Pecha Kucha and Learning

Each Kernite gets an opportunity to present on a topic of their interest on Tuesdays and Fridays. This has not become a ritual at Kern. It was my turn to present and I was looking for a topic to present on. This was when I came across the term Pecha Kucha. I read more about this and was quickly fascinated. I presented on Using Pecha Kucha in Learning. This session was meant to be interactive where we all pooled in our thoughts to understand how and whether Pecha Kucha would be a useful tool in training. Given below is a brief introduction to the concept and then thoughts by Kernites.

Pecha Kucha (pronounced as peh-chak-cha) is a Japanese term for chatter or chit chat. In 2003, Astrid Klein and Mark Dytham designed with presentation format to ensure that young designers got an opportunity to share their work. The idea was the keep each presentation really short and concise to ensure that the audience stayed focused. This also allowed multiple presenters to present at one event. The most fascinating aspect about pecha kucha is that the environment has to be informal. Pecha kucha is not about being locked indoors with a presenter going on and on and the audience sleeping with their eyes open. Check out the pictures in Pecha Kucha's official website to get an idea of what informal means http://www.pecha-kucha.org/

A typical pecha kucha night has 8-14 presenters. Each presenter is allotted 6 minutes and 40 seconds. They can show 20 images for 20 seconds each. Pecha kucha must be highly visual. Presentations do not have text and bullets. Instead, they have eye catching images/photographs that supplement what is being said by the presenter. Let us look at a popular example of pecha kucha.


This presentation format is widely used in the field of design, architecture, photography, art, education, and business. In the corporate world, employees are opting for this format for internal presentations to:

• check the length of the presentation
• ensure that the presenter zeroes in on the message
• avoid interruptions
  
• avoid horrible poorly designed PPT presentations

The essence is to keep the presentation crisp and short. During a pecha kucha presentation, the slide automatically moves to the next one as the presenter talks. The presenter must practice to ensure that he/she says what he/she has to say in the span of 20 seconds.

Can pecha kucha be an effective learning tool? I think so! Why?

1. It is bound to grab the audience's attention (especially Gen Y).
   
2. The presentation is crisp and to the point. All unnecessary information is filtered out leaving behing the real message.
   
3. It may help bring people out of their shell. Since the setting is informal, people may be more comfortable.
   
4. It is energy packed and highly dynamic.
   

Pecha kucha as an instructional tool
A trainer can teach a concept using this presentation format. But, we Kernites were not too kicked about this idea. Why? Pecha kucha is supposed to involve several presenters. The fun may be lost if it is restricted to just one. Also, 6 minutes and 20 seconds may not be suitable for all learners and topics. The learner may feel that the lesson was rushed. Another disadvantage is that the Q&A happens at the end of the session.

However, it may be an effective tool to recap what has already been taught or prior knowledge. It may also be useful to summarize a particular topic using pecha kucha. How? Allot one topic to each group in the audience. Ask them to design a pecha kucha presentation summarizing the topic assigned to them. From each team, have a presenter present their topic. This will ensure high involvement and motivation. This will also encourage healthy discussions and in turn, informal learning among learners. If your learners are spread across the globe, you could conduct pecha kucha online. This may not be as effective as conducting the event in a physical location but it is good enough.

Pecha Kucha as an Assessment Tool
How can pecha kucha be used as an assessment tool?

• Problem Solving: Give a case study to your learners. Ask them to arrive at a solution(s) based on what they have learnt. Ask them to present this to other learners using the pecha kucha format.
• Analysis/Critique/Reflection: Pose a question or a statement and ask the learner to analyze, critique, or reflect on it using the pecha kucha format.

Pecha kucha is a great collaboration tool. It not only brings learners together, it also encourages informal learning. One concern that Vaishnavi, a Kernite, raised was that not all will be comfortable with the presentation format. She personally feels that she would feel under pressure if she was asked to stick to 20 seconds per slide. The environment must be informal and dynamic. It must encourage participation. Presenters must also ensure that time has been kept aside for Q&A.

Have you used Pecha Kucha for training? Please share your thoughts and experiences.

