On pecha kucha #eng112

pecha-kucha (Japanese for "chatter"), applies a simple set of rules to presentations: exactly 20 slides displayed for 20 seconds each. That's it. Say what you need to say in six minutes and 40 seconds of exquisitely matched words and images and then sit the hell down. The result, in the hands of masters of the form, combines business meeting and poetry slam to transform corporate cliché into surprisingly compelling beat-the-clock performance art.

 

 

If nothing else, I think Pecha Kucha is good training and good practice. Everyone should try Pecha Kucha; it's a good exercise for getting your story down even if you do not use the method exactly for your live talk in your work. It does not matter whether or not you can implement the Pecha Kucha "20x20 6:40" method exactly in your own company or school, but the spirit behind it and the concept of "restrictions as liberators" can be applied to most any presentation situation.

The method makes going deep difficult. But if there is a good discussion after a Pecha Kucha type of presentation then it may work well even inside an organization. I can imagine having college students give this kind of presentation about their research followed by deeper questioning and probing by the instructor and class. Which would be more difficult for a student and a better indication of their knowledge: a 45 minute recycled and typical PowerPoint presentation, or a tight 6:40 presentation followed by 30 minutes of probing questions and discussion?

PechaKucha Night was devised in Tokyo in February 2003 as an event for young designers to meet, network, and show their work in public.
It has turned into a massive celebration, with events happening in hundreds of cities around the world, inspiring creatives worldwide. Drawing its name from the Japanese term for the sound of "chit chat", it rests on a presentation format that is based on a simple idea: 20 images x 20 seconds. It's a format that makes presentations concise, and keeps things moving at a rapid pace.

The growing list of unlockable achievements in #eng112

This is the achievement list so far. There will be additions, possibly subtractions.

 

Achievement is My Middle Name: Earn all achievements.

Bloggorhea: Make 50 or more quality posts and/or comments on group members' blogs.

By Any Other Name: Refer to the course instructor by any three monikers deemed acceptable in three different class sessions.

Citation Mastery: Submit a Works Cited page that is 100% correct in MLA format.

Example Set: Have a Posterous entry be given as an example of good blogging.

Finish Them!: Complete all assignments on time.

Rave Reviewer: Make 50 or more helpful comments on a classmate's work.

Research Renegade: Submit a draft referencing at least 6 peer-reviewed, academic journal articles.

Seriously Good At This: Earn highest marks for the course.

Sesquipedalian: Write a piece (blog post or larger assignment) using at least 30 words from this list. Must be used in context and make sense.

Someone Set Us Up The Blog: Set up a Posterous account and make an initial post.

Speaking Centered: Make and keep at least two speaking appointments at the Marian E. Wright Writing Center.

Speedrun!: Submit three pieces (blog posts and/or larger assignments) at least 24 hours prior to ultimate deadline.

Still Alive: Earn a passing mark for the course.

Stop, Collaborate and Listen: Work with at least one classmate on a project.

The Meatbag Speaks Without Clarity: Submit an incomplete piece for review.

The Status Is That It Sucks: Provide constructive criticism on at least three pieces.

Timing is Everything: Complete a pecha kucha presentation without falling behind.

Twitterpated: Set up a Twitter account, including a profile picture and mobile phone access.

Wake Up And Smell The Ashes: Identify at least five achievement titles with their respective games.

We Are Moved To Tears By The Size Of This Thing: Exceed the minimum word requirement on a larger writing assignment by at least 800 words.

Word Counter: Turn in a piece (blog post or larger assignment) with an exact 1000 words, excluding heading/works cited.

Writing Centered: Make and keep at least two writing appointments at the Marian E. Wright Writing Center.

Given some of the unique specifics of particular achievements, students are welcome to notify me directly if/when they think they have earned/unlocked an achievement.

Achievement Unlocked - Example Set #eng112

11206
http://kayla19.posterous.com/lifes-rewards

http://czissler112.posterous.com/why-clinical-psychology

http://buddyrobo.posterous.com/true-art

http://112dave.posterous.com/are-nurses-really-that-funny


11207
http://mollyaklemkow.posterous.com/social-networking-is-it-hindering-or-extendin

http://amyrevord.posterous.com/the-death-of-creativity

http://kwelte.posterous.com/nobody-cares

http://weirdscience.posterous.com/why-we-must-write-eng112

Inadequacies in media representations of medicine #eng112

"Grey's Anatomy," now in its sixth season on ABC, is one of the most watched prime-time television series in the country and chronicles the lives of five surgical interns and their attending and resident physicians. "House," which airs on Fox and is also in its sixth season, follows the medical maverick Dr. Gregory House and his trainees, as they diagnose and treat only the most difficult cases.

Informed consent was the most frequently observed bioethical issue. Of 49 total incidents, 43 percent involved "exemplary" consent discussions, while the remaining instances were "inadequate." In general, exemplary depictions portrayed "compassionate, knowledgeable physicians participating in a balanced discussion with a patient about possible treatment options."

Conversely, inadequate depictions were "marked by hurried and one-sided discussions, refusal by physicians to answer questions" and "even an entire lack of informed consent for risky procedures," the authors state.

 

“Headaches are an effective theatrical device for portraying dramatic, unpredictable pain and disability,” said Dr Vargas. “Movies exert a powerful influence on the public’s perceptions and understanding of the medical profession and medical conditions.”

Dr Vargas began his presentation with a well-known clip from the movie Kindergarten Cop. In this film, the main character, played by now-Governor Arnold Schwarzenegger, is an undercover police officer assigned to teach a kindergarten class. While leading a class, he rubs his head, complaining of a headache. One student suggests it may be a tumor, and a number of other youngsters agree. “It’s not a tumor!” growls Gov Schwarzenegger’s character in response. While the clip set the tone for this light-hearted presentation, Dr Vargas pointed out that it also helps physicians understand why their patients may develop fears about their headaches.

These two readings are on the syllabus for Thursday, 9.16, but are no longer required. Instead, I'm posting snippets here.

Why a course blog and not a Facebook group? #eng112

Having fielded a couple individual emails posing this question already, I thought an actual blog entry might provide a better answer. This is a quick-and-dirty answer, though, so I encourage further discussion in the comments and in class tomorrow and/or Thursday.

1. I don't have a Facebook account. There are a host of reasons why (disillusionment, privacy, security, Zuckerberg).

2. Class Facebook groups have been tried (and failed) in the past. Again, a host of reasons why (bad implementation, creepy treehouse, student disengagement). 

3. In my view, college-level courses should involve some level of new challenges. If everyone's already on Facebook, where's the challenge and learning?

This need not be the last word on it, though. I welcome any/all comments here and, if need be, we can discuss it in even more detail face-to-face.