AECT 2009 Pechakucha


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Pecha Kucha (pronounced peh-cha ku-cha) is an alternative format for presentations that, when done well, stimulates creativity, enthusiasm, high-energy, and engagement. The basic structure of a Pecha Kucha presentation is 20 slides/images, 20 seconds per slide/image. During this session, I will demonstrate the Pecha Kucha format for in-person and stand-alone online presentations, describe similar formats (e.g., Ignite and Lightning Talk), and provide a set of guidelines for making the most of the Pecha Kucha format.

Joni Dunlap
Patrick Lowenthal

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  • And so the journey begins… (use silence here?)
  • My journey, technically, started in the fall of 2005. Pregnant, going up for tenure and promotion, travelling everywhere for conferences and invited presentations and workshops. I had also started to take on responsibilities in the Center for Faculty Development. And, I was teaching on-campus and online. In the midst of all of this – much of it involving me presenting stuff to folks – I experience a PPT crisis of consciousness…that felt a lot like this looks.
  • Part 1: My/our own teaching. Student “demands” for PPT slideshows, available as handouts or online. Impact on engagement…students with computers, in rows, facing forward. I know they look attentive, interested, focused, engaged…
  • Part 2. But, this is the reality…
  • Besides teaching, I was constantly presenting. Going to lots of conferences and presenting. Moving into faculty development, and needing to design and deliver weekly workshops with presentations.
  • Talk about the assessment activity of 30 students presenting final projects in Adult Learning and Education. Reason for doing it is give them an opportunity to showcase their work, for class colleagues to hear about their work (be informed about it), and for them to practice presentation development and delivery skills.…how much time it takes, depressing way to end the semester. Hard to sit through, hard to assess.
  • And, all of my colleagues were starting to use PowerPoint…for every meeting. (In August, we sat through a start-of-the-new-AY faculty meeting, with a 3 hour long PPT presentation!) Can be in a small meeting room, with a small group of colleagues, and a presentation will be use. Basically, if someone had to share information, data, an idea – ANYTHING – they put it in a PowerPoint slide and projected it up on the wall!
  • Realization that what all of these experiences were punctuating for me was that I was NOT doing a better job with my own presenting. And, that my default use of PowerPoint (any screen-based presentation tool) was hindering my ability to get my point across, damaging my expression (of content, stories, expertise, enthusiasm). And even though I was aware of it and was an effective instructional designer and teacher in general, I kept overusing, misusing, abusing myself, my audience with PPT.
  • I really started to question my skills as a presentation design, period. I analyzed – ad nauseam – how I was using PPT. As a crutch, as an outline and reminder to make sure I said what I wanted to say. Reasonable behavior…but my story was lost. And, it was around this time that someone sent me the infamous Gettysburg Address presentation… Which lead me to…
  • Edward Tufte – The Cognitive Style of PowerPoint. Now the 3-car pile up was on fire. And I saw the damage as being too much…that I couldn’t recover.
  • So, I vowed to not use PPT again. When I was asked to deliver a presentation, I would tell people, “Just so you know, I don’t do PowerPoint. Still want me to present?” And, I received very interesting reactions to that comment. “What do you mean ‘you don’t do PPT’?” “What exactly will you do for the hour then?” and so on. When pressed for a reason, I’d share an abbreviated version of what I have shared here…and end with a comment like, “And, until I figure out how to use PPT differently, better I’m not going to use it again.” This lasted for almost two years.
  • [Not sure about photos well capturing alternatives] Tried all sorts of alternatives to PowerPoint: presenting with a handout only, structured discussions, activities, storytelling, digital storytelling, “evidence” boards, poster sessions, theater and puppet showsAnd, although these alternatives are good – make students and I think and process in different ways, can be engaging and fun – there are still times when a presentation is needed and helpful, potentially more efficient. And, presentation design and delivery skills are important professional skills to develop and hone.
  • And then PK into my life…I didn’t find it, it found me. I was participating in an online faculty learning community, and through this community… The way they described it sounded interesting, up my alley – sharing design work in a small theater, very intimate, quick pace. Lots of design professionals. I was look for connections with other design professionals – architecture, digital design, graphic artists, and so on – so when they invited me I went.
  • How do you say it? – Have audience say it (Some folks also say pea-chach-ka)What does it mean? – Drawing its name from the Japanese term for the sound of "chit chat"What is the big deal? Equation – 20 images (or slides) X 20 seconds = 6 minutes and 40 seconds. That’s 3 images per minute. (So, in 2 hours, you could experience 15-17 presentations…with some stretching in-between!)
