El compromiso académico y social a través de la...

El compromiso académico y social a través de la investigación e innovación educativas en la Enseñanza Superior

Rosabel Roig-Vila (Ed.)

universidad universidad


El libro que aquí se presenta, El compromiso académico y social a través de la investigación e innovación educativas en la Enseñanza Superior, es un compendio de investigaciones e innovaciones educativas llevadas a cabo en el contexto de la Educación Superior.

En la primera parte de este libro se recogen investigaciones que anali-zan problemas o métodos para mejorar los “Resultados de investigación sobre la docencia en la Educación Superior” en prácticamente todas las ramas, campos, ciencias y disciplinas universitarias (capítulos 1-80). En la segunda parte, más específica, se atiende a la “Innovación docente en torno a los procesos de enseñanza-aprendizaje inclusivos” (capítu-los 81-88). Sigue una tercera parte, de similar número de capítulos, en la que se desciende al detalle de la generación de “Acciones de apoyo, orientación y refuerzo al alumnado para la mejora de la formación y de los resultados en la Educación Superior” (capítulos 89-99). A continua-ción y de nuevo con extensión similar, se encuentran las aportaciones a las “Nuevas metodologías basadas en el uso de las tecnologías (TIC o TAC) en la Educación Superior” (capítulos 100-116), para terminar en la quinta parte del libro en la que se desarrollan los trabajos referidos a la “Investigación e innovación en enseñanza no universitaria para tender puentes con la Educación Superior” (capítulos 117-122).

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Rosabel Roig-Vila (Ed.)


Primera edición: octubre de 2018

© De la edición: Rosabel Roig-Vila

© Del texto: Las autoras y autores

© De esta edición:

Ediciones OCTAEDRO, S.L. C/ Bailen, 5 – 08010 Barcelona Tel.: 93 246 40 02 – Fax: 93 231 18 68

www.octaedro.com – [email protected]


Edición:Rosabel Roig-Vila

Comité científico internacionalProf. Dr. Julio Cabero Almenara, Universidad de SevillaProf. Dr. Antonio Cortijo Ocaña, University of California at Santa BarbaraProfa. Dra. Floriana Falcinelli, Università degli Studi di PeruggiaProfa. Dra. Carolina Flores Lueg, Universidad del Bío-BíoProfa. Dra. Chiara Maria Gemma, Università degli studi di Bari Aldo MoroProf. Manuel León Urrutia, University of SouthamptonProfa. Dra. Victoria I. Marín, Universidad de OldenburgoProf. Dr. Enric Mallorquí-Ruscalleda, Indiana University-Purdue University, IndianapolisProf. Dr. Santiago Mengual Andres, Universitat de ValènciaProf. Dr. Fabrizio Manuel Sirignano, Università degli Studi Suor Orsola Benincasa di Napoli

Comite tecnico:Jordi M. Antolí Martínez, Universidad de AlicanteGladys Merma Molina, Universidad de Alicante

Revisión y maquetación: ICE de la Universidad de Alicante

ISBN: 978-84-17219-25-3

Producción: Ediciones OctaedroCualquier forma de reproducción, distribución, comunicación pública o transformación de esta obra solo puede ser realizada con la autorización de sus titulares, salvo excepción prevista por la ley. Diríjase a CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org) si necesita fotocopiar o escanear algún fragmento de esta obra.

NOTA EDITORIAL: Las opiniones y contenidos de los textos publicados en esta obra son de responsabilidad exclusiva de los autores.

