Educational conferences play a pivotal role in the professional development of educators, offering a platform for sharing insights, innovative teaching methodologies, and networking opportunities. Traditional conferences often follow a predetermined agenda set by the organisers, with keynote speakers and sessions. However, the concept of an “unconference” brings a change from this traditional method , fostering a more participant-driven experience, where attendees play a crucial role in shaping the agenda. At the outset, participants propose topics or issues they are passionate about, interested in, or seeking solutions for. These suggestions are then put to a vote, with the most popular topics becoming the sessions for the conference. This process ensures that the content is relevant, and tailored to the needs of the attendees, rather than being confined to the perspectives of a few organisers.

The unconference model encourages a more active engagement from participants, as they are not just passive recipients of information but are instrumental in creating the learning environment. This participatory approach fosters a sense of ownership and investment in the conference outcomes, leading to more meaningful interactions and discussions. However, the success of an unconference requires a shift in mindset from all participants. It requires participants to value the contributions of their peers as much as they would those of established experts

We tried out the concept of an unconference this week during class time. I found that it really increased engagement, as people were able to decide what topic they wanted to discuss instead of being forced into one. This allows people to discuss something they are passionate about, and make the learning meaningful to each participant. I liked this format for discussion, and I think it would be incredibly useful in a professional development session.