Sørg for at deltagerne faktisk også lærer noget på konferencen

Hvad neuroscience viser, er dog, at voksne skal være involveret for at lære, beholde det, de lærer, og faktisk bruge det efter en begivenhed, sagde hun. Her er fem måder at oprette, hvad hun kaldte “ekstremt engagement”, der vil gøre lærepinden.

1. Dribble ud uddannelsen over tid. Glem alt om en-og-færdig uddannelse. Den typiske konference er designet til at få fat i så mange oplysninger som muligt, som en elev, der opholder sig hele natten for at få fat i næste dags eksamen. “Hvis du smutter, glemmer du så hurtigt som du har lært, hvilket er fint til prøvetagning, men ikke for rigtig læring,” sagde hun. “To uger efter arrangementet har du glemt alt.”

I stedet for at få din begivenhed til at være en stor datadump, er pladsen den lærer ud. Klip det op i en serie af websider, blogs, videoer, sociale medier, podcasts, præ- og post-event-tests – forstærke, hvad du vil have dem til at lære på stedet med flere andre læringsmuligheder før og efter selve begivenheden.

2. Jog deres hukommelse gentagne gange. Sanders gav eksemplet på at have taget franskundervisning i gymnasiet. Hun var forfærdet over, hvor lidt hun havde bibeholdt på en post-high school tur til Frankrig. Men med tiden kom behovet for at tale fransk ofte op for at aktivere hendes gymnasielæring: Mange år senere indså hun pludselig, at hun var flydende.

Giv dem mange påmindelser ved at gentage konferencens indhold i artikler, blogindlæg, podcasts og uanset andre formater, du kan komme med. Hvis du holder oplysningerne øverst i deres sind, er de meget mere tilbøjelige til at blive flydende i det.

3. Giv dem mulighed for at øve det, de lærer. I en konferenceindstilling kan det betyde at introducere emnet om morgenen og tale om det om eftermiddagen, og derefter lade folk øve på at anvende det næste morgen, sagde Sanders.

4. Opret et effektivt læringsmiljø. Hun tilbød en overflod af eksempler på hvordan man laver møder mere fysisk engagerende fra at holde en “learning obduction” – hvor gruppen udforsker en situation, der gik forkert for at bestemme hvad og hvorfor og hvordan det gik sydpå til labs, workshops, bord øvelser , dotmocracies og spectrograms. Du kan parre folk til at gå en tur til arbejde på et problem – og endda gøre det til en sponsoreret aktivitet ved at parre sponsorer med deltagere til disse walking møder, sagde hun.

Prøv også at justere indholdet med deltagernes kontekst. “Den bedste måde at lære nogen på at køre bil er at sætte dem i en bil,” sagde hun. Og alligevel lever de fleste møder og hændelsesmiljøer lidt, hvis de ligner miljøet, hvor deltagerne senere vil forsøge at anvende det, de lærte. “Hvordan kan du skabe et miljø, der ligner, hvor de vil anvende læringen?”

For at gøre læringsmiljøet mere mentalt engagerende, få dem til at arbejde sammen for at sætte dagsordenen og bruge formater som videnscafeer, hvor de kan interagere direkte med eksperter på deres borde, foreslog hun. Inkluder peer-to-peer rundbord og andre gruppearbejdsformater, så de kan lære af hinanden.

5. Slut indholdet til hvad det betyder for dem. “For at mindes, skal det have betydning ved at gøre deres liv bedre eller lettere eller ved at fremme deres karriere,” sagde Sanders. “Folk husker kun, hvad de bryder sig om.” Hvorfor skal de bekymre sig om emnet? Hvad er der for dem?

 

What neuroscience does show, however, is that adults need to be engaged in order to learn, retain what they learn, and actually use it after an event, she said. Here are five ways to create what she called “extreme engagement” that will make learning stick.

1. Dribble out the education over time. Forget about one-and-done education. The typical conference is designed to cram as much information in as possible, like a student staying up all night to cram for the next day’s exam. “If you cram, you’ll forget as quickly as you learned, which is fine for test-taking, but not for real learning,” she said. “Two weeks after the event, you will have forgotten everything.”

Instead of having your event be one big data dump, space the learning out. Chunk it up into a series of webinars, blogs, videos, social media posts, podcasts, pre- and post-event tests—bolster what you want them to learn on site with multiple other learning options before and after the actual event.

2. Jog their memory repeatedly. Sanders gave the example of having taken French classes in high school. She was horrified at how little she had retained on a post-high-school trip to France. But over time, the need to speak French came up often enough that it activated her high-school learning: Many years later, she suddenly realized she was fluent.

Give them lots of reminders by repurposing the conference content in articles, blog posts, podcasts, and whatever other formats you can come up with. If you keep the information at the top of their minds, they are much more likely to become fluent in it.

3. Give them the opportunity to practice what they’re learning. In a conference setting, this could mean introducing the topic in the morning, talking about it in the afternoon, and then letting people practice applying it the next morning, Sanders said.

4. Create an effective learning environment. She offered a plethora of examples on how to make meetings more physically engaging, from holding a “learning autopsy”—where the group explores a situation that went wrong to determine what and why and how it went south—to labs, workshops, table exercises, dotmocracies, and spectrograms. You could pair people off to go for a walk to work on a problem—and even make it a sponsored activity by pairing sponsors with participants for these walking meetings, she said.

Also, try to align the content with your participants’ context. “The best way to teach someone to drive a car is to put them in a car,” she said. And yet most meeting and event environments bear little, if any, resemblance to the environment where participants later will be trying to apply what they learned. “How can you create an environment that resembles where they will apply the learning?”

To make the learning environment more mentally engaging, have them work together to set the agenda, and use formats such as knowledge cafes, where they can interact directly with experts at their tables, she suggested. Include peer-to-peer roundtables and other group-work formats so they can learn from each other.

5. Connect the content to what it means for them. “For something to be remembered, it has to have meaning by making their life better or easier, or by advancing their career,” Sanders said. “People only remember what they care about.” Why should they care about the topic? What’s in it for them?