Also read:
http://www.wired.com/techbiz/media/magazine/15-09/st_pechakucha#
http://www.pecha-kucha.org/
http://www.time.com/time/magazine/article/0,9171,501060724-1214999,00.html
http://en.wikipedia.org/wiki/Pecha_Kucha
http://www2.canada.com/montrealgazette/news/business/story.html?id=8c161680-e761-4c33-9d4d-b250c15567ce&k=32343

Testing eLearning Products

Testing E Learning Products

View more OpenOffice presentations from Kern Learning solutions.

A presentation by Kern Learning Solutions.

Issues with Second Life

Virtual worlds (VWs) must take user experience seriously. Are these VWs usable? Let us look at Second Life. This is based on my experience and are only thoughts (not expert opinions). I wish Second life would relook at the following:

• Navigation: Why does the user have to spend time learning how to use the controls? Why isn't the navigation intuitive enough? Why is the Search option so confusing? As a new user, what do I search for? How do I decide where I would like to go? How do I know how big the VW is?
  
• Editing Appearance:

1. Privacy: What is the first thing a user does? Most users edit their appearance. Why is this visible to the rest? I can see another user editing the appearance. The stance is weird and the appearance and disappearance of clothing items is downright funny! Can't the user have the privacy to change their appearance?
2. Filtering: Like other social networks, I wish SL provided the option to view a user's profile. This helps understand more about the person. This may help avoid awkward conversations and situations.
3. Usability: The slider widgets used to readjust length of clothing are not efficient. Removing a part of clothing is tricky. I had trouble getting rid of a skirt my avatar had on on top of her jeans. I have also seen my friends struggle to with hair, clothing, shoes, and so on.
   

• Conversation: Why should avatar's type as you type on your keyboard? Let's admit it looks very funny. Is there no other intuitive way of letting another user know that you are typing?
• Actions: It is hilarious to watch a user master the art of sitting at SL. Most times, they face away from us or just run around the place. :) This is a usability issue. A user need not have to practice several times to sit to get it right.
  

In terms of SL for learning, I like the thought of letting the learner create something. But, most objects in SL (atleast those I have come across in my brief time there) are PPTs. SL also has virtual classrooms. When we avoid making the learner read lengthy notes and sit through lectures, why use it in SL? When the fancy of the VW wears off (as it did with me), learner motivation is bound to dwindle. What then? Is there no other interesting format? Check these posts by Karl Kapp on how VWs effectively.
Examples of usaing virtual world 3d spaces learning
Virtual Hospitals Protocol
Three Virtual World Learning Best Practices

Quauntifying Time Spent on Web 2.0 Tools

Is this a trick question? ;) My response to this month's Big Question:

How much time do you spend and how did you find time for all the relatively newer things like reading blogs, twitter, social networks, etc.?

I use TweetDeck and receive tweet notifications. If I am working on something that requires high concentration, I close this application. Else, I logically close a thought and quickly check what others are saying. If the tweet inspires me, I tweet back immediately. If it is an interesting link and a longish blog, I keep it open and read it during my next break. I blog has to be either really compelling or really short for me to read it immediately. I check Facebook only once or twice a day as I use it only for personal networking. Without a doubt, Web 2.0 makes us more effcient. Everyone values time. When a blogger blogs, he/she tries to keep it crisp. I scan through a blog before i decide if I want to invest time. Twitter is popular because writing/reading short tweets does not take time. Coming back to the question, I will not be able to say exactly how much time I spend networking/learning. It various as per project deliverables, my moods, blog updates, and twitter traffic.

What are you doing less of today than you were 3-5 years ago?

• I used to take longish walks to breath in some fresh air when I was at office. Now, that I work from home, I tweet or read blogs. I don't go through my Google reader as most bloggers I follow share links on Twitter.
• Earlier, I used to surf the Internet for hours together to find information that interests me. Today, I go looking for information only when my research is very specific to something. Most times, information comes to me (courtesy web 2.0). This surely means my search is more effective and productivity high as I spend lesser time surfing the Internet for information.
• I also hardly spend time text messaging and talking over the phone (several relatives, including my sister, complains of this).
• I am also a member of ASTD, Social Issues and Serious Games fourms. These discussions happen over mail and therefore, I don't read these anymore. Today, I prefer real time discussions.
  
• Finally, do I neglect my work? No, I manage time better than I did 3-5 years back.

Do you have less of a life with all of these new things?

