In order to assess the effectiveness and feasibility of an active learning event during a panel presentation at an academic conference, Mercer University librarians presenting at the Georgia Libraries Conference switched the traditional way panel presentations are modeled. Instead of the question and answer session following a brief overview of the presentation, we moved our physical position in the room, closer to the participants in order to have a more intimate conversation with attendees. Using two active learning techniques, discussion and brainstorming, the presenters started a conversation with attendees about project ideas involving teaching faculty members, librarians, and students and how this type of learning ecosystem would work or already works at their institutions. Though each librarian in the discussion and brainstorming session varied in approach and their types of projects, the model of the ecosystem remained consistent. Our team of librarians then proceeded to test whether or not an active learning event could take place during our presentation.
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