SMORE LINK

The syllabus is explicit in the need for students to not only “read” and respond to digital and multimodal texts but also to be given opportunities to create their own. What are digital and multimodal texts? Where can they find them to use with their students? What tools are available for student to use to create their own texts (websites, picture books, films, animations etc) and how have other teachers been leading the way in this area?

LINK TO SMORE

A workshop @ Coffs Harbour Combined English SDD – T2, 2013

What applications can you use with students and how can you use them? This workshop will introduce Google Docs, Blogs, Wikis, Edmodo and other tools you can use with your students for collaboration, communication and and reflection.

LINK TO DOCUMENT

Here is the slide deck with links from the first session of the morning.

I was lucky to be invited as a presenter to the 2013 Adobe Education Leadership Forum. Below is my presentation. The session included a live cross to three teachers in Australia to share best practice in Adobe Connect in NSWDEC

A presentation for School Development Day – Term 1, 2013

I am very excited to be presenting at the Pathfinders and Pioneers Strand. Below is the slide deck for my presentation. This presentation focuses on the LEAP21 Program and a strategy for developing 21st Century learning and teaching opportunities in schools. You can find out more about PLANE and the Festival of PLANE at http://my.plane.edu.au/festival and http://my.plane.edu.au/ or follow via social media with #fol12

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Please find below the presentation for the first part of our workshop today.

click here to go to the eAssessment Website

This year I have been working slowly but surely towards compeletion of my Masters degree. Strangely (or not so strangely to those who know me) I was inspired by one of my courses. The Leading IT course was delivered in a way that gave me permission to explore areas I don’t ususally cover in my day job. For my major assignment, I decided to compare LMS (Learning Management Systems) and consider the scope these systems have to develop 21st Century Learning Skills in our students. Below is my project. Its not great, but its’a start and the comparison between platforms is quite interesting:

As I am not a highly skilled researcher, my methodology for this mapping was simply to research each tool and use the Likert Scale of 1-5 for each of the benchmarks as listed above. I then collated and totaled the results at the end to rank the platforms. 

Diagram 2 – LMS mapped against LEAP21 Dimensions and school educator needs

Diagram 4 – LMS totals for both LEAP21 Dimensions and educator needs and Corporate needs.

Consolidated Totals:

From Diagram 5 below, it can be seen that the top 5 LMS that develop 21^st Century learning skills, are affordable to school financial constraints, are not difficult for teachers to construct learning opportunities in, and are open for content sharing and importing are Lore, Canvas, Haiku, Edmodo or Schoology.  

Diagram 5 – Top 5 LMS from mapping exercise.

 Discussion of findings:

While having a general feel for LMS and Web Tools, mapping the platforms for this gave the insight of data. The process has allowed some long deliberated thoughts to have some depth and evidence for discussion and further investigation.

As a Moodle user from 2008, I have been interested in the growth of use of this platform. It is a popular choice among many schools, but at it’s worst, the content repository approach for digital paper handouts, is far from the intent of the platform. If we could develop skills to the level that some more advanced and skilled uses are using it, I believe

Tightly structured LMS such as Moodle and Schoology rate low on LEAP21 dimension skills but high on corporate needs. This indicates to me that to in order to develop 21st Century skills in students we should ensure that we choose looser style LMS where learning construction is at a different level.

Those platforms that scored highly seemed to have a freely flowing integration of RSS Feeds, Embedding documents from sites such as Google Docs etc, and even embed Google Books into the format of the webpage itself. Discussion areas were a focus, choice in layout and movement in the site were obvious. They were contemporary in feel, and noticeably different to the more solid and predictable layout of Moodle and Schoology courses.

These sites were also appealing to the eye. I understand that visual identity is not the most important aspect of engaging students to develop better skills, outcomes, experiences, it become a hook to learning. Once engaged, if we can then keep our students via content and opportunities, then it can be aid that appealing visuals are very important indeed.

Schoology, number 5 in the list, was an interesting inclusion in the final five. While this platform tends to be more traditional and predictable in it’s layout, the functionality for the educator leading the course was very solid and useable.

