Valuing Content for Meetings & Events
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The document outlines effective strategies for valuing content in meetings and events, emphasizing the importance of prior knowledge and adult learning principles. It details cognitive processing, learning objectives, and the nine events of learning, focusing on enhancing retention and transfer of knowledge. Practical tips for action planning and evaluating success are also provided to improve content delivery and engage participants.
Valuing Content for Meetings & Events
- 1. Valuing Content for Meetings & Events Aaron Wolowiec Founder | Event Garde
- 2. Prior Knowledge What do you already know? What do you want to know?
- 3. Prior Knowledge Prior knowledge is the raw material that conditions learning. It acts as a mental hook for the lodging of new information and is the basic building block of content and skill knowledge. Mindful Learning: 101 Proven Strategies for Student and Teacher Success By Linda Campbell, & Bruce Campbell (2nd ed.; Thousand Oaks, CA: Corwin Press, 2009)
- 4. Adult Learning Andragogy – the method and practice of teaching adult learners; adult education.
- 5. SELF-CONCEPT Self concept moves from one of being a dependent personality toward being self-directed ADULT LEARNING EXPERIENCE Accumulates a growing reservoir of experience that becomes an increasing resource for learning READINESS TO LEARN Readiness to learn is increasingly oriented to the developmental tasks of his/her roles ORIENTATION TO LEARNING Perspective geared toward immediacy of application of learning and problem- centeredness MOTIVATION TO LEARN Motivation to learn becomes internal 5 Assumptions Knowles’
- 6. Cognitive Processing Maximizing the process of obtaining and storing knowledge
- 7. Cognitive Processing Stimuli Attention Retrieval Rehearsal Sensory Memory Memory Loss Short-Term (Working) Memory Memory Loss Long-Term Memory (Consolidation) Memory Loss
- 8. Brain Rules Using John Medina’s Brain Rules as part of your next meeting
- 9. Brain Rules 1. The brain appears to be designed to solve problems. 2. Move to improve your thinking skills. 3. The biological drive for an afternoon nap is universal.
- 10. Brain Rules 4. We don’t pay attention to boring things. 5. Repeat to remember. 6. Stimulate more of the senses at the same time. 7. Vision trumps all other senses.
- 11. Learning Objectives Writing, using and evaluating effective learning objectives
- 12. BEFORE DURING AFTER Learning Objectives • Audience – Describe the intended learner • Behavior – Describe the learner’s capability • Condition – Equipment or tools that may be used • Degree – Standard for acceptable performance • Inform learners of objectives • Segment/sequence content accordingly • Pause throughout the program to conduct formative assessments • List learning objectives in the evaluation • Measure learner attainment of objectives • Modify future programs based on learner attainment of objectives
- 13. Nine Events of Learning A systematic, outcomes- focused instructional design process
- 14. Nine Events of Learning 1. Gain attention. 2. Inform learners of objectives. 3. Stimulate recall of prior learning. 4. Present content. 5. Provide learning guidance. 6. Elicit performance (practice). 7. Provide feedback. 8. Assess performance. 9. Enhance retention and transfer to the job.
- 15. Transfer of Learning Increasing the likelihood that teaching will change behavior
- 16. Transfer of Learning The ability to transfer one's knowledge and skills from one problem-solving situation to another The application of what has been taught in real life scenarios http://otec.uoregon.edu/learning_theory.htm#transfer
- 17. Transfer of Learning Promote problem solving via real world scenarios. Utilize assessment tools to gauge performance. Encourage action planning to focus learner ideas and next steps. Create a job aid to guide future performance. Scheduled post-session touch points.
- 18. Learning & Logistics Learning & logistics intersection Support & incentivize speakers Organizational changes
- 19. Action Planning Reframe an idea as a future action step to improve content delivery
- 20. Action Planning List two key insights. How do these ideas translate to your context? What are your desired outcomes? What steps are required for implementation? What potential barriers do you anticipate? How will you measure success?
Editor's Notes
- #3: Take three minutes to jot down in the first column of the sheet provided what you already know about best practices in adult learning. Now, take two minutes and focus on the center column. Make notes about concepts or situations that you’d like to know more about. Refer back to what you already KNOW; put stars by your top two concepts. [1 minute] Flipchart the high points together [3-4 minutes] Refer back to what you WANT to know; put a star by your top concept. [1 minute] Transfer that concept to a post-it note and add it to the appropriate flipchart. [2-3 minutes]
- #4: Ask for a participant reader
- #6: Ask a participant to read number one aloud. [1 minute] Ask a participant to explain number one. [1 minute] Comment/provide feedback, as appropriate. [1 minute] Repeat this process for numbers two through five. Once complete, introduce the five-corner activity for which assumption most resonates with participants. [2 minutes] Ask for a volunteer from each “corner” to identify why they most resonate with that assumption. [3 minutes]
- #8: Stimuli – Introduced five assumptions with PPT slide Attention – Participant read the assumption Rehearsal – Participant explained the assumption Retrieval – Five corners activity with recall component
- #9: Aaron to introduce/hold up the book [1 minute]
- #10: Have a participant reader read aloud each paragraph from the accompanying article [2 minutes each]
- #11: Have a participant reader read aloud each paragraph from the accompanying article [2 minutes each]
- #13: Introduce/walk through the worksheet Have participants complete the practice exercise for this training program in pairs Ask participants to share their work How might you have described the audience? Behavior? Condition? Degree? Provide comment, as appropriate Finish walking through the “during” and “after” components of this slide
- #15: Randomly distribute the nine sheets of paper In order, have participants read the sheets one at a time and affix them to the small magic wall Ask for examples along the way Provide comment, as appropriate
- #17: Aaron to read this slide aloud
- #18: Aaron will assign a small group to each of these five statements Groups will take 3 minutes to read and develop an example for their assigned transfer activity, preferably an example that could be used as part of this course Each group should be prepared with a spokesperson to deliver a 60-second recap of their work Provide comment, as appropriate
- #19: Participants will count off by three They will be asked to move to their first flipchart Participants will brainstorm answers to their first flipchart question How do learning and logistics intersect? How could your organization support and incentivize speakers to care about and use sound instructional design? What organizational changes would be needed to approach your meetings and events with the mindset of an instructional designer? Aaron will rotate participants through the two remaining flipcharts Participants will return to their original flipcharts, review and share top three takeaways Provide comment, as appropriate