michelle m. byrne phd, rn, cne, cnor professor of nursing university of west georgia
TRANSCRIPT
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Active Instructional Strategy: Pecha Kucha
Michelle M. Byrne PhD, RN, CNE, CNORProfessor of Nursing
University of West Georgia
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Conflicts of Interest and Disclosures
Neither the planner(s) or presenter(s) indicated that they have any real or perceived vested interest that relate to this presentation.
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Describe context and background of Pecha Kucha
Describe rationale and pedagogy for active student engagement in classroom or online learning environments.
Observe Pecha Kucha Presentations Plan a Pecha Kucha Presentation
Objectives
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Pecha Kucha
Used by architecture design
2003 1st time used
Means “chitchat” in Japanese
Briskly paced sequence of 20 slides – 20 seconds for each slide
Demands planning and rehearsal
Total time 6 minutes 40 seconds
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A picture is worth a thousand words
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Why use Pecha Kucha? Alternative to
Powerpoint and Prezi Works for F2F and
online Individual and Group Visual, auditory, and
kinesthetic learning styles
Student engagement Aesthetic component
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“The explosion of knowledge and decision-science technology also is changing the way health professionals access, process, and use information. No longer is rote memorization and option.”
The Future of Nursing: Leading Change, Advancing Health (Institute of Medicine, 2011)
National Initiatives
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“Teachers must change their assumptions about teaching and their approach to fostering student learning in four ways…”
1. Shift from decontextualized knowledge to teaching salience, situated cognition, and action
2. Shift from separation of classroom and clinical education to integration of classroom and clinical teaching
3. Shift to an emphasis on multiple ways of thinking which include critical thinking
4. Shift from socialization and role taking to role formation
The Carnegie Foundation for the Advancement of Teaching: Educating Nurses: A Call for Radical Transformation (2010) Benner, P., Sutphen, M., Leonard, V. & Day, L.
National Initiatives
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Constructivist Assumptions
◦Learning is an active search for meaning◦Meaning requires understanding wholes as
well as parts◦Students use past experiences to perceive
the world◦Purpose of learning is for individuals to
construct their own meaning not memorize◦Knowledge is created
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Critical thinking? Student learning? Post-structuralist presentation-non-linear
One study identified in higher ed literature
Beyer, A. (2011). Improving student presentations: Pecha Kucha and Just Plain Powerpoint. Teaching of Psychology. 38(2): 22-26.
Pedagogy
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Students ranked Pecha Kucha as top assignment from 6 different assignments.Students practiced > 2 hours with P K and less than an hour with traditional presentation styles. Pecha Kucha stronger student evaluative ratings of group performance over traditional presentation styles. Levin, M. & Peterson, L. (2013).Oliver, J. & Kowalczyk, C. ( 2013).
Used in MBA programs
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Bloom’s taxonomy
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Utilize effective communication skills Apply X theory to Y phenomenon Illustrate signs and symptoms or
progression of X disease or process Compare and contrast X phenomenon Illustrate the historical progression of Z
Some potential student outcomes include:
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Choose appropriate topics (allow creativity) Align with learning outcomes Provide examples Pecha Kucha –just google
lots of Youtube and TED videos Provide students with a grid for planning
slides and narrative Tutorial on pptx and using timed slide
advancement
Tips for using P-K format
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Pecha Kucha about doing a Pecha Kucha
Examples can be found on YouTube or on http://www.pechakucha.org/.
P K Examples
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Marcus Amaker
Charleston, SC community events
Aesthetic Pecha Kucha
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My experience: Nursing theory course-F2F with graduate students
Key Assignment1st or 2nd semester Grad Students
Grand theorist presentation
Images vs. Text Live or recorded
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Student Comments (graduate) “This design allows for
creativity, organization and precision on selected topics. The suggested 20 second per slide challenges you to identify only pertinent points especially since people’s attention spans are limited”
“The utilization of timed slides in the Pecha Kucha format helped me learn to condense a large amount of information into small chunks”
“From the PK
assignment, I learned how to narrow down only main points and not be too wordy”
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Comments (negative) “The only downfall is
the preparation time. If I am remembering correctly it took approximately 6 hours to put it all together and complete the voice over in the time allowed”
“time constraint can limit the medium for complex concepts”
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Using rubrics for grading
Sample rubrics from MBA use
Courtesy of: Michael A. Levin, Ph.D.
Associate Professor, Marketing
Otterbein University Department of Business, Accounting,
and Economics Westerville, OH 43081-2006
Rubric 100 pts
Rubric 50 pts
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Future uses Concepts such as
cultural competence, caring, professionalism
Visual emphasis on content
Study Abroad presentations
Aesthetic projects
Introduction… people, nursing, workplace
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Questions
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Example from community of advisor meeting…
Purpose Audience Photos
Pecha Kucha in process
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And now presenting…
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Topic appropriate? Write student learning outcome Create grid (length, depth of content) For each cell in grid (5slidesx5sec,
10slidesx10sec, 20slidesx20sec), identify topic and image.
Now you create an outline
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Bang-Jensen, V. (2010). Pecha Kucha: A quick and compelling format for student PowerPoint presentations. The Teaching Professor. 24(5), 5-5.
Beyer, A. (2011). Improving student presentations: Pecha Kucha and Just Plain PowerPoint. Teaching of Psychology. 38(2): 22-26.
Levin, M. & Peterson, L. (2013). Use of Pecha Kucha in marketing students’ presentations. Marketing Education Review, 23 (1): 59-63.
Oliver, J. & Kowalczyk, C. ( 2013). Improving student group marketing presentations: A modified Pecha Kucha Approach. Marketing Education Review, 23 (1): 55-58.
References