With my role as the director of my institution’s Teaching and Learning Center, I attend a fair amount of conferences that focus on faculty development, innovative pedagogies and emergent teaching practices. Over the years, I’ve also attended a number of face-to-face sessions and webinars to inform the types of programming that I could offer on campus and the evidence-based instructional practices I could promote with my colleagues. Although I’ve attended some great sessions over the years, I’ve also sat through many unrewarding presentations that lacked focus or didn’t present any real usable information. After attending a horrible session a few years ago, I penned a post entitled “Presenting to Colleagues” that attempted to offer some suggestions to inform the design and delivery of conference sessions. Reading back over the suggestions (complement your slides, don’t recite them; engage your audience, provide a roadmap early, etc.), it’s clear that I was focusing on the mechanisms of presentations. After attending several great keynote sessions recently, I may have a different set of criteria to offer.
The Magna Teaching with Technology conference was held this weekend in Baltimore, MD. In full disclosure, I was the conference chair and helped to select the amazing keynotes that we heard. Julie Smith (author of Master the Media) and Josè Antonio Bowen (author of Teaching Naked) offered inspiring and insightful bookends to a Saturday full of thought-provoking sessions. It was Peter Doolittle’s Friday night plenary, however, that has me seeing conference presentations in new ways. In his keynote on Teaching, Learning, Technology, Memory and Research, Doolittle offered the audience three simple questions to use when attending one of the conference’s sessions:
- Where’s the processing?
- Where’s the design?
- Where’s the research?
While Doolittle offered this simple rubric as a way to assess the instructional practices that presenters offered, I thought it would be a good tool for creating strong conference presentations. While I know this won’t apply to many disciplinary conference sessions, if you’re facilitating a teaching and learning session, you should consider the following:
Where’s the processing?
In my original post, I argued that presenters needed to engage the audience. But engagement isn’t enough. Good presenters give attendees the opportunity to process the material being presented. This means more than providing five or ten minutes at the end of the session for questions. A simple strategy would be to build a few “think/pair/share” questions in throughout your session. Get the attendees to make sense of what you’re presenting and to see how the content you’re sharing applies to them and their institution.
Where’s the design?
Good conference sessions are designed to balance sharing information and fostering interaction. Learning, even during a conference session, is a social process and good facilitators design their sessions so that attendees learn from interacting with the content and with one another.
Where’s the research?
This is a big one for me. I want to see an evidence base behind the strategies and technologies being proposed. If someone is suggesting that attendees restructure an assignment, incorporate some novel instructional strategy or redesign an entire course, the presenter better be sharing some larger research base or offering some larger instructional framework to ground their work. Share your citations and offer any data that can show the impact of the strategies you’re sharing.
While I know this three-question rubric won’t solve every presentation misstep, it may help to make your session more rewarding for attendees. By focusing on the underlying educational processes at play in a conference session, you can make your session a better learning experience for all.