10109104Meeting Design
Course Information
Description
Designing meeting experiences that engage participants and deliver return on investment is critical for event professionals. This course takes an in-depth look at adult learning styles, identifying the stakeholder objectives and learner outcomes, measuring event return on investment and event industry research and best practices.
Total Credits
3
Course Competencies
  1. Differentiate between developmental and transformative learning
    Assessment Strategies
    by submitting a written assignment
    Criteria
    written assignment includes an integration of developmental learning theory concepts
    written assignment includes an integration of transformative learning theory concepts

  2. Utilize the characteristics of an adult learner in program development
    Assessment Strategies
    on an exam
    by submitting a written assignment
    Criteria
    you integrate the traits of the self directed learner to design a program
    you integrate the adult learners' multiple life experiences to design a program
    you integrate adult learners' problem solving skills to design a program
    written assignment includes the learner objectives
    written assignment includes the learner outcomes

  3. Identify the eight adult learning styles
    Assessment Strategies
    by preparing and giving a presentation on an adult learning style
    on an exam
    Criteria
    you present information in a style and tone consistent with the audience's level of interest and level of knowledge or understanding
    delivery holds audience attention; you are energetic and enthusiastic
    your voice inflection, volume, and rate are appropriate for the content
    your nonverbal communication is consistent with your verbal message
    you maintain eye contact with audience
    you use acceptable language
    presentation purpose is clear
    introduction includes an attention getter that grabs the audience's attention
    introduction includes an overview of the main points
    main points are clear and concise
    each main point is proven using a variety of supporting material
    sufficient supporting material is used to communicate ideas to the audience
    conclusion includes a summary of the main points
    you introduce and use the visual aid appropriately
    visual aid (including any words or pictures on the visual) is large enough to be seen by the audience
    each visual aid includes only one main idea
    visual aid is visible to all members of the audience
    you analyze adult learning styles
    you explain how the adult learning styles are used in program design

  4. Apply adult learning strategies to program development
    Assessment Strategies
    on an exam
    by submitting a written program design
    Criteria
    you analyze techniques used to discover the interests of the learners
    you examine the adult learning environment
    you analyze learner's ownership in developing learning activities
    you analyze the importance of learner relevance in program development
    you examine the needs analysis
    you examine how to use a needs analysis in program development
    you utilize the needs analysis to design a program
    you utilize the needs analysis to promote a program
    you use the five principles of effective meetings to design a program
    written product fulfills a clear purpose
    written product reflects accurate analysis of the target audience
    written product shows evidence of logical critical thinking
    written product follows an effective organizational plan
    written product follows prescribed format, meeting criteria for all components
    written product exhibits correct and appropriate grammar, punctuation, spelling, syntax, and word usage

  5. Examine Bloom's Taxonomy domains of learning as they relate to planning educational programs
    Assessment Strategies
    on an exam
    by submitting a written assignment
    Criteria
    you examine domains in Bloom's Taxonomy learning
    you select verbs for the intended level of learning
    you write objectives based on the intended learner outcome
    written assignment contains examples of meeting objectives for each level of concept from Bloom's Taxonomy
    written assignment includes examples of meeting objectives from each level of the affective domain
    written assignment includes examples of meeting objectives from each level of the psychomotor domain

  6. Differentiate between business, program, instructional, and behavioral objectives used in program design
    Assessment Strategies
    by submitting a written assignment
    on an exam
    Criteria
    written assignment includes an integration of business objectives theory as it relates to the end result of achievements
    written assignment includes an integration of program objectives theory as it relates to achieving the overall goal of the educational program
    written assignment includes an integration of instructional objectives theory as it relates to speaker guidelines
    written assignment includes an integration of behavioral objectives theory as it relates to learner outcomes
    you examine the four objectives in program design and development

  7. Explain the 10 principles of writing effective objectives
    Assessment Strategies
    written assignment
    on exam
    Criteria
    written assignment contains examples of the 10 principles of writing good objectives
    you write objectives that reflect the 10 principles

  8. Identify ways to use objectives in planning successful meetings
    Assessment Strategies
    by written assignment
    by exam
    Criteria
    written assignment includes summative evaluation
    written assignment includes behavioral evaluation
    you examine how a contract defines the instructional intent
    you examine how a contract communicates the learner outcomes
    you examine how learner outcomes become selling points in a marketing program
    you examine the relationship between environment and the educational program