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Creating Brain Friendly Conferences
The document discusses strategies for designing brain-friendly conferences that enhance attendee engagement and retention, emphasizing the importance of incorporating storytelling, visual content, and active participation. It outlines the shift from traditional push methods of education to participatory and flexible learning approaches, encouraging collaboration and interaction among attendees. Key strategies include limiting content to 10-minute segments, prioritizing visuals over text, and fostering a participatory culture to improve learning outcomes.
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Creating Brain Friendly Conferences
- 1. Creating Brain Friendly Conferences 1
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- 11. reasons people attend conferences 11
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- 22. Is there adifference between education & information? 22
- 27. Teaches skills incritical thinking problem solving collaboration decision making evaluation analysis
- 28. an active processthat takes place in the working memory as the learner abstracts meaning and connects with existing knowledge in long-term memory
- 29. an active processthat takes place in the working memory as the learner abstracts meaning and connects with existing knowledge in long-term memory
- 30. A cellular process Eric Kandel, Nobel Prize, 2000
- 31. 1. Attending toinformation, words & visuals 2. Providing context & meaning-making
- 32. 1. Attending toinformation, words & visuals 2. Providing context & meaning-making 3. Connecting & comparing 4. Integrating into long-term memory
- 33. must be giventime for making meaning & connecting new info with knowledge in long-term memory
- 38. Difference between areport & a presentation
- 39. Tractor Pastel Airplane Green Quickly Jump Apple Ocean Laugh Zero Nicely Tall Weather Countertop 39
- 40. Group 1: determinenumber of letters that have diagonal lines in them and the number that do not. 40
- 41. Group 2: Thinkabout the meaning of each word. Rate the word on a scale of 1-10, 10 most like. 41
- 42. Tractor Pastel Airplane Green Quickly Jump Apple Ocean Laugh Zero Nicely Tall Weather Countertop 42
- 43. Write down asmany of the words as you remember 43
- 44. Tractor Pastel Airplane Green Quickly Jump Apple Ocean Laugh Zero Nicely Tall Weather Countertop 44
- 45. Write everything youknow about the brain 45
- 51. 1. Can Ieat it? 2. Will it eat me? 3. Can I mate with it?
- 52. Fighting Feeding Fleeing Reproductive behavior
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- 57. We can’t pourinfo into Attendees’ brains
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- 59. Brain Friendly Strategy#1 The brain does not pay attention to boring things
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- 64. of Academy activities 1991 Berkley Study
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- 68. 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
- 69. Brain Friendly Strategy#1 The brain does not pay attention to boring things
- 70. Brain Friendly Strategy#1 Requires storytelling novelty, unusual images
- 71. Brain Friendly Strategy#1 Requires chunking, patterns, context relevancy
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- 74. IRSYMCAWTFIBMKGBFBI Brain pays attentionto patterns
- 75. IRSYMCAWTFIBMKGBFBI Brain pays attentionto patterns Former knowledge hooks content
- 76. Brain Friendly Strategy#1 The brain does not pay attention to boring things What does this mean for my meetings?
- 77. • 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
- 78. • Death byBullets • Powerpointless presentations • Powerpointless presentations • Cognitive Overload • Cognitive Overload • Too much text on a slide • Too much text on a slide • White/light fonts on dark slides • White/light fonts on dark slides • Great way to lull audience to sleep • Great way to lull audience to sleep • Does not stimulate the brain to learn • Does not stimulate the brain to learn • Go against brain-friendly strategies • Go against brain-friendly strategies • Decreases learning • Decreases learning • Death by Bullets • Death by Bullets • Powerpointless presentations • Powerpointless presentations • Cognitive Overload • Cognitive Overload • Too much text on a slide • Too much text on a slide • White/light fonts on dark slides • White/light fonts on dark slides • Great way to lull audience to sleep • Great way to lull audience to sleep • Does not stimulate the brain to learn • Does not stimulate the brain to learn • Go against brain-friendly strategies • Go against brain-friendly strategies • Decreases learning • Decreases learning • Death by Bullets
- 81. Brain Friendly Strategy#2 Vision trumps senses in retention & learning
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- 84. Recognition doubles withpictures
- 85. 50% of brainprocessing devoted to visuals
- 86. We see withour brains, not eyes
- 88. Primarily oral, werecall
- 89. Primarily visual, werecall 3x as much from listening
- 90. Primarily oral &visual, we recall 6x as much from listening
- 91. Brain Friendly Strategy#2 Vision trumps all other senses. What does this mean for my meetings?
