p.m.) Following are the learning objectives for today’s session: Describe the evolution of ASAE’s EduTours (which I just began; this will continue to unfold throughout today’s session) Examine how place-based education enhances learning Identify the logistics involved with managing EduTours
- WIIFM (2 minutes; 2:10 – 2:12 p.m.) Organizations will develop new learning and networking opportunities for their major annual meetings to: Promote learning Build community Leverage knowledge Diversify revenue Personally: Develop new knowledge and skills Position yourself as an invaluable employee Enhance your marketability for future opportunities
- Prior learning (5 minutes; 2:12 – 2:17 p.m.) Describe to a neighbor (4 minutes; 2 minutes each): The last field trip your children attended/you chaperoned; or Your most favorite field trip as a child. Consider the five senses: What did you hear, see, touch, smell and/or taste? When the group comes back together: This is an example of place-based education. What can you tell me about the effectiveness of the learning? (1 minute)
- Present content (5 minutes; 2:17 – 2:22 p.m.) Question: What do we know about adult learners in terms of their likes and dislikes? (share responses aloud as a large group) Place-based education seeks to help attendees learn by exploring community problems and solutions, and then bridging those insights with current workplace challenges. Place-based education differs from conventional classroom-based education in that it recognizes the local community as a primary resource for learning (which is often hands-on and project-based). I recently had the opportunity to work with David Sobel, an education writer who has helped in developing the philosophy of place-based education. Research points to the value of educational experiences situated beyond the classroom and that involve the application of concepts and skills in “real-world” settings. Research suggests that the adoption of place- and community-based educational approaches does in fact hold the promise of enhancing learner engagement and achievement. Check out the book for more information.
- Worked example – The Parade Co. (9 minutes; 2:22 – 2:31 p.m.) Step 1: We reviewed the CAE content domains, brainstormed interesting Detroit venues and then matched them up. From there, we wrote program descriptions and secured speakers (both a venue speaker and a CAE speaker). Venue speakers were secured from the venue directly; CAE speakers were selected from a call for speakers. CAE speakers were asked to take the lead in developing the EduTour presentations. A variety of resources were developed as a part of this process; some have been included in the handouts for this session (which includes our speaker orientation agenda). We’ll review this and a few other logistics/resources a bit later. Step 2: Review EduTour format (20-20-20). Step 3: Show worked example of EduTour format via the Parade Company.
- Worked example – The Parade Co. (9 minutes; 2:22 – 2:31 p.m.) Step 1: We reviewed the CAE content domains, brainstormed interesting Detroit venues and then matched them up. From there, we wrote program descriptions and secured speakers (both a venue speaker and a CAE speaker). Venue speakers were secured from the venue directly; CAE speakers were selected from a call for speakers. CAE speakers were asked to take the lead in developing the EduTour presentations. A variety of resources were developed as a part of this process; some have been included in the handouts for this session (which includes our speaker orientation agenda). We’ll review this and a few other logistics/resources a bit later. Step 2: Review EduTour format (20-20-20). Step 3: Show worked example of EduTour format via the Parade Company.
- Worked example – The Parade Co. (9 minutes; 2:22 – 2:31 p.m.) Step 1: We reviewed the CAE content domains, brainstormed interesting Detroit venues and then matched them up. From there, we wrote program descriptions and secured speakers (both a venue speaker and a CAE speaker). Venue speakers were secured from the venue directly; CAE speakers were selected from a call for speakers. CAE speakers were asked to take the lead in developing the EduTour presentations. A variety of resources were developed as a part of this process; some have been included in the handouts for this session (which includes our speaker orientation agenda). We’ll review this and a few other logistics/resources a bit later. Step 2: Review EduTour format (20-20-20). Step 3: Show worked example of EduTour format via the Parade Company.
- Reflection (3 minutes; 2:31 – 2:34 p.m.) Consider the destination hosting your next major annual meeting or event. Who might you invite to the table to support the design, development, implementation and evaluation of an EduTour? What venues might welcome the opportunity to partner with you/have a lesson to teach? Work quietly by yourself for the next few minutes. Jot down your responses.
- Small groups (8 minutes; 2:34 – 2:42 p.m.) Form a small group of three. Each person should share his/her EduTour idea. Select one to work on as a team. Begin to frame out the experience of this EduTour. Consider: What challenge/lesson learned might the venue present (relevant to your association’s/credential’s content outline or the key industry topics of most importance to the successful performance of your members)? What related challenge/lesson learned might your industry speaker present? What engagement/transfer activity might be most appropriate to illuminate the challenges/solutions for your members? What would individuals see on the tour?
- Report out (5 minutes; 2:42 – 2:47 p.m.) Call upon two people to report out; Aaron to provide feedback based upon what he hears.
- Resources (4 minutes; 2:47 – 2:51 p.m.) In the handouts, I have provided: Book reference (hold up David Sobel’s book) Parade Company article appearing in the Fall/Holiday 2015 issue of Michigan Meetings + Events magazine Presenter orientation outline Coaching schedule Event specifications guide Sample evaluation
- ORID (1 minute; 2:51 – 2:52 p.m.) Ask: What are some of the things we did today?
- ORID (1 minute; 2:52 – 2:53 p.m.) Ask: What insights are beginning to emerge?
- ORID (1 minute; 2:53 – 2:54 p.m.) Ask: How has this conversation benefited you?
- ORID (1 minute; 2:54 – 2:55 p.m.) Ask: Which ideas are you most looking forward to implement?
- Action planning for own organization (4 minutes; 2:55 – 2:59 p.m.) We’re all busy professionals. And I’m sure you’ve learned a lot already at this conference. So take a moment to intentionally reflect on your next steps – to ensure something actually happens in your organization as a result of today’s session. Jot down your: Key insight Translation to my context Desired outcome First step When and where you’ll take that first step Time permitting, ask one or two people to report out their first step, as well as when and where they will take it.
- Register (1 minute; 2:59 – 3 p.m.) And, don’t forget! There’s still time to register for tomorrow’s EduTours. You can do so on ASAE’s website or at the main registration desk on the first floor. I’d encourage you to attend: Both to learn from and network with your colleagues at this conference. To experience place-based education in the hopes of bringing it back to your own organization.
- Conclusion (3 p.m.) Let me know if you have any questions or feedback about this session. You’ll note on this slide a variety of ways we can keep in touch. Feel free to subscribe to our blog – or any of our social media channels. Thank you for participating in this session. I hope you found it valuable.