The Pecha Kucha 20x20 as Assessment: Creation, Selection, Explanation, Synthesis and DeliveryKatie Dredger, Virginia TechSara Kajder, University of PittsburghCrystal Beach, University of GeorgiaAbstract: The Pecha Kucha presentation is a multi-media format wherein students create and organize twenty visual images for 20 seconds each to share their ideas. Also called Lightning or Ignite Talks, these presentations take 6 minutes, 40 seconds to share and can be used to meet multiple classroom objectives. Like an elevator speech, or TED Talk, the Pecha Kucha 20x20 (http://www.pecha-kucha.org/) presentation format was developed to force professionals to think critically about information that they present without digressions and with effectiveness, economy and clarity. Presenters will facilitate collaboration around ways that students can create these presentations to hone their understanding and to share conceptual understandings. In creation or selection of visual images, students must use higher order thinking skills. They must then explain their conceptual understandings with the use of these images and accompanying dialogue. Students must share these images coherently, and must, in a rapid and rehearsed way, present these conceptual understandings to an authentic audience of their peers or professionals in the field. Because these presentations in business have morphed into places to meet, greet, and learn from others in professional fields, the Pecha Kucha is also a social network for students and new professionals. When used as assessment, students share their learning in an innovative way with an audience of their peers. Instructors can see how students synthesize course information in ways that are meaningful, if perhaps different, for each student.

Literature ReviewPetcha Kuchas (translated from chit-chat in Japanese) began in Tokyo in 2003 by young professionals wanting to network and share their knowledge with others. A precursor to TED Talks, the Petcha Kucha presentation is structured around twenty slide images that each automatically advance after twenty seconds. The presenter uses the images as visual stimuli that enhance or explain a concept. The tight format does not allow for digression from the topic being presented. Because slide shows in the university classroom have become synomymous with mind-numbing boredom, painful expository bullet points, and the overexposure of . . . clip art (Gries & Brooke, p. 1) the Pecha Kucha format requires that presenters choose thoughtful images and stay on topic in a prescribed and confined period of time. Pairing highly effective visuals with a lecture promotes conceptual understanding and recall of ideas (Fisher, Brozo, Frey, and Ivey, 2011; Marzano, R.J., Pickering, and Pollock, J.E., 2004; Reynolds, 2008). Marzano, et. al. (2004) cites the power of non-linguistic representations that help learners make sense of difficult concepts. Adjunct displays (Fisher, Brozo, Frey, & Ivey, 2011) can be comprised of photographs, maps, graphic organizers, outlines, or diagrams and offer pictoral, graphic, or spatial representation presented alongside of text. Hence, it is not be the idea of visuals or slide shows that have given traditional Powerpoint presentations a bad reputation. Instead, it may be in the delivery (Hardin, 2007). The Petcha Kucha presentation is a multi-media format wherein students create and organize twenty visual images for 20 seconds each to share their ideas. Also called Lightning or Ignite Talks, these presentations take less than seven minutes to share and can be used to meet multiple classroom objectives. Like an elevator speech, the Pecha Kucha 20x20 (http://www.pecha-kucha.org/) presentation format was developed to force professionals to think critically about information that they present with effectiveness, economy and clarity.

Goals and ObjectivesAfter watching an exemplar of a Pecha Kucha 20x20 Talk, participants will watch a prepared presentation on the use of the Pecha Kucha as classroom assessment. They will then be given an opportunity to collaborate in small groups as to topics and concepts that could be assessed in university classrooms with Pecha Kucha Talks. Participants of this practice session will understand the limitations and possibilities of such presentations.DescriptionWhat 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

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