Of the LMS included in the top 5, Haiku is the only platform which requires a cost. Even then, there is a free account for basic teacher use). This includes hidden costs such as software set up on a school server. As the platforms are hosted online, no individual school IT administration is necessary. There is of course a risk involved in storing data in the cloud, but the cost of creating your own storage cloud is quite prohibitive for many institutions.

Our early adopters and innovative educators have sophisticated enough skills to maintain and administer their own learning spaces. Web tools give the opportunity for teachers to administer their own learning environments. This is similar to textbook and resource choice we afford teachers. Why should a small number of executive or school IT staff choose the platform in which we develop out learning experiences for students? The top tool, LORE, gives full freedom in course and content creation. For these crucial early adopters it is important to give them freedom through such tools so they can lead their next followers.

Loosen Up not Lock down, and in order to do this I would consider using Lore, Canvas, Haiku or Schoology to do so.

Bibliography

Bury, Matt: (7^th October, 2012) Why use a learning management system for elearning? [weblog post] Retrieved from http://blog.matbury.com/2012/10/07/why-use-a-learning-management-system-for-elearning/ 

Dunn, Jeff; (16^th October, 2012) A quick Guide to Learning Management Systems [weblog post] Retrieved from http://edudemic.com/2012/10/a-quick-guide-to-learning-management-systems/

Dunn, Jeff; (17^th October, 2012) Udemy unveils a teacher focused re-design; [weblog post] Retrieved from http://edudemic.com/2012/10/udemy-unveils-a-teacher-focused-redesign/

Mike, (24^th October, 2012) Top LMS Solutions Software Infographic; [weblog post] Retrieved from http://www.capterra.com/blog/learning-management-systems/top-lms-software-solutions-infographic/

Microsoft LEAP21 Program: http://itl.research.com/leap21  

Robbins, Thom: (1^st November, 2012) An LMS [Infographic]? [weblog post] Retrieved from http://devnet.kentico.com/Blogs/Thomas-Robbins/November-2012/What%E2%80%99s-an-LMS-Infographic.aspx 

Rogers, Everett M. (1962). Diffusion of Innovations. Glencoe: Free Press.

21^st Century Skills Sites:

LMS used in research investigations.

I’ve been thinking about BYOD (Bring Your Own Device) lately. I’m not interested in the infrastructure side of it. I know that will be sorted by a team deep inside IT Land. What I am interested in how we can prepare teachers for the day of multiple devices with multiple capabilities switching on and powering up in their classrooms.

I think when this day comes, we will become heavily dependent on:

• Web Tools
• Apps
• Cloud Based platforms.

I know some feel web tools are redundant and we need to move on, but the common ingredient when using web tools is your browser. That is all that is needed. Doesn’t matter what comes installed on a device, the Internet browser will open a web tool. Bringing together your toolbox, and helping students to build their own toolbox to delve into when appropriate, is perhaps an area we can begin to prepare. Web tools have become far more sophisticated than those that led the scene, and can be wonderful medium to show evidence of learning and new knowledge that students have acquired.

As we see the proliferation of mobile devices in all corners of our houses and schools, we need to understand that some students and parents may decide this is their choice if BYOD. We may indeed have full blown chunky laptops sitting next to slinky, slim mobile devices in class. I was confused how this might work in classrooms at first, but after a bit of pondering, it’s not so hard. I think it can be balanced a little by apps, by using application tools such as Evernote, Google Drive, Adobe Touch Apps, OneNote, Socrative etc that have installable apps for PC, Mac, android and iOS. Through using these free apps that allow collaboration and cross platform integration we can find some common ground between these two very different technologies.

Cloud Based Services such as Office365, Acrobat.com and Google will also be a valuable resource for teaching and learning in the BYOD Classroom. Through these medium, no longer does editing, publishing, presenting, or data software need to be installed on a computer, it can be accessed via an Internet browser. The added bonus of potential collaboration through live-time group editing means these services will be essential. Collaborating between a phone, laptop, touch mobile device would not be possible without such services. 

