creating brain friendly conferences

1

Creating Brain Friendly

Conferences

11

reasons people attend

conferences

12

Education

Networking

Business leads

22

Is there a difference between

education & information?

Teaches skills in critical thinkingproblem solvingcollaborationdecision makingevaluationanalysis

knowledge in long-term memorymeaning and connects with existingworking memory as the learner abstractsan active process that takes place in the

A cellular process

Eric Kandel, Nobel Prize, 2000

2. Providing context & meaning-making1. Attending to information, words & visuals

4. Integrating into long-term memory 3. Connecting & comparing2. Providing context & meaning-making1. Attending to information, words & visuals

new info with knowledge in long-term memory

for making meaning & connectingmust be given time

Difference between a report & a presentation

Tractor

Green

Apple

Zero

Weather

Pastel

Quickly

Ocean

Nicely

Countertop

Airplane

Jump

Laugh

Tall

39

Group 1: determine number of

letters that have diagonal lines in

them and the number that do not.

40

Group 2: Think about the meaning

of each word. Rate the word on a

scale of 1-10, 10 most like.

41

Tractor

Green

Apple

Zero

Weather

Pastel

Quickly

Ocean

Nicely

Countertop

Airplane

Jump

Laugh

Tall

42

43

Write down as many of the

words as you remember

Tractor

Green

Apple

Zero

Weather

Pastel

Quickly

Ocean

Nicely

Countertop

Airplane

Jump

Laugh

Tall

44

45

Write everything you knowabout the brain

1. Can I eat it?

2. Will it eat me?

3. Can I mate with it?

Fighting

Feeding

Fleeing

Reproductive behavior

Roadways

Attendees’ brainsWe can’t pour info into

The brain does

Brain Friendly Strategy #1

not pay attention

to boring things

Talking Head

Talking Head

Passive Listener

of Academy activities

1991 Berkley Study

1991 Berkley Study

Bligh, 2000

People usually forget

90%of what they

learn in a class

within 30 days.

Majority of loss

occurs within

hours of class.

German psychologist &

memory researcher Hermann Ebbinghaus

The brain does


not pay attention

to boring things

Requires storytelling


novelty, unusual

images

Requires chunking,


patterns, context

relevancy

IRSYMCAWTFIBMKGBFBI

IRSYMCAWTFIBMKGBFBI

Brain pays attention to patterns

IRSYMCAWTFIBMKGBFBI

Brain pays attention to patterns

Former knowledge hooks content

The brain does


not pay attention

to boring things

What does this mean for my meetings?

• Death by Bullets• Powerpointless presentations• Cognitive Overload• Too much text on a slide• White/light fonts on dark slides• Great way to lull audience to sleep• Does not stimulate the brain to learn• Go against brain-friendly strategies• Decreases learning

• Death by Bullets• Powerpointless presentations• Cognitive Overload• Too much text on a slide• White/light fonts on dark slides• Great way to lull audience to sleep• Does not stimulate the brain to learn• Go against brain-friendly strategies• Decreases learning• Death by Bullets• Powerpointless presentations• Cognitive Overload• Too much text on a slide• White/light fonts on dark slides• Great way to lull audience to sleep• Does not stimulate the brain to learn• Go against brain-friendly strategies• Decreases learning• Death by Bullets

• Powerpointless presentations• Cognitive Overload• Too much text on a slide• White/light fonts on dark slides• Great way to lull audience to sleep• Does not stimulate the brain to learn• Go against brain-friendly strategies• Decreases learning• Death by Bullets• Powerpointless presentations• Cognitive Overload• Too much text on a slide• White/light fonts on dark slides• Great way to lull audience to sleep• Does not stimulate the brain to learn• Go against brain-friendly strategies• Decreases learning

Vision trumps senses in retention & learning


Recognition doubles with pictures

50% of brain processing devoted to visuals

We see with our brains, not eyes

Primarily oral, we recall

Primarily visual, we recall

3x as much from listening

Primarily oral & visual, we recall

6x as much from listening

Vision trumps


all other senses.


The brain does


not pay attention

to boring things

The brain doesnot pay attention

to boring things

You have an attention span of


10 minutes

Content should be chunked in


10 minute segments

Anchor 10 min segments with


Stories

Relevancy

Problems content solves

10-20 minutes of content


then 10-20 minutes

discussion

7 pieces of information

Your brain can hold

for 30 seconds

move to working memory

It must be repeated to

or it disappears!

is waiting for a repeat

The brain neuron

signal of info or it resets.

working memory for

If repeated, it moves to

60 minutes or more.

repetitions that matter.

It’s the spacing between

to process information.

Brain must be given time

You have an attention


span of 10 minutes.


