I have just been at the Association of Event Management Education conference where I presented a paper (for the first time in my life and it went well – phew!) and one of the keynotes by Professor Colin Beard talked about the human experience, particularly of learning. In his keynote, Professor Beard went beyond the usual Maslow hierarchy or Kolb learning cycle and talked about engaging all the senses in the teaching and learning process.
So, we all have our inner and outer worlds and there is, quite rightly, a barrier between the two although they overlap at times. In order for us to learn, there are five stages of progression into that inner world –
- Belonging – being part of something more than us, perhaps a social group or a university class
- Doing – active learning by undertaking something practical
- Sensing – engaging all the senses and thereby engaging more of the potential of the human brain
- Feeling – engaging our emotions and thereby our commitment and support
- Knowing – developing a body of knowledge held within us and the confidence that goes with it
Past the knowledge stage, we reach becoming and being which is a state of confidence and capability where we are able to apply knowledge to move forwards. It’s probably better explained with an example. So consider a university student on an events course (and here I am just thinking of the academic process):
- They already ‘belong’ to their course cohort.
- We (tutors) engage them in practical activity perhaps volunteering or running their own events.
- We support reflection on that experience in terms of what they saw, heard, felt, smelt etc. (and maybe even create sensory experiences in our teaching but that’s another subject)
- The student begins to attribute emotional responses e.g. I enjoyed it, or didn’t and self evaluate in considering their strengths and weaknesses
- With academic content, they start to build a body of knowledge supported by experience
- The student builds their capability, becoming more confident and the learning becomes embedded in their practice (and subsequently increases their sense of belonging to that group and we come full circle)
Well that’s what’s supposed to happen! I can see that it does in many ways and I think that this model presents some significant challenges in terms of how we engage and support students and also how we create and design events that engage our target markets. Considering my portfolio, this is particularly relevant for the Bridgwater Way project where we are trying to change behaviour and encourage more to cycle and walk to school, work and for leisure. The events programme is part of creating stages 2 – 4 from which the specialists can pick up, share knowledge and build a local community of cyclists. So the design of the events needs to offer something to do, something that engages all the senses and then engages their emotions (positively) for the Summer Festival (19th July, Blake Gardens 1 – 4pm), we have taken this on board so we have a wide range of activities including cycle obstacle course, fastest tyre change challenge, Bike Build-Off etc; we have passive engagement including music and circus entertainment; we have food & drink including the Smoothie Bike; All of which is designed to create smiles on faces, engaging those positive feelings about the project and about cycling and walking from which the information stands and specialists can share knowledge……and after all that we are keeping our fingers crossed that this model really works and enables attendees to become confident cyclists or walkers, to undertake active travel more frequently and to become an advocate for it.
Claire Eason Bassett, Managing Director, Mackerel Sky