  • How the formula worksHow many in an evening?Totally engaged audience. Amazing energy in the room. Lots of ideas and inspiration, and cross-fertilization and connecting. And, 10 presentations went by in a blink. Although it was 10pm at night when I left – after a full work day – I was energized. I went home and wrote about the experience immediately.
  • Talk about the community of like-minded folks, inspired by the talksDesign professions represented that first night: architects, digital and graphic designers, fabric designers, sculpters, photographers, clothes and purse designers, writers, dancers.
  • I was hooked, and kept going back. Besides the experience itself, and how it made me feel and think, I was impressed with the process involved in having to create a PK experience. The thoughtfulness applied to the compiling of images, what to say, and what to let say for itself. In terms of delivering the presentation, I notice the use of silence, props. At least in this theater space, there was an intimacy, with the presenter – although on a rise – part of the audience. The presenters sprang up from the audience when they were called. People sitting on chairs, cushions, blankets.
  • I had in the back of my head that there was something to the format – the experience – that could be translated to my on-campus and online classroom...for my own delivery of content, ideas and stories, and as a way for students to share their content, ideas and stories. Was it a way to rethink the use of PPT?
  • I have been thinking a lot about literacy lately. (pause) And so when I thought about what to do a pechakucha on, I thought about a lot of different things that I usually present on—problems with PowerPoint, digital storytelling, online learning and social presence but for some reason I kept coming back to literacy. I am not sure why this was. (pause) I am not a literacy person. Or at least growing up, I never thought of myself as a literacy person.
  • Or at least growing up, I never thought of myself as a literacy person. These pictures are of my daughter Jordan. I don’t think she considers herself a literacy person either. My wife and I find ourselves regularly fighting… (pause) or is it advocating… nope fighting… her school about the literacy instruction she gets. She was on an ILP …
  • …but because of her reading test scores increased—despite her below proficient writing scores—she was taken off of the literacy plan and support. You ask why, well because in our district Literacy = Reading. What does literacy mean to you?
  • (read silently to let audience read… then) But at least in my daughter’s school their conception of literacy isn’t changing much
  • While my daughter is not getting the instruction she needs on her writing fluency, (pause) she is getting instruction on cursive hand writing. This isn’t the case in all districts but it is the case in our district and school. Time Magazine published an interesting article in August called “Mourning the Death of Handwriting” (which I must note that I read online). I am not advocating for the death of handwriting but I don’t see the relevancy of learning cursive in the 21st century.
  • One of the problems we have in the 21st century is this tension between the old and the new. Are schools supposed to be creating well rounded people OR preparing students for the future and for vocations (that might not exist)? And does it have to be an either or? A number of new books have been written that talk about the changes taking place.
  • Bauerlein specifically seems to blame the Internet and technology for what he see’s is a decrease in literacy. He mourns the lost of news papers. (pause) He seems to fear that if people aren’t reading the news paper, that they aren’t being kept up to date about the news.
  • Its hard to deny that things have changed. How many people twitter? How many people facebook? How about blog? How many send text messages? How many people hand write letters and snail mail them to friends and family regularly?
  • Bauerline, Keen, and others seem to blame the demise of our culture and literacy on things like Wikipedia and craigslist. Wikipedia has single handedly put Encarta out-of-business… is Britannica next? And Craiglist is to blame for taking all the revenue away from newspapers. But this brings me back to my question of literacy. Will Richardson recently asked something to the effect of, where do we teach Wikipedia?
  • Now people could be learning how to wikipedia from Stephen Colbert. On The Colbert Report, Colbert told his audience to find the Wikipedia entry on elephants and create an entry that stated their population had tripled in the last six months… Guess what happened? Over 20 articles on elephants were repeatedly “vandalized” before they were locked down by wikipedia.
  • But this isn’t just about Wikipedia. And it isn’t just about how to participate and contribute in the participatory culture we find ourselves in. It’s about such basic things as e-mail. I would rather my daughter’s teacher substitute emailing 101 for cursive writing
  • We assume these so-called digital natives know how to effectively and appropriately communicate in computer-mediated environments but the truth is I am not sure they do… but it’s not just natives is it???? On ITForum just a few weeks ago someone tried to subscribe to the list.