So in short, get ready, restock your toolbox, go app happy and discover online collaboration… For the sake of BYOD jump those hurdles and try…

This semester I have returned to UNI to complete my Masters in Leadership and Management in Education. I figure I would share my thoughts (where appropriate of course) with someone who may read it, because I believe that is silly not to.

Briefly outline Goodson’s (2001) theory of educational change (Topic 2) and explain how it applies in your context. Discuss the limitations of the theory and the way it needs to be modified to better fit your context.

As a member of the state management team of the Digital Education Revolution NSW Program (DERNSW) I have been close to, and remain intoxicated by, this federally based and externally mandated program. Over a four year period the program has delivered approximately 260,000 netbooks to Year 9-12 students and teachers, 22,000 Wireless Points, 550 Technology Support officers, 3 years of Professional Learning funding and over 250 curriculum based resources into NSW Public High Schools. As this push from the federal government to force a Digital Education Revolution nears it’s close at the end of 2013, reflecting on the depth of implementation that has been achieved gives ample opportunity to consider the balance between Goodson’s external, internal and personal segments (Goodson, 2001) and the importance of this balance in successful change implementation

The National Partnership Agreement on the Digital Education Revolution (2009 p.6) lists the following outcomes:

•  There will be a sustained and meaningful change in the way teaching and learning are delivered in Australian secondary schools… 
• Access to educational tools of the 21st century…providing stimulating and challenging learning resources for students
• The teacher workforce will be equipped…to effectively utilise ICT in the classroom

These changes while seemingly having the practices of the teacher and student at their centre do not focus on why we should change what we do and how we as educators do that. They do not give the imperative for change for student’s future and changing workplaces.

Four years on, the widespread influx of technology and funding has hooked innovators, early adopters and early majority, but is yet to convince the late majority of the need for it in teaching and learning (Roger, 1962; Howard etal, 2012). From this crucial group we still hear questions around the need for change in educational practice.

The massive injection of hardware, software and personnel into schools had an attempted balance with Professional Learning funding to be used both at a state and school level. This professional learning funded afforded a degree of focus on the internal segment (Goodson, 2001). Schools were allocated DERNSW Professional Learning funds to be used for technology specific professional learning. This led to decisions around change needs of individual schools and support for specific individually identified needs of teachers. This funding developed a core group in schools who came to be known as DER-Leaders. These little ‘l’ leaders (not holding any positional power or formal roles) were able to combine their personal beliefs around why we should change what we learn and how we learn with providing professional learning opportunities for others in their schools. Schools in which the development of distributed leadership groups and little ‘l’ leaders was strengthened and used to drive the implementation of the program were seen to have a great success in students focused learning and use of the laptops. (Howard, 2012).

As we move into the last year of the program, I often reflect on the ‘sticky-ness’ of the program. How strong is our legacy we are leaving behind? Will teachers continue to change in practice for the benefit of our student’s futures? How do we enable our late majority to find the personal motivation and attitudinal change that will connect them to the change in practice?

By focusing on the educational attitudes of contemporary pedagogy such as 21^st Century Skills (Microsoft Innovative Teaching and Learning Research 2011; P.13), Student Directed learning, combined with some contemporary pedagogy strategies such as Project Based learning, Flipped Thinking and Blended learning we can develop a narrative around the deeper need for change in practice. If we can help the late majority to see the reason why education must change, and for them to adopt this attitude, the use of technology (where appropriate) must follow. In Fact, Drayton etal (2010) states that professional learning for the integration for 1 to 1 laptops pedagogy must regularly include opportunity to discuss their educational and pedagogical values. (Drayton, 2010)

I think the strong connection between the internal and personal segments of Goodson’s work will together work to overcome the strength and clinical feel of the external segment. If we can bring together the passion and positive attitudes around a specific external program with some degree of internal institutional planning, preparation and professional learning then we will be closer to bringing aboard the late majority that really embed a change program and effect change across a whole school or department.