- 92. Brain Friendly Strategy#1 The brain does not pay attention to boring things
- 93. Brain Friendly Strategy#2 Vision trumps senses in retention & learning
- 97. The brain does notpay attention to boring things
- 98. Brain Friendly Strategy#3 You have an attention span of 10 minutes
- 99. Brain Friendly Strategy#3 Content should be chunked in 10 minute segments
- 100. Brain Friendly Strategy#3 Anchor 10 min segments with Stories Relevancy Problems content solves
- 101. Brain Friendly Strategy#3 10-20 minutes of content then 10-20 minutes discussion
- 102. Your brain canhold 7 pieces of information for 30 seconds
- 103. It must berepeated to move to working memory or it disappears!
- 104. The brain neuron is waiting for a repeat signal of info or it resets.
- 105. If repeated, itmoves to working memory for 60 minutes or more.
- 106. It’s the spacingbetween repetitions that matter.
- 107. Brain must begiven time to process information.
- 108. Brain Friendly Strategy#3 You have an attention span of 10 minutes. What does this mean for my meetings?
- 109. Brain Friendly Strategy#1 The brain does not pay attention to boring things
- 110. Brain Friendly Strategy#2 Vision trumps senses in retention & learning
- 111. Brain Friendly Strategy#3 You have an attention span of 10 minutes
- 112. Brain Friendly Strategy#4 Think of your content as answers
- 113. Brain Friendly Strategy#4 Take time to explain the questions
- 114. Your brain likesto solve problems
- 115. Successfully solving problems releases dopamine
- 116. Brain & bodyflooded with rush positive feelings
- 117. Does the content makeattendees think
- 118. Brain Friendly Strategy#4 Think of your content as answers. What does this mean for my meetings?
- 119. Brain Friendly Strategy#1 The brain does not pay attention to boring things
- 120. Brain Friendly Strategy#2 Vision trumps senses in retention & learning
- 121. Brain Friendly Strategy#3 You have an attention span of 10 minutes
- 122. Brain Friendly Strategy#4 Think of your content as answers
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- 130. What is engagement? Engagement with content? 130
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- 135. 3 Levels OfEngagement Conversation, collaboration, collective action 135
- 136. How can wehelp attendees get from the first level to last? Conversation, collaboration, collective action 136
- 137. Traditional Education uses a push method Old • Training • Rigid • Program • Mandated • Formal 137
- 138. Today’s Education uses a pull method Old New • Training • Learning • Rigid • Flexible • Program • Platform • Mandated • Self-Service • Formal • Informal 138
- 139. The Traditional Conference Push Method Conference & Event Organizers decide where bus going, attendees along for ride. (Good for newbies, bad for veterans) 139
- 140. 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
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- 145. on social networkingsites 145
- 146. Today’s networked individuals emerging class of citizens Participatory Class 146
- 147. Active participation incontent development, sharing Participatory Culture 147
- 148. Social connection toothers contributions matter Participatory Culture 148
- 149. The Future Of Learning Institutions InA Digital Age http://www.hastac.org/node/2238 149
- 150. Education must transition to 150
- 151. 1) Participatory Learning Internetchanged how we all learn, play, socialize engage in life
- 152. Participatory Learning Commonplace, notexotic Process, not product
- 153. Participatory Learning Not passive Aboutconversations comments, engagement
- 154. • How does participatory learning impact traditional conferences? 154
- 155. 2) Presumed Authority ToCollective Credibility Communal Democratic 155
- 156. Presumed Authority to Collective Credibility Problem solving via group processes Interdisciplinary 156
- 157. Presumed Authority to Collective Credibility Requires helping attendees learn skills to address different points of views 157
