From the Archives - Cardboard Cutouts or Real People?

 Sharing a post from ten years ago that sadly is still relevant to some genealogy presenters today.

Cardboard Cutouts or Real People?

My commitment to CGD is sending me along to quite a few genealogy events where I am able to hear a range of very knowledgeable speakers present on their areas of interest or expertise.

This morning I read a post by Anne Roach where she described her use of auto-tweeting to add an element of interactivity to a recent conference presentation . Anne reminded me that "Benjamin Franklin allegedly said, “Tell me and I forget. Teach me and I remember. Involve me and I learn." When I was teaching I always tried to involve the kids because I believed that children learn by doing; so do adults.

When I attend some genealogy events I wonder if some presenters recognise that they are speaking to real people because they may as well be speaking to cardboard cutouts. I may be old, gray and stiff but I am not made of cardboard.

Is it because presenters draw on their experience of classrooms and universities of the sixties, where the teacher was the 'sage on the stage' and students had to shut up and listen? Education in schools and tertiary institutions has moved on from a time when learners were seen as empty vessels to be filled; it is now commonly recognised that, by involving the learner, a richer learning experience will ensue.

It is daunting to have to get up and speak to a group of strangers; it can be annoying if they continually interrupt with questions and comments and disrupt one's train of thought.  However, we as speakers, have a responsibility to our audience. We should not just tell them what we want them to know we should also try to satisfy their thirst for knowledge or information.

HINT 1: At the outset Ask a few of the attendees: Why are you here? or What do you hope to get out of today's presentation?" 

HINT 2: If it's a small group or an all day seminar invest a few minutes in finding out something about each person in the group. 
 
You will then have some information to help tailor the presentation to audience needs.


HINT 3: If a question is not of interest to the whole group offer to answer it at the end.

HINT 4: Always take a question - if is too complex to be answered immediately put it on a 'parking lot' list to be answered at the end of the presentation.

When faced with a diverse audience recognise that some people in the group may know more about some aspects of the talk than you do. Their contributions can break up the tedium of your talk.


HINT 3 : Graciously accept their contributions and involve them in your discussion. Never put them down.


There has been much written about levels of concentration and how long people can sit still and listen. Once asked what I did all day at school I said "I daydreamed."  Victims of "chalk and talk" type presentations are prone to drift off and may miss important aspects of your talk.


HINT 4: Pepper your talk with questions. Pose a question or problem and give the attendees a minute or two to discuss it with their neighbour. Ask a few to share their thoughts.


HINT 5: For longer sessions set some individual or group exercises.

Just as I love the collaborative aspect of blogging where reading Anne's post caused me to think, comment on her post and compelled me to write this post I recognise the collaborative nature of learning.

Please, genealogy presenters, recognise that learning is a collaborative exercise. Involve your students. You can learn from your them and give them and yourselves a richer learning experience. 

More thoughts on Rootstech

Rootstech Conference Chair, Anne Roach, in her blog The TechnoGenealogist today wrote a post RootsTech: A Replacement for Genealogy Conferences? in which she posed a few questions. 

I am posting the rather lengthy response that I wrote here for the interest of my readers.

"There is no way I would have travelled from Australia to the US for a regular genealogy conference, I can satisfy my appetite for these nearer to home.

Rootstech, with its mix of tech and genie sessions, suited my particular interests. The range of topics was also of appeal to an international audience. The content of some other educational events you have mentioned is often UScentric.

Rootstech can provide both the skills training for beginners interested in technology and challenges for the tech-savvy who wish to further embrace the application of new tools in genealogy.

One downside of Rootstech 2011 was that the sessions were not clearly designated as to content level. I went to a couple of excellent classes where I learnt nothing as they were directed at beginners (you did provide classes for techie beginners). I felt cheated at these because I could have been elsewhere learning something and not just enjoying myself. There was one speaker I heard who should not have had a place at the conference. She was demonstrating software that belonged in the 20th century and the poor beginners in the class were drinking in her every word. I felt like standing up and shouting out "Don't listen,this is so old hat and counter-productive."

I enjoyed the roundtable sessions that discussed issues rather than promoting new products or demonstrating skills. The opportunity to discuss issues and ways to apply technology is invaluable.

I would have enjoyed an opportunity to complete a more comprehensive feedback document than the one that was used. I know many people don't share my enthusiasm for evaluative instruments but perhaps you could offer attendees the opportunity of completing either a short or more comprehensive evaluation.

The conference was superbly organised. You have already recognised some of the areas that need improvement. Rootstech 2012 should be awesome.

The opportunity Rootstech provided for me to meet and network with like-minded individuals was the highlight of the conference for me. I was honoured to be an official blogger (and Tweeter).

I hope to return for Rootstech 2012"