  • After sending multiple emails to a list with over 2,000 members, this angered some members and insults were exchanged. While a number of people talked about ways to improve the listserv, I kept thinking about Will Richardson’s idea–where do we teach Wikipedia? Or more appropriately, where do we teach listserving?
  • Or facebooking? We hear about and can’t believe some of the crazy things people do on Facebook. For instance, Kevin called in sick and then posted the following picture on Facebook. His boss emailed him to comment on the wand.
  • But back to the ITForum debacle…. I was almost as shocked about the multiple requests to over 2,000 people as I was about the response back commenting on how remarkably dumb this person thinks the other person is. This is not simply a matter of netiquette. Nor is it necessarily about how to use the technology… but rather, how do we read and write in mediated contexts?
  • my “research agenda” focuses on social and teaching presence. I am interested in how people socially and emotionally communicate and connect with others online—specifically in online learning environments. Research suggests things such as telling stories, self-disclosing, and using emoticons can help establish one’s presence… but how do we learn to do this?
  • John White and I have written some about new literacy studies and the need to explicitly teach students how to employ academic literacy in order to successfully navigate college and ultimately graduate. But the more I keep thinking about it, the more I keep thinking we need to teach students and people of all ages how to be literate in computer-mediated environments in the 21st century.
  • Following Susan Herring, I refer to this “new” literacy as Computer-Meditated discourse. But with the rise of Web 2.0--and the participatory culture it engenders--coupled with the continued growth of the mobile phones and computing, this is no longer just about “Computers” as it was in 1996 when Herring was writing about CMD.
  • So what I took away from the latest flaming on ITForum is that I need to explicitly teach my students not only how to join online communities but also how to un-join. As I have students create blogs and wikis, I need to remind them of the context and nuances of this new form of reading and writing.
  • Now, I realize we can’t have a course for everything in life. But I think as we spend more time communicating in mediated environments, we will find that we need to spend time not just teaching students to read and write but rather to read and write in specific ways--depending on the environment.
  • Stand up, please, stretch. Turn to your neighbors. Pecha-kucha, I mean chit-chat, about your reaction to the PK example just completed. Now that you’ve experienced it…Too long, too short, just right?The best way to get excited about it is to go and see it… a lot of it.
  • Bring up website to show where they are all being held. Ask audience for their cites.
  • The structure holds the informality together. This informality means there is more room for presenter creativity.
  • Abela’s Extreme Presentation Method. The SCoRE method is associated with #6.
  • Explain how I used SCoRE for the opening PKFrom AndrewAbela’s “Advance Presentations by Design”
  • Carefully crafted = concise, important points attended toEngaging performance = more like telling a story, visuals drive the story, forces balance of visuals and narrationCommunity owned, operated, & valued = sharing controlled by the design community, intimateTime delimited = Over quickly, can cover many presentations in one event,Time limits can equal enhanced energy,You have the floor for 6:40…
  • Talk about how strict the timing is. Is it flexible? Can you play with it given your instructional needs? Yes, you can.Here are some other examples of similar formats to illustrate that point. Both are from the information technology professional community.Ignite: If you had five minutes on stage what would you say? What if you only got 20 slides and they rotated automatically after 15 seconds? Around the world geeks have been putting together Ignite nights to show their answers.Lightning Talks are a series of back-to-back, 5 minute talks. The point is to make the point as quickly as possible.Besides timing, there is a design difference. For Lightning Talks, the format is narration with visual aids. For PK, the visuals rule, and do much if not most of the talking. Ignite is somewhere in between.An example of an Ignite, for storytelling --
  • These formats can also be done online, using a whole variety of tools…even PPT. We’ve been using VoiceThread and Jing, for example, to create PK presentations for online sharing.Here is a good example from Daniel Pink. to 1:10.
  • How has it changed me?
  • How has it changed me? What my inner voice tells me.
  • How has it changed me? What my inner voice tells me.Just because you only have 20 seconds per image doesn’t mean have have to talk fast to get it all said. Slow down. Let the visuals do their work. Only say what needs to be said.
  • How has it changed me? What my inner voice tells me.Just because you only have 20 seconds per image doesn’t mean have have to talk fast to get it all said. Slow down. Let the visuals do their work. Only say what needs to be said.
