- Why ask students to compose PechaKuacha Presentations
- How to scaffold PechaKuacha Presentations
- How to assess PechaKucha Presentations
- What happens next: PechaKucha Presentations afterlives
Students can compose PechaKucha presentations as a final showcase of the portfolio of work they produce over the course of the semester, or they can use the slide shares as invention tools in an earlier stage of the writing process. Pechakucha presentations offer an opportunity for multimodal revision. Students can revise alphanumeric texts into visual/aural ones, and/or convert their slide show presentations into movies that they publish on their sites. Because the presentations require students to think about the rhetoric of visual design, they also provide students with sets of aesthetic figures they can use to revise the visual components of the final drafts of their websites.
- Analyze other Pechakucha Presentations
- Because students are likely to be unfamiliar with Pechakucha style presentations, you may want to draw evaluative criteria from examples. You can find a catalog of Pechakucha presentations to analyze here. Some points of analysis to consider: What is main topic/goal and how does the presenter develop the main topic/goal? How does the speaker convey oral arguments visually and vice versa? What techniques does the presenter use to transition from one slide to the next?
Suggestion: While the 20×20’s online are great, you way also may also want to perform your own Pechakucha for you students as a model. Because the form requires the speaker to perform in ways that are slightly different from more tradition academic presentations, if you deliver an example it helps to put students at ease, while also providing a text for discussion.
- Presentation Tool Workshop
- After you and your students develop a criteria for what counts as successful 20×20, you need to walk them through the basics of slide tool such as PowerPoint, Google Slides, or iMovie. If you students are revise their presentations into movies, then you may want to walk them through iMovie. Students will likely be familiar with this technology, so just be sure to show them how to set the slides to automatic scroll.
Suggestion: While the tools are easy to write with, students may have less experience engaging audiences through visual and oral rhetoric, so this workshop may focus more on writing than tool use.
- Collect Images & Draft
- You may want to ask students to begin collection images and storing them in their WordPress Media library from the start of the semester, so they have a range of images to choose from. If you are positioning the presentation as a revision exercise, ask students, in a low stakes assignment or in class, to convert an alphanumeric text into imagery. Such conversion exercises may help focus a workshop day devoted to process of writing the presentation.
You may also suggest or require students to compose the presentation as a two column script.
- Presentations & Publication
- Integrating presentations into the class can be challenging especially in classes with 25 or more students. You may want to consider staggering the presentations over the last half of the semester, so that students are not overwhelmed with presentations all at once.
Once students have completed the in-class portion of the presentation, it might be helpful to require them to convert their presentations into a movie with the narration recorded over the top of the slide show. Once the presentation has been converted, ask students to upload their projects to a dedicated page on their sites. You can find a help document here on how to convert PowerPoint presentations to iMovie, upload the movies to YouTube, and then publish the movies to their sites. As with many creative assignments, you may consider requiring students to write a reflective and/or introductory paragraph.
The following are some possible criteria you can use to assess PechKucha presentations. You may want to develop assessment criteria with your students. Also, please consult the following assessment examples: Rubric One and Rubric Two
- Is the presentation organized around clearly articulated claim, theme, context, or image?
- Did presenters draw details from valid secondary sources?
- Did the visual/audio enhance understanding?
- Did the presentation close read primary source citations?
- Did the presentation provoke discussion?
- Did presenters upload their resources on or before the due date?