33. Developing the synthesis capacity through the undergraduate dissertation in higher education virtual environments: An experience with Pecha Kucha*

Julio Navío-MarcoUNED, [email protected]

ABSTRACT

The linkage between the university degrees and the future professional life of the student is subject to a vivid debate, as a critical purpose of formal education is to prepare students for their development after the University. In this article, we present a pioneering experience in the end-of studies disserta-tion in undergraduate degrees in Education, Psychology and Economics studies in one of the largest virtual European Universities through the use of a presentation according to Pecha Kucha method. The purpose of our research is, in the first place, to present the challenge that supposes the training of competences and evaluation of the undergraduate dissertation in virtual higher education, and sec-ondly to investigate the adequacy of the Pecha Kucha format as a tool for the development of certain soft skills, in particular to train the synthesis capacity. According with the results of this research pilot, Pecha Kucha seems to be an appropriate approach for the end-of-studies dissertation in these environments, to practice especially the synthesis capacity, together with other soft skills, in these dissertations in open universities.

KEY WORDS: Synthesis capacity, Pecha Kucha, Final Undergraduate Dissertation, Competences

1. INTRODUCTIONHigher education institutions have sought to restructure their curricular offerings to bring them in line with current societal needs, to attract and retain students, and to help students progress toward grad-uation with certain skills well developed (Dunbar, Brooks & Kubicka-Miller, 2006). The linkage to the future professional life of the student is, therefore, subject to a vivid debate, as a critical purpose of formal education is to prepare students for their development after the University (Elvira et al., 2017; Kinchin, Cabot & Hay, 2008). The student also consider that the curriculum objectives should be employment-oriented and in line with their need of future employment and long-term development (Zhao, Ma & Qiao, 2017).

The degree studies should be committed to develop competences to prepare students to face the demands to be a professional, well integrated into the labour market. And the goal of the “disserta-tion” as final step of the degree studies should be to demonstrate that students count with enough competences to bridge the transition toward “the real world”. Nevertheless, some researchers ask whether the dissertation, with its emphasis on scientific rigor, really prepares students for this new stage, that is, whether it actually develops “industry-relevant” or ‘business-oriented” attributes like time management, critical thinking, and problem-solving (Sinkovics, Richardson & Lew, 2015). The

* This research is part of the Teaching Innovation Project funded by the UNED: GID2016-36 TFG+I “End-of-Degree Works: Innovations for its Development and Innovation”, and composed of the following members: Catalina Martí-nez-Mediano (director), Berta I. García Saguero, Lidia Losada Vicente, Mª Teresa Martín Aragoneses, Mª Jose Muda-rra Sánchez, Julio Navío-Marco, Mª Pilar Mamolar Alarcón, Nuria Rioperez Losada and Raquel Rodríguez Fernández.

326 El compromiso académico y social a través de la investigación e innovación educativas en la Enseñanza Superior

question is how to fill the gap between the skills demanded by the employers and those developed by the universities (Milhauser & Rahschulte, 2010), and also how to develop adequate assessment meth-ods to evaluate their acquisition (Baartman et al., 2006). In particular, how to develop the so called “soft skills” is a relevant challenge.

The guidelines of the EHEA imply also the rethinking of many of the current evaluation systems, since the new pedagogical models are now focused on the learning acquired through the students’ per-sonal work and on the establishment of the ideal conditions for them to achieve the learning outcomes of the proposed educational objectives (Mateo et al., 2012). However, one practice has proven more resistant to change, technology enhanced or not: the supervision and guiding, and the evaluation of students’ undergraduate dissertations (Todd, Smith & Bannister, 2006; Jaldemark & Lindberg, 2013; Basturkmen, East & Bitchener, 2014).

The experiences and perceptions of final-year students were investigated by Todd, Bannister, & Clegg (2004), and Greenbank & Penketh (2009). Both studies demonstrated that students value au-tonomy, authenticity and ownership in relation to the dissertation. However, considerable challenges, especially in relation to time management of the dissertation development, were reported as well in Todd, Bannister, and Clegg (2004). It is also challenging the indefinite nature of the informal skills/competences and the difficulty of applying them. In particular, the analysis/synthesis competence is increased with more experience (Polymeropouloum& Kameas, 2012) and the end-of-studies disser-tation could be an optimal opportunity to train it.

