Creating<i>new learning</i>at professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation

Wiessner, Colleen Aalsburg; Hatcher, Tim; Chapman, Diane D.; Storberg-Walker, Julia

doi:10.1080/13678860802261488

Cited by 27 publications

(31 citation statements)

References 32 publications

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“…A common denominator of these the alternative models to conferences is their focus on participant‐driven, interactive conference methods, in short: that their “culture […] is participatory, not passive” (Serrat, , 5). The literature now contains multiple reports and critiques of conferences (e.g., Graham & Kormanik, ; Hatcher et al, ; Louw & Zuber‐Skerritt, ; Wiessner et al, ). Based on these experiences, conference organizers can now access several practice guides that describe how to increase learning at a conference, with Heap () and Hilliard () being only two exemplars.…”

Section: Learning At Conferencesmentioning

confidence: 99%

Learning and interaction at a conference

Kordts-Freudinger

Al-Kabbani

Schaper

2017

New Horizons in Adult Education and Human Resource Development

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Section: Learning At Conferencesmentioning

confidence: 99%

Learning and interaction at a conference

Kordts-Freudinger

Al-Kabbani

Schaper

2017

New Horizons in Adult Education and Human Resource Development

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“…We also noted in the literature reviewed earlier that in doctoral programs students learn about research through a variety of situations including coursework, extensive critical consumption of the literature, and interactions with instructors and academic peers, and through attending and participating in research conferences. Correspondingly, researchers have recently considered communities of practice as appropriate in describing and framing their research on learning in such events (Hilliard, 2006;Jacobs & McFar-lane, 2005;Weissner et al, 2008). For example, Hilliard (2006) suggests that, conceptually, communities of practice can establish a new learning model for conferences interested in integrating adult learning principles.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Adult Learning and Doctoral Student Research Forum Participation: Insights into the Nature of Professional Participatory Experience

Coryell¹,

Murray²

2014

IJDS

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Few research studies have focused on student learning as conference participants. Framed by situated cognition and informal learning theories, this qualitative study investigated how participation in a uniquely designed, international doctoral forum may have played a role in students' educational development as scholars. Findings indicate that participation in the forum had positive influences on doctoral student learning and development including enhanced understandings of the research process and the larger professional community of scholarly practice as well as increased confidence and motivation regarding students' own dissertation studies and identities as developing researchers. The paper concludes with suggestions for designing the kinds of forums and experiences that might simultaneously extend pedagogic practice and support doctoral student development. Recommendations for further research are also discussed.

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“…To ensure equitable impact, Travers et al [9] recommend implementing Community-Based Participatory Research workshops and/or sessions highlighting rigorous and higher quality science to better engage attendees at the local and community levels. Further, to support a cohesive, consistent, and broad impact, Wiessner et al [10] recommend selecting a conference-specific theory, ‘New Learning,’ as part of conference planning and evaluation. In order to engage attendees in all organizational levels at this Conference and better integrate methods and practice, a new policy and program track was planned to complement the traditional epidemiology track.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the 2012 18th Maternal and Child Health (MCH) Epidemiology and 22nd CityMatCH MCH Urban Leadership Conference: Six Month Impact on Science, Program, and Policy

Arellano

Goodman

Howlette

et al. 2014

Matern Child Health J

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The 18th Maternal and Child Health (MCH) Epidemiology and 22nd CityMatCH MCH Urban Leadership Conference took place in December 2012, covering MCH science, program, and policy issues. Assessing the impact of the Conference on attendees’ work 6 months post-Conference provides information critical to understanding the impact and the use of new partnerships, knowledge, and skills gained during the Conference. Evaluation assessments, which included collection of quantitative and qualitative data, were administered at two time points: at Conference registration and 6 months post-Conference. The evaluation files were merged using computer IP address, linking responses from each assessment. Percentages of attendees reporting Conference impacts were calculated from quantitative data, and common themes and supporting examples were identified from qualitative data. Online registration was completed by 650 individuals. Of registrants, 30 % responded to the 6 month post-Conference assessment. Between registration and 6 month post-Conference evaluation, the distribution of respondents did not significantly differ by organizational affiliation. In the 6 months following the Conference, 65 % of respondents reported pursuing a networking interaction; 96 % shared knowledge from the Conference with coworkers and others in their agency; and 74 % utilized knowledge from the Conference to translate data into public health action. The Conference produced far-reaching impacts among Conference attendees. The Conference served as a platform for networking, knowledge sharing, and attaining skills that advance the work of attendees, with the potential of impacting organizational and workforce capacity. Increasing capacity could improve MCH programs, policies, and services, ultimately impacting the health of women, infants, and children.

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Creatingnew learningat professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation

Cited by 27 publications

References 32 publications

Learning and interaction at a conference

Learning and interaction at a conference

Adult Learning and Doctoral Student Research Forum Participation: Insights into the Nature of Professional Participatory Experience

Evaluation of the 2012 18th Maternal and Child Health (MCH) Epidemiology and 22nd CityMatCH MCH Urban Leadership Conference: Six Month Impact on Science, Program, and Policy

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