1. Michelle M. Byrne PhD, RN, CNE, CNOR Professor of Nursing University of West Georgia

2. Neither the planner(s) or presenter(s) indicated that they have any real or perceived vested interest that relate to this presentation.

3.  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

4. Used by architecture design 2003 1 st 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

6.  Alternative to Powerpoint and Prezi  Works for F2F and online  Individual and Group  Visual, auditory, and kinesthetic learning styles  Student engagement  Aesthetic component

7. “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)

8. “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.

9. ◦ 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

10.  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.

11. 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).

13.  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

14.  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

15.  Pecha Kucha about doing a Pecha Kucha Pecha Kucha about doing a Pecha Kucha  Examples can be found on YouTube or on http://www.pechakucha.org/. http://www.pechakucha.org/.

16.  Marcus Amaker Marcus Amaker  Charleston, SC community events

17. Key Assignment 1 st or 2 nd semester Grad Students  Grand theorist presentation  Images vs. Text  Live or recorded

18.  “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”

19.  “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”

20.  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 100 pts  Rubric 50 pts Rubric 50 pts

21.  Concepts such as cultural competence, caring, professionalism  Visual emphasis on content  Study Abroad presentations  Aesthetic projects  Introduction… people, nursing, workplace

23.  Example from community of advisor meeting…  Purpose  Audience  Photos

25.  Technique for creating PK Technique for creating PK

26.  Topic appropriate?  Write student learning outcome  Create grid (length, depth of content)  For each cell in grid (5slidesx5sec, 10slidesx10sec, 20slidesx20sec), identify topic and image.

27. 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.