Active Instructional Strategy: Pecha Kucha

Michelle M. Byrne PhD, RN, CNE, CNORProfessor of Nursing

University of West Georgia

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.

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

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

A picture is worth a thousand words

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

“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

“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

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

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

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

Bloom’s taxonomy

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:

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

Pecha Kucha about doing a Pecha Kucha

Examples can be found on YouTube or on http://www.pechakucha.org/.

P K Examples

Marcus Amaker

Charleston, SC community events

Aesthetic Pecha Kucha

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

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” 

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” 

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

Future uses Concepts such as

cultural competence, caring, professionalism

Visual emphasis on content

Study Abroad presentations

Aesthetic projects

Introduction… people, nursing, workplace

Questions

Example from community of advisor meeting…

Purpose Audience Photos

Pecha Kucha in process

And now presenting…

Technique for creating PK

Creating a Pecha Kucha using PPTX

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

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