On the other hand, there has been little research on the challenges and complexities of distance and virtual end of studies project in technology environments (Aghaee & Keller, 2016) and also postgrad-uate research degree programmes (Nasiri & Mafakheri, 2015; Evans and Green 1995; Andrew 2012). Technology-supported thesis supervision has previously been studied at a bachelor level from the perspective of the learners (Jaldemark & Lindberg, 2013) and from the viewpoint of the supervisors (Augustsson & Jaldemark, 2014), and its assessment in these environments is still a nascent area of research, especially in virtual higher education where providing useful feedback to large number of students can be difficult, as Crisp & Ward (2008) pointed out.

The objective of our research is to investigate the adequacy of the format Pecha Kucha for training of competences and evaluation of the undergraduate dissertation in virtual higher education environ-ments, and in particular testing its capabilities for developing synthesis abilities. The present research is part of an Educational Innovation Project in one of the largest Open Universities in Europe, that tries to develop a transversal line common to the Faculties of Education, Psychology and Economics, to improve the orientations and realizations of the undergraduate dissertation. The research has been carried out with students of Social Education, Pedagogy, Psychology and of Business Administration and Management during the 2016-2017 academic year, inviting the students to join the innovation project that included the preparation of a Pecha Kucha presentation.

After this introduction, Sections 2 presents the design of this experience, participants and method of analysis, and in section 3 the empirical analysis results are included. This section contains the collection of data and its statistical presentation. Briefly, the results or findings are detailed and dis-cussed in order to justify the conclusion. Finally, Section 4 contains the conclusions of the study and its implications, as well as its limitations and future avenues of research.

2. METHODThis section details the procedures and methods used in the investigation.

327Resultados de investigación sobre la docencia en la Educación Superior

2.1. Description of context and participantsThrough the development of the final undergraduate dissertation, the student must demonstrate the specific and generic competences associated with the degree. The undergraduate dissertation is viewed as the culminating learning experience of the degree studies program. For this reason, is par-ticularly important its design, monitoring and evaluation. Guiding students’ final undergraduate proj-ect focused on the specific and generic competences, by mean of specific guidelines and checklists, providing formative feedback, is the main driver of this research project that embraces this Pecha Kucha experience in our university´s virtual learning environment.

The present research is part of an Educational Innovation Project in one of the largest Open Uni-versities in Europe, that tries to develop a transversal line common to the Faculties of Education, Psychology and Economics, to improve the orientations and realizations of the undergraduate dis-sertation. Its overall objective is to contribute to the improvement of the Guidance and Evaluation System of the subject, focusing on the analysis of the generic and specific competences that students must demonstrate through the realization of their work.

The research has been carried out with students of Social Education, Pedagogy, Psychology and of Business Administration and Management during the 2016-2017 academic year, inviting the students to join the innovation project that included the preparation of a Pecha Kucha presentation. The final number of students that answered the questionnaire to evaluate the Innovation Project was 50.

In synthesis, the guidelines for the implementation of the dissertation project included:• Information on the structure of the student´s work.• Weighting of the evaluation in the different phases of the end-of studies project.• Orientations for the presentation through a mini-video (Pecha Kucha format).• Checklists of the different deliveries for orientation, student’s self-evaluation, and feedback’

return by the academic tutor, including the presentation phase of in Pecha Kucha format.

2.2. InstrumentsAfter describing the specific and generic competences that should be analysed, we elaborated a checklist for each of the end-of studies project so that students could meet the requirements of their delivery and make a self-evaluation. When the academic tutor receives the student work, he provides the formative feedback to the student.

The main novelty was that, finally, the student should elaborate a mini-video with Pecha Kucha format, for the evaluation several skills, mainly oral communication skills, creativity, organization and synthesis of information.

Pecha Kucha (Japanese for ‘chit chat’ or the sound of conversation) is a presentation format that originated in 2003 in Tokyo, Japan, in an event created by Mark Dytham and Astrid Klein as a venue for designers and architects to present their work in an engaging format (Anderson & Williams, 2013). The structured format is comprised of 20 slides each shown for 20 seconds for a presentation that lasts 6 minutes and 40 seconds (it is also called 20x20 format). The slides are graphic images with little to no text, which are automatically advanced.