My early observations and reflections on the implementation of the DERNSW program lead me to consider that the combination of Internal and Personal segments must override the impetus of the external mandate for the change implementation to be successful.

From the Goodson reading, this statement supports my belief of the importance of developing internal and personal segments while complying to the external segments of change.

 ”A new phase of change now beckons, which acknowledges the force of personal identity projects under post-modernity and which seeks new integration with internal missions. Unless this new balance is achieved, change forces will be neither humanized nor galvanized. ‘Change’ will stand as a form of political symbolic action without personal or internal commitment or ownership.” (Goodson, 2001, p. 15)

This reading has consolidated my thoughts and inspired my thoughts in terms of the next step for the Digital Education Revolution. We will not go ‘back to basics’ rather we will develop the narrative, the ‘why?’ and the ‘what now?’ of contemporary education. Develop internal communities of professional learning and counter balance the external pressures of a mandated program.

 Bibliography:

Department of Education, Employment and Work Relations, (2009) The National Partnership Agreement on the Digital Education Revolution

Drayton, B., Falk, J. K., Stroud, R., Hobbs, K., & Hammerman, J. (2010). After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools. The Journal of Technology, Learning, and Assessment  9(1). Retrieved 18 August, 2010, from http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1196&context=jtla

Goodson, I. (2001). Social histories of educational change. Journal of Educational Change, 2(1), 45-63.

Howard, Thurttle and Gigliotti, (2012); DER-NSW Evaluation – Report on the implications of the 2011 data collection; retrieved on 19^th August, 2012 from https://www.det.nsw.edu.au/about-us/how-we-operate/national-partnerships/digital-education-revolution/rrql/research

Microsoft Partners in Learning – Innovative Teaching and Learning Report; 2011 retrieved on 19^th August, 2012 http://www.itlresearch.com/research-a-reports/2011-itl-research-findings

Rogers, Everett M. (1962). Diffusion of Innovations. Glencoe: Free Press.

Today I was inspired. 

• By Alan November
• By Stephen Heppell
• By Sir Ken Robinson
• By ITL Research, PILSR and Leap21
• By a room full of educators

Today I was an edugroupie at the K-12 Technology in Education National Congress. I was a OneDirection fan in a room full of 1,000 educators. Sure, it was a little embarassing, but there is nothing better than 2 of my all time edu-heros and a mega sized Sir Ken Robinson right there in front of you weaving narratives about the future possibilities and current realities of education to make you turn into a geeky middle-aged dreamer. 

My morning with Alan November made me consider ‘Has technology actually changed who owns the learning?’ and how do we support teachers who want to Flip their Classroom with professional learning about questionning, self regulated learning and 21st Century Skills. How do we help them to experience what good flipping looks like so they too can share this experience with learners in their classroom?

A post cupcake sugar rush and a sesion led by Stephen Heppell and his desktop made me think once again about students sharing their suceeses, about designing learning spaces and about learning how to use these new learning spaces. Stephen’s desktop, filled with thumbnails of inspiration made me think about technology use. His question and prompt to ‘Create activities that can only be done with technology’ answered a question about doing new things new ways that lingered from a conversation with 3 wise leaders yesterday. 

Finally, Sir Ken Robinson weaved a narrative of clever stories that stepped me back to consider the general purpose of education, the Perfect Storm (thinking tools, learning research, knowledge work and digital lifestyle) that drives 21st Century Skills. He too made me think about designing the system to suit the learner we want to see, and once again I was reminded that a suitcase of tools does not necessarily lead to creativity. 

And at the end of the day, I realise that I did not see one slide too many or one slide too less… or did I? 

cc licensed ( BY NC ) flickr photo by tarotastic: http://flickr.com/photos/tjt195/32647683/

On Friday 2nd March 2012 I was lucky to be part of a TeachMeet World Record attempt for theTeachMeet Sydney crew. We did of course smash the record, but we also had fun along the way.

