Improved On-The-Job Performance Trumps Fantastic Conference Evaluations
What happens in your conference education sessions is less about what happens onsite and more about what happens on the attendee’s job after the session. Your conference education needs to be transformational, not just informational. It should transform thinking, attitudes, behaviors and actions. It’s ultimately about improving the attendee’s job performance.
Yet rarely do we plan conference education with a focus on the attendee’s business outcomes and actions. We assume that happy and satisfied conference education attendees are enough.
It isn’t! The conference race for the future will be won based on the unique attendee networking and education experience.
Lectures, panels, videos and demonstrations remain the strategies of choice for conference education. This is a major problem because we now know from the neuroscience and evidenced based education research that learning is social. It occurs through thinking, reflection, application and feedback.
Science has proven that traditional lectures and panels are inefficient, ineffective and unengaging for real learning to occur. Telling someone what to do doesn’t lead to change.
It’s time for conferences to focus on improving the attendee’s education experience. That means focusing on the learning design—what the attendee will do during conference education. It’s time for conferences to apply the research about the biology of learning to their conference education.
Speakers: Covering Content Actually Obscures Understanding
Education is one way to improve ourselves personally and professionally. Whenever we find ourselves lacking knowledge, understanding or skills for a specific job task, we take a class. Or attend a conference. Or participate in a webinar. Or read a book. Sounds really simple. Right? Well, it’s not.
To benefit from social learning, build a culture that makes learning fun, productive and commonplace, a culture where learning is part of everyday work. Take a look at where social learning thrives.
New Brain Research Finds That Quality of Learning Really Matters
Similar questions plague every organization. WHAT should we be training? HOW do our employees best learn? How do we help them retain new information? Depending on who you ask, there are multiple answers to these questions. Certainly, there are best practices, like develop training with a clear end goal in mind. Or, if you’re trying to create more well-rounded leaders, ensure that there are clear leadership development tracks in place. However…
Our "Recipe" For Learning and Remembering
Most organizations invest heavily in training their employees, yet employees still do not retain the critical knowledge they need to be successful. This is why we focus our research on why employees forget. How do our brains respond when we learn new information? Is there a pattern to forgetting?
|21st Century Revolutionary Conferences Have Transformed The Traditional Education Session
Conferences that focus primarily on lecture-based methods are becoming increasingly difficult to defend! There is ample evidence that the lecture creates phony learning, along with the inability to retain and apply what has been heard. Packed conference sessions and smile-sheet summary evaluations only indicate that attendees can successfully sit through dreary lectures. It does not demonstrate value or stimulate growth in organizations.
Chunking Information For Instructional Design
Chunking refers to the strategy of breaking down information into bite-sized pieces so the brain can more easily digest new information. The reason the brain needs this assistance is because working memory, which is where we manipulate information, holds a limited amount of information at one time.
You Cannot Learn
Are You Promoting Outdated Conference Education Models? Junk Brain Science Exposed
In the Western world, we treat knowledge (facts) as substance. We have a belief that we can open someone’s head and pour knowledge into it. We have treated education, whether at conferences or in educational institutions, as a substance that we can pour into a receptacle. The trouble is that treating knowledge as a substance is incorrect.
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How We Learn
A practical, playful, and endlessly fascinating guide to what we really know about learning and memory — and how we can apply it to our own lives.