No, I still shut my computer down by max 7. I don't tweet or read blogs over weekends. My weekends are reserved for my family and myself. Anyway, I don't think people who are online all the time, don't have a life. (Unless ofcourse if you are recluse and unsocial, but who am I to judge ;)) I also think my life is 'more happening' now as I 'know' more people than I did before these new things were introduced.

Expert Usability Evaluation and Learning Audit of an Online Course

You do not have access to learners or you are really short of time. However, you want to find out if your online course is easy to use and learn. What do you do? You can conduct an expert usability evaluation and expert learning audit. Both these evaluation techniques have their roots in usability inspection. Before I proceed further, these techniques have evolved from usability, but have been modified to suit the requirements of the learning field. If you use some other techniques, please do share. We are always eager to learn more effective ways of doing things.

How are these evaluations conducted?
An expert (usability/learning) judges the effectiveness of the course. The expert will go through the course and try everything a learner would if he/she were to take the course. They look for obstacles, ambiguity, functionality, and several other issues that hinder progress. Detailed reports are generated at the end of the evaluation.

What is an expert usability evaluation?
Using this technique, you evaluate the usability of an online course. An expert lists the parameters based on which the evaluation will take place. These could include:

1. Navigation: What is the primary form of navigation? Is this intuitive enough? This would ideally mean that we do not include 'Click Next to proceed' kind of instructions. The learner should intuitively know what the primary navigation is.
   
2. Visual hierarchy: Is the information organization in a logical manner? Eye movement is typically from left to right and from top to bottom. Are all elements positioned keeping this in mind? Will the learner know where the information starts and where it ends?
   
3. Accessibility of information: Are important elements placed upfront? Will the learner be able to access the most important information easily.
   
4. Affordance: Do buttons have the affordance of a click? Will the learner know when a click is required? Will he/she know what is expected on an interactive screen? During learner testing, I have seen learners click images that are not clickable or miss buttons that need to be clicked. This is because the element does not have the affordance of a click. Therefore, it is important to identify such issues.
   
5. Fonts and font sizes: Will the learner be able to read the text easily? Do font colors hinder readability? Are these fonts and font sizes consistent across?
   

What is the difference between a QA and an expert usability evaluation?

• A QA checks whether the online course maps to the signed off storyboard/wireframe. It also checks functionality, consistency, and whether the course has any bugs.
  
• Expert usability evaluation, on the other hand, checks whether the elements in the course are usable. It also takes into account user experience. Does the eLearning application cater to the five principles of usability - learnability, efficiency, memorability, errors, and satisfaction?
  

A QA is more content-centric while an expert usability evaluation is more user-centric. This is the main and the most crucial difference.

What is an expert learning audit?
Using this technique, you can evaluate the learning effectiveness of a course. An expert lists the parameters based on which the evaluation will take place. These could include:

• Learning objectives - content mapping: Are the learning outcomes addressed? Can the content be directly mapped to the learning objectives? Is there more information than is stated in the learning objective?
  
• Learner-content mapping: Is the content specific to the learner profile? Is it relevant? Will it help the learner meet the learning outcomes?
• Learner motivation: Is the course motivating enough for the learner? Why will he/she complete the course? Will they find it interesting? Will he/she be motivated to take an exercise?
• Vizualization: Do the visual elements aid learning? Are they similar in look and feel across the course?
  
• Language: Will the learner understand what is written? Is there any ambiguity?
  

What is the difference between an ID review and learning audit?
By the time the course is developed, several ID reviews have already been done. The learning audit is conducted by a third person who has not been a part of the design phase. Therefore, the course is looked at by a fresh eye and this makes a world of difference. The expert looks at the course without considering the constraints. I believe this is a good thing because several times we compromise on learning because of we are thinking about the constraints. He/she looks to identify the obstacles that will hinder learnability. An expert can help us identify where we have compromised.

Keep the following in mind if you are evaluating:

• Ensure that there are no distractions. This requires a lot of concentration, else you may miss a crucial issue.
  
• Try everything. What is the learner were to click this? What would happen if I go here instead of there?
  
• Use screen grabs to highlight issues. This is helpful as the reader will not have to shuffle between a report (xls, word) and the course.
  
• Include suggestions wherever possible. Provide two or three alternatives if possible. It would be very effective to show a suggestion visually.
  
• Ensure that you mark the repetitive issues as a global comment. But, it is also important to identify all those screens in which the issue is present. This will help save time when the reader is fixing the issues.
  