Participants in #TMWR2012 have blogged on the event and you can find those posts below:

• Simon Crook
• Dan Heasler
• Henrietta Miller
• Malyn Mawby
• @artprintmedia
• Rhonda Field 
• Karla Olmos
• Bianca Hewes

This post for me however is not about the event itself. Like Henrietta above, I did not get to visit and see many of the 7min, 2min and 15min presentations, but I will enjoy slowing working my way through the presentations and inspirational talks that make me once again realise the ‘little l’ leaders we have in our educational world.  

For me the highlight of the event was working with a leadership / organisational team that work in very different areas, and do things in very different ways. At first I was a little dubious about the event, and may have voiced that through emails, but I began to realize that if the end point was to bring educators together, to learn from each other then I wanted to be part of that. In short, I reflected and engaged. 

The whole event was organised through 2 site visits, a continual stream of group emails and a Google doc. I think a few phone calls may have been made, but generally online communication channels were the main medium. It brought together a variety of skills and motivations. People put their hand up when they wanted, supported when they could, and while doing so made new connections and strengthened old ones. Getting together before the meet began was the most exciting thing for me. I got to meet my new heroes, and touch my old heroes as well. Thanks for your collegiality and professionalism guys, you all showed your best, and it was wonderful to feel part of that. In particular I would like to give a huge shout out and virtual hug to @simoncrook @matesterman @henriettam @townsey77 @malynmawby @mickprest @cpaterso they are all top people, with awesum skills and passion that will undoubtedly drive change everywhere. 

I see TeachMeets not only for teachers, but for anyone who has a passion and is from the education system we work in. I guess I see them as EduMeets not TeachMeets. I know that some say this is not the case, but why shouldn’t those with a passion have a voice? Where is it written that they always have to be about teachers? To condemn those who what to be a part of such an inspirational gathering really is unnecessary and definitely something I implore others to stop. If we start to scaffold who can and can’t present, next do we scaffold what can and can’t be presented, or how people should or shouldn’t present? 

Listening to Ewan McIntosh share the journey of TeachMeets has strongly re-enforced this opinion. A TeachMeet is by construction a non-institutionalised get together of people with a burning passion to change and share learning opportunities offered for students. it has nothing to do with the desk at which they sit. Indeed, I believe we should have more diverse participation to enable a continuum of change and development of PLNs.

All in all this makes me more passionate about supporting TeachMeets, to bring together educators to share a best practice and innovative thinking, and to open their doors for anyone who puts their name on a google doc to share a little bit of themselves. 

In short I would like to say this to all TechMeet advocates and organisers:

keep them open, keep them fair and keep them coming… 

by: @mesterman 

cc licensed ( BY ) flickr photo by rolfekolbe: http://flickr.com/photos/46210293@N08/6801633404/

In the world of never ending change, of paradigm shifts and of the newness of technology, does 60 seconds in the middle of a dark night at the end of a month named December really mean something has ended, and something new has just begun? Something that is so big we hang promises to be kept for 365 days on it?

For the last week my reader has been filled with ‘Top 10 lists…’ Sure, I’ve stashed away many of these lists for a rainy day; in fact I have a top ten for nearly every facet of my working life eagerly awaiting my return. But in the transitional nature of the internet, I wonder how many of those lists will pump out ‘404 notifications’ by the time I get around to taking note of all the wisdom that comes with acting on them.

Today my reader presented me with a plethora of mantras, promises and deeds to be done. All leading us to our marathon 366 days attempt to succeed. Are goals really made for that long? Should we not be setting goals more often, changing them as we need, not running from the footprints of the gremlins as they chase us down for our inability to achieve? Aren’t goals made to be shifted, manipulated, changed and discarded as new one appears in the journey we stumble over daily.

Sure a good old clean out of what was is a calming elixir and soothing balm for the torment of wrong decisions, miscalculations and goal changes, but we could do this every weekend if we wished. Indeed, I would gladly put my hand up and say we do already.

So in short, I hereby declare that my top ten list for 2012 will be published monthly, and my goal for this week is to be the best Mum I can be…

cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/2921383415/

I live on Twitter. I learn from Twitter and I love Twitter. Lately, however, I have begun to worry about Twitter.

