Most associations expect to secure educational speakers for free. Yes, they know they'll have to pay keynoters, but they believe there is an unlimited supply of people willing to speak at workshops, teach classes, sit on panels, and present webinars for free (there really is). They know they'll have no problem recruiting knowledgeable professionals to work for nothing.

Maggie McGary thinks these presenters are giving away their expertise and deserve compensation . The current model, she thinks, needs to change. But:

- Will associations be willing to pay all presenters, at least an honorarium, if not more?
- How will that affect the availability of learning opportunities?
- What about more registration discounts and waivers (although that will only benefit people who would have attended anyway)?
- Will association execs refuse to "give back" when asked to be volunteer presenters?
- Will consultants pass up the opportunity to gain visibility (and potential clients) by volunteering?

- IF learning exists through information exchange, rather than from experts talking to non-experts, should association members expect compensation for sharing their knowledge with each other?

- If consultants and association employees were no longer willing to donate their services, would those opportunities be gobbled up by hobbyists and unemployed execs?

There's a lot to think about here.

I've spoken for years at seminars and workshops but today was the first time I presented a webinar (as guest presenter for a membership association's education program).

It was odd.

Since I could not see the audience, I couldn't judge how the information was being received. I didn't know when to linger on an issue or when to speed through a topic more quickly. Hopefully, attendees will be surveyed and I'll find out what they thought, although I would have liked to know before it was all over.

I much prefer face-to-face events. It's easier to have conversations and feedback is immediate. I can tell when I need to veer from my initial presentation plan.

Webinars are great for people who can't attend meetings and conferences. But there is no better way to communicate than face-to-face.

The biggest challenge when offering a free webinar is ensuring that registrants will remember they've signed up for it.

Attendees are more likely to gain value from group activities if you leave them alone than if you coerce them to participate.

Don't force people out of their comfort zones. They should be able to focus on the subject of the gathering and not worry about being commanded to do something they don't want to do - like talk, discuss, or engage in group games.

Let them decide for themselves if they want to expand their comfort zones (rather than be forced out of them).

They'll be more likely to develop a positive attitude about the activity, and, perhaps, seek it out again in the future.

I belatedly noticed that ASAE also read the Newsweek article about creativity. Gee, I should read blogs more frequently (and more carefully), but it'll take more time.

America's obsession with test scores and memorizing facts will not provide the workforce of the future with the skills needed to tackle the problems of the future.

We need out-of-the-box thinkers and creative problem-solvers, not rote memorizers.

People need to learn creative ways of acquiring and utilizing information. They'll be better able to solve problems, deal with unexpected situations, adopt flexible approaches to work, and recognize value in what they learn. They will be more engaged students and, consequently, more capable professionals.

Here's an article that advocates the benefits of creativity (and notes that American creativity is declining).

Associations whose employees and members are trained to think and act creatively will find much greater success in their personal and professional endeavors.

I am not an introvert, but many association executives are, and they prefer different types of interaction than do their more outgoing colleagues.

I respect their feelings. I do not command them to step out of their comfort zones to be a part of association life.

I don't force them to speak or participate in meetings. I allow them to learn the way they want to learn.

By the way, social media is a great venue for people who shun face-to-face communication.

Associations and consultants are huge fans of webinars for education, member recruitment, and client solicitation.

Webinars may provide a great learning experience for people who cannot travel to educational meetings. They are convenient and reasonably affordable, although they lack personal interaction with presenters and fellow attendees.

Here's what members and customers may be thinking when they consider attending your webinar:

1. Do I have the technology to view the webinar?
2. Will the login instructions work? What if they don't?
3. How much does it cost?
4. My association will pay for it, but not online. Can I pay by check?
5. I hope I don't forget about the webinar.
6. How long will it take?
7. How long can I sit at my computer without being distracted by other work?
8. Maybe I can actually do other work while logged on.
9. Should I ignore telephone calls and emails during the webinar?
10. What if staff or a Board member interrupts me?
11. How will the presenter decide which questions to answer?
12. Can I get the slides to view again later? What about the audio? Q&A?
13. Can I get audio only, so I can listen to it when I'm driving to and from work?
14. Is the presenter going to hound me for business once the webinar is over?

It's not always about the content.

"Lecturing" means talking to people without providing an opportunity for them to respond or to interact with the presenter at that session.

"Hands-on learning" means learning by doing. Many tasks are best learned by "walking through" them - actually doing the work, rather than being told how to do it.

"Interactive learning" means conversing with the presenter and with other attendees while learning. It includes asking questions, exchanging advice, sharing opinions, and providing feedback.

But, all sessions in which a presenter talks to the audience are not "lectures."

All hands-on learning opportunities are not interactive. People can learn at a computer terminal, modeling wheel, automobile bay, or any other location where work takes place. They still may not want to interact with anybody.

All interactive learning experiences are not peer exchanges. Many attendees are less knowledgeable than others, have little to contribute, and simply want to listen.

Each format has its place and each may be preferred by different people. When creating a learning situation, adopt the style most appropriate for that audience and that situation.

Those who advocate collaborative learning environments are earnest in their belief that people want to learn together, and not merely listen to a presenter (even an animated, interesting one). They may even cite research that supports their view.

However, most people don't care to learn in such an environment. They'll sit and listen to a presenter because they want to, not because they have to (there's also a big difference between "hands-on" and "interactive" - more on that later).

They want a safe, non-threatening learning experience. They'll participate if, and when, they choose. They don't want to be forced to talk, explain, or discuss. That robs them of their safety. If they have questions, they may even prefer to ask them privately.

Many educational sessions are instructional - that's what they are meant to be. Yet, presenters often begin by informing the audience the session will be "interactive," which means they want audience participation.

But in a majority of these sessions, the presenters possess all of the knowledge of the subject and the audience does not. Audience members want to obtain that knowledge. They don't want to listen to fellow attendees who may know less than they do. Interactivity does not fit the purpose of the session.

If a session is structured as a roundtable or discussion of a topic, however, that dynamic will change. The presenter will simply act as a facilitator, since most attendees will have knowledge of the subject and will want to participate. Still, some people will come just to listen. They won't want to be drawn into the discussion, and that's OK.

So, if you are a presenter, know when people come to learn FROM you and when they come to learn WITH you. The audiences will be different and the dynamics will be different.

If you think every session should be "interactive," then you haven't paid attention to the needs and desires of the audience.