Pecha Kucha, conceived for designing and architecture projects presentation, is beginning to ap-pear in classrooms (Bang-Jensen, 2010; Gries & Brooke, 2010; McDonald & Derby, 2015) and to reach university instruction (Murugaiah, 2016; Klentzin, Paladino, Johnston & Devine, 2010), but its use is still very limited. The format is appropriate for a research project presentation to a general audience such as that reported in Stößlein & Kanet (2008) who describe using Pecha Kucha presen-


tations for undergraduate student’s research projects in an operations management course. Chikushi et al. (2009) suggested that it might also be used as a thesis presentation format, requiring students to provide an overview of the project allowing a lengthier question and answer defence period. More-over, Pecha Kucha facilitates students to learn how to communicate an argument with a clearly stated thesis (Levin & Peterson, 2013).

We consider that Pecha Kucha has the potential to support the development of soft-skill, and in par-ticular the synthesis capacity, as the presentation must be organized to capture the message of each slide in the time permitted (slides are automated), and deliver clearer messages (due to its visual nature).

2.3. ProcedureThe proposed oral presentation by using a short video (actually a Pecha Kucha presentation recorded with voice) had an extra score of one point over that obtained in the written memory of the project. The presentatio5ns are made visible to the students and a forum is enabled for students to comment the presentations of their classmates.

The Teaching Team evaluated the short videos, taking into account the comments among students, according to the following criteria:

• Adaptation to 20x20 format: number of transparencies and timing• Quality of presentation • Adjustment and structure: the content is aligned with the memory• Creativity• Analysis and synthesis• Oral communication• Verbal expressionTechnologically, various possibilities were offered to the students to record the combination of

slides and voice, including open source options with free licenses. We provided the student with a tutorial with the technical indications and steps to record the presentation. The process was completed with an online survey, answered by students, to evaluate the Pecha Kucha format, its adequacy and its contribution to the acquisition of competences.

During the preparation of the Pecha Kucha dissertation, the student moved from panic to enthu-siasm. Initially they had many concerns about the complexity and risk of the experience, but finally they start feeling comfortable about the preparation. Collaboration between students was excellent and fundamental for the success of the learning experience. They help each other, improved the tuto-rial and gave very positive feedback about the process.

3. RESULTSDuring the preparation of the Pecha Kucha dissertation, the student moved from panic to enthusiasm. Initially they had many concerns about the complexity and risk of the experience, but finally they start feeling comfortable about the preparation. Collaboration between students was excellent and fundamental for the success of the learning experience. They help each other, improved the tutorial and gave very positive feedback about the process.

Beyond the positive feedback received throughout the process, the survey answered by students after the completion of the project can give us interesting insights on how this experience is perceived in the preparation and dissertation of the final undergraduate project, and how it has been able to help students acquiring the competences and obtaining the learning results expected in this subject.


The student participating in the the survey were N=50. The profile of the participant is presented by gender (Figure 1) and by age (Table 1).

Figure 1. Students in the survey by gender

Table 1. Students in the survey by age

Age Frequency Percentage Valid % Cumulative %

Valid 22-26 10 20.00 23.30 23.30

27-31 5 10.00 11.60 34.90

32-36 7 14.00 16.30 51.20

37-41 6 12.00 14.00 65.10

42-46 4 8.00 9.30 74.40

47-51 9 18.00 20.90 95.30

52 + 2 4.00 4.70 100

Total 43 86.00 100

Lost Not valid 7 14.00

Total 50 100

By gender, 17 (34 %) out the 50 students participating in the survey, were males and 33 (66 %) were females. The age mean was 36.69 years.

From the total questions in the survey, we show in Table 2 the questions related to the Pecha Kucha presentation (in the interview it is called ‘mini video’, informal term that we manage with the students to denominate the Pecha Kucha presentation). These are issues included in a Likert questionnaire (min. 1 to max. 5).

