"I realized this morning that your event content is the only event related 'stuff' I still read. I think that's because it's not about events, but about the coming together of people to exchange ideas and learn from one another and that's valuable information for anyone." — Traci Browne
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Here’s an annotated video of our 20-minute conversation:
00:00 How the thousand-year history of conferences affects the way we meet today. 02:20 Lectures are terrible ways to learn. 03:00 The forgetting curve and how it reduces the learning at traditional conferences. 04:15 Why I created my first participant-driven and participation-rich meeting in 1992. 06:20 The conference arc. 07:45 Uncovering participants’ wants and needs via crowdsourcing.
In 2005, I joined a men’s group. Eight of us get together for two hours every fortnight. One man chooses a topic and leads the meeting. A couple of months ago, Brent offered the following life story exercise via a preparatory email sent in advance:
For an excellent summary of the work I do, check out this interview and podcast, Creating Conferences That Work by Celisa Steele of Leading Learning. The podcast recording is nicely summarized in the show notes, so you can just read about what interests you, and then listen to any or all of the interview sections from the links on the page.
About six months ago I noticed that my Apple Watch wasn’t consistently reading my heart rate during running workouts. The watch started displaying “measuring” my heart beat for minutes (see Figure 1), especially at the beginning of a run. Sometimes the heart rate monitor stopped working to such an extent that I couldn’t even get a few readings during a 25-minute run (see Figure 2). I love my Apple Watch but it was time to fix my Apple Watch heart rate monitor.
After doing some research, here’s what I’ve curated from various internet sources, summarized in one convenient place.
Sharing our experience of others directly with them can be incredibly powerful. Let me tell you a story…
Not long ago, I was working at a multi-day workshop with a 6-person group that included someone I’ll call D. D self-described themself as mentally ill, bipolar, and with psychological issues. They spoke slowly, and described themself as not emotionally available, and often confused about what they said.
D also shared that they:
Felt isolated and wanted to get better at connecting with people;
Believed that other people couldn’t easily understand them and didn’t like them; and
Had a hard time deciding whether to attend the workshop.
“Contains active cultures.” How often have you read this on the sides of yogurt containers? Well, healthy organizations contain active cultures too.
Active cultures — not just for yogurt any more
Just as there are hundreds of different strains of probiotic cultures, there are many ways to think about organizational culture. For example, you might focus on descriptive approaches: an organization’s core beliefs, attitudes, and assumptions about “what is” and “why is”, plus customary ways of interacting. Or, you could concentrate on a behavioral approach: how an organization consistently does things.
Unfortunately, in many organizational cultures the descriptive culture isn’t congruent with the behavioral reality. Ultimately, however you define organizational culture, what interests most people is changing it, hopefully for the better.
That’s where active (aka adaptive or adhocracy) organizational cultures shine.
Let’s look at these three conclusions in the context of meeting design.
Most meeting presenters still lecture
The majority of college STEM teachers choose traditional teaching methods. And most meeting session presenters resort to lecturing as their dominant session modality.
Attendees learn more when presenters use active learning modalities
We have had research evidence for the effectiveness of active learning modalities for more than a hundred years. (The pioneer of memory retention research, Herman Ebbinghaus, published his seminal work in 1885.)
A large body of research over the last twenty years clearly shows the superiority of active over passive learning.
“Students learn more when they are actively engaged in the classroom than they do in a passive lecture environment. Extensive research supports this observation, especially in college-level science courses (1⇓⇓⇓⇓–6). Research also shows that active teaching strategies increase lecture attendance, engagement, and students’ acquisition of expert attitudes toward the discipline (3, 7⇓–9).”
College students are the focus of this research. There’s no reason to believe that these conclusions would not apply to adult learning during meeting sessions.
Superstar lecturers and motivational speakers
Here’s a striking conclusion from the NAS research:
“Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning.“
There is overwhelming evidence that we can improve meetings by switching to active learning from passive lectures. And we now know that the popularity of fluent lectures, as measured by session evaluations, is based on an incorrect belief by attendees that they are learning more than they actually do.
Finally, the NAS report indicates that a simple intervention can overcome false perceptions about the efficacy of lectures.
“Near the beginning of a physics course that used… active learning …the instructor gave a 20-min presentation that started with a brief description of active learning and evidence for its effectiveness. …At the end of the semester, over 65% of students reported on a survey that their feelings about the effectiveness of active learning significantly improved over the course of the semester. A similar proportion (75%) of students reported that the intervention at the beginning of the semester helped them feel more favorably toward active learning during lectures.”
Consequently, we need to educate stakeholders, presenters, and meeting attendees about the benefits of active learning modalities at meetings.
“I am crazy but I’m not alone.” —participant evaluation comment
Someone wrote “I am crazy but I’m not alone” on the paper evaluation form for the first edACCESS peer conference in 1992. The next year we printed it on a banner above the entryway to the event, and it’s been been edACCESS’s official motto ever since.
There’s more behind this simple phrase that meets the eye.