Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the MSAE Meeting Planning Conference in Mt. Pleasant, MI on Wednesday, April 19, 2017.

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?