I totally understand that most of us who dive into the deep end of the ‘pool of change’ daily are innovators and early adopters. According to The Diffusion of Innovation Theory, we are but a mere 16% of the target population. In other words, those hanging out on twitter sharing links with each other are but 16% of the population of our education industry. 

http://en.wikipedia.org/wiki/File:Diffusionofideas.PNG

If we look at the theory, we come to understand that for innovation to stick (see the yellow line), – that is, a change away from teacher centered practice and moving toward student directed, problem based learning – then we need about 66% of our population on board for 75% adoption of this change.

Wow, that’s some huge numbers crunching for me…. What this means in my interpretation, is that if we want people to take on board what we tweet about, then we have to share it in as many mediums, to as many people as we can. We have to share as much evidence as we can. Show how it looks, feels, smells, and sounds. When lots of us are doing this, lots more will dive in, and lots more will begin to play. 

Yes, this may in fact mean that we have to share outside twitter, we may have to share real work samples and we may have to share our practice with them.

I worry that we sit here in Twitter and pat each other on the back, put forward our bleeding-edge thoughts, offer up presentations, re-tweet new tools, and pontificate about antiquated practice, but how many of us actually share a link to their blog, a link to their student work, a link to their units of work? …and I don’t mean once or twice, I mean regularly.

I was once asked, “Do you think it’s your job to make people change?” I answered “No” and thought “what crazy person could make others change?” but you know what…early adopters and innovators can. Through taking initiative, by adapting practice, by implementing blue sky thinking and by sharing this new practice, they can. They can influence and entice others to to take safer risks than they took. Slowly but surely this will lead to change across all areas of our industry, and this is what I think we need in education. we need to show that diving in the deep end is safe.

If we don’t share how our practice has changed, how will our late adopters ever feel comfortable that taking the risk is worth the effort?

Sure, the collaborative efforts of our PLN help us to support each other and face another day when the inevitable risk of uncertainty kicks in, but I don’t believe that this should be the norm. I believe we should be sharing more, developing a deep, and more social collective of information and knowledge that can be used to bring others to change their practice as we have ours.

So to summarise, If we don’t share our work (not just our words) to show how diving in the deep end is safer, then how can we ever expect change to happen? 

cc licensed ( BY NC ND ) flickr photo by cybertoad: http://flickr.com/photos/cybertoad/3872759171/ 

Sometimes in life we have to move forward, and let go of our comfort zones. Right?

Staying with what is comfortable feels good. It feels safe, it feels like you. That’s what you are known for, that’s what you hold pride in. But it won’t get you anywhere, it frustrates you and it is not sustainable. Some days it is damn annoying. You are scared that one day you will turn around and regret the stagnant years you sat through and supressed your dreams.

Comfort is not an endpoint.

Sometimes moving forward is also scary. It’s scary because among the excitement of newness and challenge comes the niggling doubt that you might not be the same person anymore. That people may not appreciate you like they used to. That you will no longer exist as the person you were yesterday.

But it’s those people that respect you for what you have done that REALLY want you to change. It’s those people that believe in you and can see the potential…but why don’t YOU? Why don’t you see what they speak about?

When you sit back and think about it, What is leading about? It’s about changing what you do, to support those who work with you. It’s about forgetting the selfish things you can whip up instantly and flick between the team seamlessly, to stumbling, falling and learning. It’s about constant, endless, raw reflections. Easy for some, harder for others. Will you succeed? Do you need to succeed? How will you know you have succeeded? Where is the endpoint? Where do you start? Are you really ready for this? Why is this so, so hard?

When you lead you give up your private, long held focal point you broaden your eyesight, and you deepen your trust in those around you. This is hard. So hard. All of a sudden, the success you crave, the success that has bought you so far is no longer dependent just on your efforts, but on your whole team? Can you live with this uncertainty?

Will it be worth it?

Will the output be the same as when I ‘did it’?

Will it pan out like the books, essays, journals and blogs say?

How do you build what those before you leave behind?

How do you become a lineage?

Why should you?

Why can’t you?

