AECT 2009 Pechakucha

Pecha Kucha!gesundheit…

joni dunlap | joni.dunlap@ucdenver.edupatrick lowenthal | patrick.lowenthal@ucdenver.edu

One hundred and thirty-one slides? What is this, death by PowerPoint? Can’t we just skip the presentation and get to what really matters?

~ Heard during a training-session break

We could have just read the slides ourselves. What a waste of time.

~ Read on a conference evaluation form

PowerPoint doesn’t bore people, people bore people.

~ Seen on a mailroom bulletin board

peh-cha ku-cha

Literacy in the 21st century

patrick r lowenthal

Literacy has always been a collection of cultural and communicative practices shared among members of particular groups.

As society and technology change, so does literacy…

…the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies.

From: Paul Davis (North America)Sent: Thursday, November 01, 2007 4:54 PMTo: Kevin Colvin; Jill Thompson (North America); Kevin Colvin (North America)Subject: RE:

Kevin,Thanks for letting us know--hope everything is ok in New York. (cool wand)Cheers,PCD

The New Literacy Studies (NLS) have shown that literacy is far more complex than the simplistic definition of being able to read and write (Colombi & Schleppegrell, 2002; Street, 1995). NLS posits that literacy is more usefully understood when examined as a tool for (and function of) relationships between people, within groups, or in communities rather than as a set of individual skills (Barton, 1994; Barton & Hamilton, 2000).

Specific environments and situations require specific kinds of literacy; relationships of power within these contexts affect literacy uses and the meaning resulting from them (Bizzell, 1982; Corson, 2001; Gilligan, 1993; Heath, 1983, 1991; Hymes, 1971; Medvedev & Bakhtin, 1978; Nystrand, 1982; Pratt, 1998). NLS highlights the fact that what counts as literacy is not the same in all contexts; different domains of life require specific kinds of literacies.

ENG 102: Mediated Discourse (3 credits)In ENG 102, students learn how to read, write, and collaborate in mediated environments. Specific focus will be placed on determining appropriate ways to communicate in different contexts with different audiences. Topics such as use of humor, typography, permanency, & professionalism will be addressed.

Likes?

Dislikes?

Concerns?

Ideas?

What are you talking about?

elements of Pecha Kucha

• visuals rule• “surprisingly compelling beat-the-clock

performance art”• informal• space and time considerations• power of silence• use of props• audience-owned, operated and valued

planning a Pecha Kucha presentation

• Abela’s SCoRE method• outline• visuals• script• timing

joni’s SCoRE

• situation• complication• resolution• example

results of Pecha Kucha presentations

• carefully crafted• engaging performance• community owned, operated, & valued• time delimited

similar formats

• Ignite ~ 20 images x 15 seconds• Lightning Talks ~ 5 minutes, period

http://www.youtube.com/watch?v=DUMUBHGu5HY

http://www.youtube.com/watch?v=9NZOt6BkhUg

“Remember, the slides are to show things to the audience,

not to help you remember what you're talking about.”

“The image rules. The content rules. Just tell the story. Let go of the hype and phluff.”

“Count your elephants…without the umms.”

“Relax, breath, enjoy. Learn.”

current student projects

• Holocaust• cheese making• trampoline safety• FERPA• women’s college basketball in 1930s• Christopher Columbus• blood-borne pathogen awareness• climate change debate

http://voicethread.com/share/443984/

design recommendations

• what is the point you want/need to make?• SCoRE it to create an outline• determine images and cueing text/script• compile into a presentation• block it and time it

presentation recommendations

beforehand ~• gather props if appropriate• rehearse timing, but not too much

during ~• connect with the audience• count elephants• enjoy your 6 minutes and 40 seconds

http://www.pecha-kucha.org/