  • Talk about having students use the format. Talk about the current project in IT 6710.Say something about how in one hour we would experience presentations on all of these topics (eight topics)
  • Student example in VoiceThread -- show slides/pages 5-8
  • Connect with the audience – remember to purpose and goal, remember it is a chit-chat with like-minded folks.After ~ reflect, connect, write down ideas
  • AECT 2009 Pechakucha

    1. 1. PechaKucha!gesundheit…<br />jonidunlap | joni.dunlap@ucdenver.edupatricklowenthal |<br />
    2. 2. One hundred and thirty-one slides? What is this, death by PowerPoint? Can’t we just skip the presentation and get to what really matters? <br /> ~ Heard during a training-session break<br /> We could have just read the slides ourselves. What a waste of time. <br /> ~ Read on a conference evaluation form<br /> PowerPoint doesn’t bore people, people bore people. ~ Seen on a mailroom bulletin board <br />
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    15. 15. peh-cha ku-cha<br />
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    21. 21. Literacyin the 21st century<br />patrick r lowenthal<br />
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    25. 25. Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy… …the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. <br />
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    35. 35. From: Paul Davis (North America)Sent: Thursday, November 01, 2007 4:54 PMTo: Kevin Colvin; Jill Thompson (North America); Kevin Colvin (North America)Subject: RE:Kevin,Thanks for letting us know--hope everything is ok in New York. (cool wand)Cheers,PCD<br />
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    37. 37.
    38. 38. The New Literacy Studies (NLS) have shown that literacy is far more complex than the simplistic definition of being able to read and write (Colombi & Schleppegrell, 2002; Street, 1995). NLS posits that literacy is more usefully understood when examined as a tool for (and function of) relationships between people, within groups, or in communities rather than as a set of individual skills (Barton, 1994; Barton & Hamilton, 2000). Specific environments and situations require specific kinds of literacy; relationships of power within these contexts affect literacy uses and the meaning resulting from them (Bizzell, 1982; Corson, 2001; Gilligan, 1993; Heath, 1983, 1991; Hymes, 1971; Medvedev & Bakhtin, 1978; Nystrand, 1982; Pratt, 1998). NLS highlights the fact that what counts as literacy is not the same in all contexts; different domains of life require specific kinds of literacies.<br />
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    41. 41. ENG 102: Mediated Discourse (3 credits)In ENG 102, students learn how to read, write, and collaborate in mediated environments. Specific focus will be placed on determining appropriate ways to communicate in different contexts with different audiences. Topics such as use of humor, typography, permanency, & professionalism will be addressed. <br />
    42. 42. Ideas?<br />Likes?<br />What are you talking about?<br />Dislikes?<br />Concerns?<br />
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    44. 44. elements of PechaKucha<br />visuals rule<br />“surprisingly compelling beat-the-clock performance art”<br />informal<br />space and time considerations<br />power of silence<br />use of props<br />audience-owned, operated and valued<br />
    45. 45. planning a PechaKucha presentation<br />Abela’sSCoRE method<br />outline<br />visuals<br />script<br />timing<br />
    46. 46.
    47. 47. joni’sSCoRE<br />situation<br />complication<br />resolution<br />example<br />
    48. 48. results of PechaKucha presentations<br />carefully crafted<br />engaging performance<br />community owned, operated, & valued<br />time delimited<br />
    49. 49. similar formats<br />Ignite ~ 20 images x 15 seconds<br />Lightning Talks ~ 5 minutes, period<br /><br />
    50. 50.<br />
    51. 51. “Remember, the slides are to show things to the audience, not to help you remember what you&apos;re talking about.”<br />
    52. 52. “The image rules. The content rules. Just tell the story. Let go of the hype and phluff.”<br />
    53. 53. “Count your elephants…without the umms.”<br />
    54. 54. “Relax, breath, enjoy. Learn.”<br />
    55. 55. current student projects<br />Holocaust<br />cheese making<br />trampoline safety<br />FERPA<br />women’s college basketball in 1930s<br />Christopher Columbus<br />blood-borne pathogen awareness<br />climate change debate<br />
    56. 56. <br />
    57. 57. design recommendations<br />what is the point you want/need to make?<br />SCoRE it to create an outline<br />determine images and cueing text/script<br />compile into a presentation<br />block it and time it<br />
    58. 58. presentation recommendations<br />beforehand ~<br />gather props if appropriate<br />rehearse timing, but not too much<br />during ~<br />connect with the audience<br />count elephants<br />enjoy your 6 minutes and 40 seconds<br />
    59. 59.<br />