OF COURSE YOU CAN..

you got this far, didn’t you…

go on, you know you want to…

let go and Shift Up….

Now…

http://www.flickr.com/photos/10361931@N06/4574290856/

This is a very basic post, but one that comes as a result of reflecting about the meaning of what I do everyday….

…Teaching is not about technology

…Teaching is sharing

…Teaching is a group thing

…Teaching is about the future of your students

…Teaching is nurturing our future world

…Teaching is opening doors

…Teaching is about new ways to think about old things

…Teaching is bringing someone into your network of knowledge

…Teaching is about building networks of support, stations of information, and box of tools of a community.

…Teaching is not about technology, but without technology how can we change teach?

What is teaching about to you? 

(This post was inspired by 9 amazing educators who live to teach, and work to change learning opportunities for communities. Thanks to the NSW HATs Peer Coaching Conference particpants, you are amazing educators doing amazing things daily.)

PechaKucha has won me over. No longer can I sit in front of presenters reading slides, bullet points or clip art. No longer will I put up with presentations that I can read the slides for later. No longer will I look at a person hiding behind a lecturn without wondering why they aren’t showing passion and enthusiasm for the words and the world they are sharing. Luckily, many others are beginning to think like me… or at least it feels that way.

To help with preparations for PechaKucha, I wanted to share my experiences and travels into the land of PechaKucha. 

Pechakucha in my words:

• It is pronounced – PE – CHA – K – CHA (emphasise the 2nd syllable). It means ‘chit-chat’ in Japanese. 
• 20 slides x 20 seconds per slide = 6mins and 40 seconds per presentation.
• The PowerPoint or keynote file has transitions turned on from the first to the last slide.
• Presenting involves moving away from the computer, engaging with the audience.
• Don’t over plan. So much thought goes into preparing a PechaKucha, trust yourself, walk away, leave the notes behind, and talk.
• Play with your audience, engage with them, enjoy the experience.

Do:

1. Make sure you use good images. Some great sites to find Creative Commons licensed, quality, contemporary images: Compfight (click ‘creative commons on left hand side) and Wylio are awesome sites that will give you CC licensed images from Flickr. Copy the URL of all images used and place it on that page.
2. Storyboard your Concepts for each slide BEFORE you start constructing your PechaKucha.
3. Use white, black or visually appealing backgrounds to your slides. Using a site like Subtle Patterns for your backgrounds can give more focus to your images.
4. Think about the concepts behind your images. Spend time looking for good images that sell your concept for you.
5. Keep your text to one word or one line.

Don’t:

1. Use bullet points or clip art – they are way to old school.
2. Think you can do it the night before your presentation.
3. Stand still, move use your body like you do in a regular conversation.
4. Try too hard… Don’t over animate, it is afterall a presentation, not a play.
5. Water it down, keep it pure, and keep the integrity of the concept that Garr Reynolds developed.

Resources:

• A video made by Clarinda Brown from Cumberland High School to introduce PK to her students:

• Some Pechakucha by NSW Educators at the recent The 1:1 Learning Unconference
• Read through this blog by Clarinda Brown for her class’ journey along PechaKucha Highway
• PechaKucha.org
• Speaking about Presenting
• PechaKucha in Wikipeadia

Most importantly, have fun, enjoy the freedom that comes with not needing to press buttons, and trust that you know your content better than anyone else in the room. Own your presentation, you made it – not them!

Here is a couple of my PechaKucha. They won’t make much sense without Audio, are not professional in any way, but they may give an idea of how myself and other NSW Department of Education and Communities Educators are preparing their PechaKuchas.

http://www.slideshare.net/piphowell/sydney-hills-teachmeet

http://www.slideshare.net/piphowell/what-learning-is-a-pechakucha

http://www.slideshare.net/piphowell/find-your-own-tool-pechakucha

http://www.slideshare.net/1to1unconf/pip-cleaves-dernsw

http://www.slideshare.net/1to1unconf/clarinda-brown-pechakucha

http://www.slideshare.net/1to1unconf/cory-mcdonald-callaghan-college-waratah