It can be observed that the students´ evaluation related to the acquisition of competences was es-pecially highly scored (creativity, ability to synthesis and oral expression), and the demonstration of synthesis ability received the best score among all skills and with a higher minimum value.


Table 2. Survey items related to Pecha Kucha

N Min Max Mean S.D.

The guidelines for the dissertation through the mini video in Pecha Kucha format facilitated me to develop the mini video.

30 1 5 4.10 0.994

The development of the mini video for the end-of-studies dissertation has allowed me to develop my creativity

28 1 5 4.14 1.044

The elaboration of the mini video for the end-of-studies dissertation presentation has allowed me to show my capacity for synthesis

28 3 5 4.36 0.826

The elaboration of the mini video for the end-of-studies dissertation has allowed me to show my communicative competence of oral ex-pression.

28 2 5 4.18 0.983

I consider that the elaboration of a mini video is an appropriate method for the presentation of final project.

34 1 5 3.91 1.111

I believe that the preparation of mini video by Pecha Kucha format should be used by students of the Distance University to present other works.

32 1 5 3.87 1.008

N valid 28 4.09

In general, most of students give a good valuation to the items related to Pecha Kucha, with a mean over 4 points (maximum of 5). A relevant item is the third item in the table, with the highest rate of 4.36, showing the power of the Pecha Kucha presentation on the synthesis competence as the number of slides and the time per slide are limited. The students also give a high score to the opportunity of showing their oral communication competences, so scarce in distance studies.

From the 50 students participating, not all made their Pecha Kucha presentation, as this task was indeed optional for some of the academic tutors involved in the project. This is why the answers gave to these specific items go between 28 and 34.

The importance of these results and the high valuation in the practice and development of com-petences with Pecha Kucha are especially evident when observing the generic evaluations related to the competences for the complete process of preparation of the undergraduate thesis, which includes aspects such as identify and analyze problems in the research process, search for resources, ability to evaluate and diagnostic strategies, data analyze in the research process, formulate conclusions based on the research process, communicative competence in written expression (Table 3).

In all cases, except in search of resources, the practice of competences in Pecha Kucha received a higher valuation. With the sole exception of the search for resources, students recognized the ‘mini video’ as the best tool to acquire or practice the corresponding skills compared to the usual process.

On the contrary, the discordant note is introduced by the students’ evaluation of the appropriate-ness of the Pecha Kucha format for the oral presentation of the final undergraduate dissertation (and to present other works in the university): it is a positive evaluation but presents a lower score than the obtained ones for the competences. That is, the students value more Pecha Kucha as a method of practicing competences than as a formal process of official presentation. This can be a result of the pilot character of the exercise, optional and without the characteristics of a classical dissertation with the associated solemnity that implies (academic court, questions, etc.).


Table 3. Survey items about competences in the whole dissertation process

N Min Max Mean S.D.

The preparation of the end-of-studies dissertation has contributed to developing my competence to identify and analyse problems in the research process.

50 1 5 4.08 0.986

My competence to search for resources has been optimized with the elaboration of the end-of-studies dissertation

50 2 5 4.26 0.803

The preparation of the end-of-studies dissertation has contributed to develop my ability to evaluate and diagnostic strategies.

50 1 5 3.96 1.009

The preparation of the end-of-studies dissertation has contributed to developing my ability to data analyse obtained in the research process.

50 1 5 3.96 0.947

The development of the end-of-studies dissertation has optimized my competence to formulate critically grounded conclusions in the research process.

50 2 5 4.08 0.899

The elaboration of the end-of-studies dissertation has allowed me to show my communicative competence of written expression.

50 3 5 4.16 0.738

N valid 50 4.08

About the items asking on the contribution of the dissertation to develop generic competences is very interesting the students´ valuation of the opportunity that this project supposes for the develop-ment of ‘My competence to search for resources has been optimized with the elaboration of the end-of-studies dissertation’ with 4.26 points over a maximum of five.