The brain does


not pay attention

to boring things



10 minutes

Think of your content as


answers

Take time to explain the


questions

Your brain likes to solve problems

Successfully solving problems

releases dopamine

Brain & body flooded with

rush positive feelings

Does the content

make attendees

think

Think of your content


as answers.What does this mean for my meetings?

The brain does


not pay attention

to boring things



10 minutes

Think of your content as


answers

What is engagement?

130

Engagement with content?

3 Levels Of Engagement

135

Conversation, collaboration, collective action

How can we help attendees get from the

first level to last?

136Conversation, collaboration, collective action

Traditional Education

uses a push method

Old

• Training

• Rigid

• Program

• Mandated

• Formal

137

Today’s Education

uses a pull method

Old

• Training

• Rigid

• Program

• Mandated

• Formal

New

• Learning

• Flexible

• Platform

• Self-Service

• Informal

138

The Traditional Conference

Push Method

Conference & Event Organizers decide

where bus going, attendees along for ride.

(Good for newbies, bad for veterans)

139

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)

140

142

Participatory Culture

145on social networking sites

146

Today’s networked individuals

Participatory Class

emerging class of citizens

147

Active participation in content

development, sharing


148

Social connection to others

contributions matter


The Future

Of Learning

Institutions

In A

Digital Age

http://www.hastac.org/node/2238149

150

Education must

transition to

1) Participatory Learning

Internet changed how we all

learn, play, socialize

engage in life

Participatory Learning

Commonplace, not exotic

Process, not product

Participatory Learning

Not passive

About conversations

comments, engagement

• How does participatory

learning impact traditional

conferences?

154

2) Presumed Authority

155

To Collective Credibility

Communal

Democratic

Presumed Authority to

156

Collective Credibility

Problem solving via group processes

Interdisciplinary

Presumed Authority to

157

Collective Credibility

Requires helping attendees learn skills

to address different points of views

• What barriers exist to keep

you from moving to this

model?

158

• What role do Subject Matter

Experts (SMEs) play in this

model?

159

160

3) Horizontal Structures

Less authoritative, top-down, standard

Knowledge gap between speaker

audience shrunk

161

Horizontal Structures

Collaboration, teamwork,

problem solving, knowledge making

162

Horizontal Structures

Emphasis on Peer to Peer

Less monologues, panel dialogues

163

4) Variety of Formal & Informal

80% learning - informal

Move from push to pull methods

Informal Learning Opps

Novice workers Mature (5-10 yrs) Experienced >10 yrs

Directed Self-Directed Helping Others

Class Discovery Coaching

Course Searching (Google) Mentoring

Source: Jay Cross’ Working Smarter164

Formal & Informal





Lecture Trial-and-error Storytelling

Test/Exam Collaborating Giving Feedback

1 Right Answer Asking Nurturing


Formal & Informal








Curriculum Skimming Modeling

Listening Observing Reflecting

Instructions Conversing Connecting


Formal & Informal

• What must we do

differently to encourage

this?

167








Curriculum Skimming Modeling

Listening Observing Reflecting

Instructions Conversing Connecting


Formal & Informal

169

5) Networked LearningLearning is social

Conversational & partnering

170

Networked Learning

Emphasizes flexibility & outcomes

Mobilizing networks

Assertive to enabling

• How can you encourage more

participant dialogue &

conversations at your

conferences and in your

education?171

172

6) Interactive & w/out Walls

Life-long learning

Free Wi-Fi

Encouraging social sharing

173


Many-to-multitudes

Engages those not present

Extends messages

174


Extends ideas, practices for betterment

Of Profession & Industry

• What challenges do you see

with “Without Walls?”

• How can you overcome them?

175

1. To participatory learning

2. From presumed authority to

collective credibility

3. To more horizontal structures

176






177








178




3) Horizontal Structures





179

4) Formal & Informal





180


5) Networked Learning





181


5) Networked Learning

6) Interactive & w/o walls

Planning Education & Meetings

Not A Piece Of Cake

188

Adult Ed & Meetings

189

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• Pink SherbertPhotography

• Stuck In Customs

• Minxjl

• Denis Collette

• Peter Fuchs

• Green Kozi

• A Germain

• Robert Vander Steeg

• Cornerstones of NYC

• Xose Castro

• Bahman

• ArkansasSupportsPhotography.com

• Nettsu

• CPThuh

• Andreas Kollegger

• Mag3737

• Patrick Hoesly

• Danard Vincente

• Transcam

• ExpressMonorail

• Pfala

• Trushu

• Tanakawho

• Markus Bollingmo

• Julep67

• Kenjonbro

• AraPehlivanian

• dsevilla

• Xia Ming

• Corporate Monkey

• Funchye

• Mad-King

• Bobby Gret

• Stevetookit

• twm1340

• ChicagoGeek

• Jesse Draper

• Storybehind

• Moriza

• Juhansonin

[email protected]

velvetchainsaw.com

@JeffHurt

creating brain friendly conferences

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