- 158. • What barriers exist to keep you from moving to this model? 158
- 159. • What role do Subject Matter Experts (SMEs) play in this model? 159
- 160. 3) Horizontal Structures Lessauthoritative, top-down, standard Knowledge gap between speaker audience shrunk 160
- 161. Horizontal Structures Collaboration, teamwork, problemsolving, knowledge making 161
- 162. Horizontal Structures Emphasis onPeer to Peer Less monologues, panel dialogues 162
- 163. 4) Variety ofFormal & Informal Informal Learning Opps 80% learning - informal Move from push to pull methods 163
- 164. Formal & Informal Noviceworkers Mature (5-10 yrs) Experienced >10 yrs Directed Self-Directed Helping Others Class Discovery Coaching Course Searching (Google) Mentoring 164 Source: Jay Cross’ Working Smarter
- 165. Formal & Informal Noviceworkers Mature (5-10 yrs) Experienced >10 yrs Directed Self-Directed Helping Others Class Discovery Coaching Course Searching (Google) Mentoring Lecture Trial-and-error Storytelling Test/Exam Collaborating Giving Feedback 1 Right Answer Asking Nurturing 165 Source: Jay Cross’ Working Smarter
- 166. Formal & Informal Noviceworkers Mature (5-10 yrs) Experienced >10 yrs Directed Self-Directed Helping Others Class Discovery Coaching Course Searching (Google) Mentoring Lecture Trial-and-error Storytelling Test/Exam Collaborating Giving Feedback 1 Right Answer Asking Nurturing Curriculum Skimming Modeling Listening Observing Reflecting Instructions Conversing Connecting 166 Source: Jay Cross’ Working Smarter
- 167. • What must we do differently to encourage this? 167
- 168. Formal & Informal Noviceworkers Mature (5-10 yrs) Experienced >10 yrs Directed Self-Directed Helping Others Class Discovery Coaching Course Searching (Google) Mentoring Lecture Trial-and-error Storytelling Test/Exam Collaborating Giving Feedback 1 Right Answer Asking Nurturing Curriculum Skimming Modeling Listening Observing Reflecting Instructions Conversing Connecting 168 Source: Jay Cross’ Working Smarter
- 169. 5) Networked Learning Learning is social Conversational & partnering 169
- 170. Networked Learning Emphasizes flexibility & outcomes Mobilizing networks Assertive to enabling 170
- 171. • 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 172
- 173. 6) Interactive &w/out Walls Many-to-multitudes Engages those not present Extends messages 173
- 174. 6) Interactive &w/out Walls Extends ideas, practices for betterment Of Profession & Industry 174
- 175. • What challenges do you see with “Without Walls?” • How can you overcome them? 175
- 176. 1) Participatory Learning 1. To participatory learning 2. From presumed authority to collective credibility 3. To more horizontal structures 176
- 177. 1) Participatory Learning 2)Presumed Authority 1. ToCollective Credibility To participatory learning 2. From presumed authority to collective credibility 3. To more horizontal structures 177
- 178. 1) Participatory Learning 2)Presumed Authority 1. ToCollective Credibility To participatory learning 2. From presumed authority to 3) Horizontal Structures collective credibility 3. To more horizontal structures 178
- 179. 4) Formal &Informal 1. To participatory learning 2. From presumed authority to collective credibility 3. To more horizontal structures 179
- 180. 4) Formal &Informal 5) Networked Learning 1. To participatory learning 2. From presumed authority to collective credibility 3. To more horizontal structures 180
- 181. 4) Formal &Informal 5) Networked Learning 1. To participatory learning walls 6) Interactive & w/o 2. From presumed authority to collective credibility 3. To more horizontal structures 181
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- 188. Planning Education &Meetings Not A Piece Of Cake 188
- 189. Adult Ed &Meetings 189
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- 192. jhurt@velvetchainsaw.com velvetchainsaw.com @JeffHurt