Pecha Kucha has also disadvantages: Klentzin et al. (2010) indicate that the speed of a timed pre-sentation makes it impossible for nuanced explanation of many complex concepts, but this study also provides evidence that students understanding of communicated content in Pecha Kucha presenta-tions is statistically equivalent to that of a longer traditional PowerPoint lecture, and that Pecha Kucha can be an effective instructional technique in the university classroom. In addition to improving stu-dent speaking skills, students’ projects presentation by Pecha Kucha format fits well with the goal of develop students’ ability to communicate effectively in a variety of formats (Halonen et al., 2002).

4. DISCUSSION AND CONCLUSIONS The final undergraduate disseration is very well perceived by students as an opportunity to develop competences as defined in Tuning Project (González & Wagenaar, 2003) that included in the follow-ing categories:

- Instrumental competences: cognitive and methodological abilities as well as technological and linguistic skills.

- Interpersonal competences: individual abilities (the ability to express one’s feelings, critical skills, and self-criticism) and social skills related to the ability to work in teams or the expression of social or ethical commitment.

- Systemic competences: abilities and skills related to a system as a whole.The end-of-studies dissertation in higher education virtual environments raises considerable diffi-

culties due to the high number of students that compose each course. This is an additional challenge on top of the students´ main difficulties in this type of dissertations: exposing clearly the main lines


of the research, that is, focusing and defining the key concepts; and, on the other hand, developing the presentation in a given time, delving into the basic terms.

From the informal student’s feedback of this experience it is observed that Pecha Kucha can be an effective training technique in the university education: we consider that students’ learning about Pecha Kucha fits well with the goal of developing students› ability to effectively communicate in a variety of formats (Halonen et al., 2002) and allows to acquire and practice skills that a mere written exercise does not allow. Practicing is a key strategy to reduce apprehension and improve the commu-nication results (Bower et al., 2011; Dunbar et al., 2006).

The results on the students’ survey answers demonstrate that this experience is perceived as a very valuable instrument for practicing / developing different competences such as creativity, oral skills or synthesis capacity. An especially relevant finding is the value given by students to the practicing of the synthesis capacity when using Pecha Kucha: this is a genuine result from this research and a new contribution to Pecha Kucha literature.

The research has limitations and should be improved in the coming years: we need to formalize the exercise and include a more procedural process (in the evaluation, involve an academic court, promote formalized chats as vehicle for questions etc.) to reach the quality required in an official university assessment system. Nevertheless, their feedback is positive.

It is necessary to mention that the Pecha Kucha format also has some disadvantages: we observe that the speed of a timed Pecha Kucha presentation makes the nuanced explanation of many complex concepts impossible. In spite of this, Pecha Kucha seems to be an excellent approach for the end-of-studies dissertation in virtual learning environments and for practicing the soft skills in the thesis dissertations in the virtual higher education, given that the development of this competence presents considerable difficulties, due to the high number of students, the limited number of activities that develop the oral expression along the degree, the difficulties inherent to the virtual environments and the reluctance of some students to participate because of their shyness or insecurity when presenting oral works.

It is remarkable the students’ satisfaction with the systematic and rational orientation of the un-dergraduate dissertation, based in detailed checklists to generate motivation and self-reflexion on the own learning progress. Together with the opportunity to present their final project in one creative mini video, Pecha Kucha format, and with teachers’ guidelines and formative feedback, in a collaborative virtual learning environment.

Finally, from the students and academic tutors’ point of view, the dissertation represents a great opportunity to demonstrate the competences associated to the title, all of them clearly related to the lifelong learning competences to prepare students to be able to perform based on learning outcomes and competences: to be able to identify their own training needs in their study field and labour and professional environments, and to manage their learning highly autonomously in every context, well or poorly structured (QFEHEA, 2009), which should prepare students for a successfully integration in society and in the labour market.

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