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Description
What is interesting about this exercise is that it can be used as an assessment after a unit, semester, or year of study
within or across courses or programs. Attendees will consider the benefits of encouraging students to search for
images that are available freely without copyright violation or requiring that students create original adjunct
displays, images, or photographs in their talks. Attendees will have a chance to ask questions about copyright and
free-use guidelines, and will also talk about the advantages of students creating pictures and taking photographs that
serve to symbolically enhance what they are trying to share verbally. This session will appeal to all levels of
technology users, as the end of the session will involve differentiated groupings so that presenters can support
educators in considering how these talks can transfer to the university classroom. Samples of assignment sheets and
possible rubrics will be shared.
Discussion
One of the many benefits of the Pecha Kucha talk is the social nature of students presenting to their peers and being
assessed in such a public way. Students begin to take their own as well as their peers ideas more seriously (Gries
and Brooke, p. 25). Because Pecha Kutcha Nights are networking opportunities, professionals find these social
networks enlightening and fun. Still, there are some negatives of such a presentation. The topic or concept must fit
the confines of the presentation; there is no room for changes-on-the-fly as may be needed based on informal
classroom assessments that may be as small as students quizzical expressions; and nuanced explanation of many
complex concepts may not work for this kind of talk (Klentzin, Paladino, Johnston, Devine, 2010). Discussions of
fair use of images obtained online must be clarified and creative commons licencing may not be enough to serve the
purposes of the talk. Another disadvantage may be the aspect of presentation and public speaking that this entails.
Some students have conceptual understandings of issues of their course, but not the comfort level needed for
presentations such as these. Still, the presenters will suggest that all university graduates will be have enhanced
learning by having such an experience, as most professionals today may be asked to present information in a concise
and effective way. The time and thought that the slide preparation requires for these presentations can be an
extensive thought exercise that hones presenters beliefs. Effective presentation is the interdependence of
innovative ideas, effective delivery and visual design (Duarte, 11) and the Pecha Kutcha 20x20 is an excellent way
for students to share their learning in the university classroom.
References
Beyer, A.M. (2011). Improving student presentations: Pecha Kucha and Just Plain PowerPoint. Teaching of
Psychology 38 (2). 122-126.
Duarte, N. (2008). Slide:ology: The art and science of creating great presentations. Cambridge: OReilly.
Dytham, M. and Klein, A. (2008). Pecha Kucha Night: 20 Images x 20 Seconds. Tokyo: Klein Dytham.
Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2010). 50 instructional routines to develop content literacy. Upper
Saddle River: Pearson.
Gries, L.E., and Brooke, C.G. An inconvenient tool: Rethinking the role of slideware in the writing classroom.
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Jana, R. (2007), Trend: Pecha kucha night, Business Week, No. 4049, p. 3, 10 December.
Hardin, E.E. (2007), Presentation software in the college classroom: dont forget the instructor,
Teaching of Psychology, Vol. 34 No. 1, pp. 53-7.
Klein Dytham Architecture (n.d.), Petcha Kucha 20x20, available at: www.pecha-kucha.org (accessed 24
September 2012).
Klentzin, J.C.; Paladino, E.B.; Johnston, B.; Devine, C. (2010). Petcha kucha: Using lightning talk in university
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Marzano, R.J., Pickering, D.J., Pollock, J.E. (2004). Classroom instruction that works. Upper Saddle River, NJ:
Pearson.
Pink, D. 2005. A whole new mind: Why right-brainers will rule the future. New York: Riverhead.
Robinson, D.H., Robinson, S.L., & Katayama, A.D. (1999). When words are represented in memory like picture:
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