• If you have set parameters, you could check each screen for each parameter in a logical manner rather than just scan a screen. This way you will not miss anything.
  
• It can become very tedious, tiring, and repetitive. So, be prepared.
  

The reports generated from both the expert usability evaluation and the learning audit is valuable source of feedback. You will be able to identify the things that can be worked on based on the suggestions provided by the expert. Use these techniques to evaluate your online course. Try it once and see how much of a difference it actually makes. But, remember, this is still no match for direct feedback from the learner.

Informal Learning

Ever since I joined Twitter, my account has been bombarded with tweets on informal/social learning. If you don't know or you need a quick refresher on what informal learning is read What is Social Learning? Is this a new type of learning? The answer is a sure no. Informal learning has been around for ages, even before formal training came into the picture. People have always been exchanging notes to perform better.

Read more about this on my latest post at Learnability Matters: Informal Learning - 7 reasons why organizations must promote it

How important is the SME?

You would have interacted with several SMEs. I have attempted to classify the SME. Five prominent personae emerged. (These are based on my experiences. Please feel free to add your thoughts.)

1. Temperamental SME: This SME loves to throw her weight around. She demands that things be done her way, else she will not cooperate. She dons the role of the boss and tells you when she expects things. She expects you to work only on her project and on nothing else. She throws a tantrum every time she thinks she has been let down.

2. Easy Go Lucky SME: This SME agrees to everything you say. His typical response to a query is 'Sure! Go ahead.' You wonder whether he has actually heard what you asked him. He typically falls in with the process but expects you to keep reminding him to give you time. When he does, he signs off storyboards rapidly which leaves you wondering whether he really went through them.

3. Absentee SME: This SME is never around to share his thoughts. Whenever you call him, he is busy. He needs a call from a 'higher up' to ensure that he spares time for you. Eventually, when he is forced to spend time with you, he passes on his resentment of the situation onto you.

4. Doing Your Job SME: This SME thinks being an ID is no big deal. She thinks she knows the best way to teach and present things. She typically focuses more on how content can be presented rather than on the accuracy of content. This storyboard is her baby, you change anything and she freaks. You are only to make those changes that she suggests. She tries to design your course for you and you end up feeling like an assistant.

5. The Perfect SME: This SME respects timelines, works with you as a team, takes the learner's motivations and needs seriously, and gives valuable feedback. He researches and pulls out the best stuff to help you understand and transfer the thoughts to the SB. He encourages you to call anytime you get stuck.

In every ID's blog, you will find at least one post on interacting with the SME. Most of these posts cover in detail the problems they face with SME. In every discussion forum, you will find SME interaction listed as an important skill that any ID must master. Why is the SME so important?

1. SME is a library of information. He/she is an expert in the domain and has the knowledge that will make your training program effective for the learner.
2. SME can ensure that your course is relevant to your learner. In most situations, the SME is in the best position to share the learner's real life situations and happenings.
   
3. When the content is highly technical or unfamiliar, the SME becomes your walking stick. You have to interact with him/her to get comfortable with the content.
   
4. SME will always ensure content accuracy. This is really important. You might as well not teach covering something incorrectly.
5. From a sea of information, the SME helps decide what is absolutely necessary. SME can help prioritize topics and concepts.

Regardless of the SME's persona, you need to ensure that you have a process in place. Remember to keep these in mind:

• Share the schedule with the SME. Let them know a day in advance that you are going to send them something. They can plan their reviews accordingly.
• If you are send them two or three things, clearly let them know which ones you expect to receive first.
  
• Most first time SME are not sure of what they need to do. Define their role clearly. If you send then a content dump, let them know what you expect from them. Let them know that they need to provide or validate examples.
  
• It is important to explain the concept of a sign off. Ensure that they understand that if the TOC is signed off, revisiting it at a later stage would mean a scope change.
  
• Build a rapport with them. You can going interact them for a long period of time. Ensure that this time is pleasant and fruitful for both.
• Seek their opinion. Treat them like an expert.
  
• If you do not agree with a feedback, discuss. Share your thoughts and concerns and hear them out. Never fix anything just because you have been told to do so.
  
• Ensure that the SME also always keeps the learner in mind. Ask questions like 'Will the learner understand this?', 'Will the learner find this interesting?', 'Will the learner need this information?'