commit 974616b57333612303657b054e2e3056cc2309b5 Author: Warwick New Date: Tue Apr 14 16:54:22 2026 +0100 Starting to flesh out the interview slide deck diff --git a/.gitignore b/.gitignore new file mode 100644 index 0000000..2ad6a3e --- /dev/null +++ b/.gitignore @@ -0,0 +1,11 @@ +*.aux +*.bbl +*.blg +*.fdb_latexmk +*.fls +*.log +*.nav +*.out +*.pdf +*.snm +*.toc diff --git a/README.org b/README.org new file mode 100644 index 0000000..4f588da --- /dev/null +++ b/README.org @@ -0,0 +1,73 @@ +* Original Interview Message + DEADLINE: <2026-04-23 Thu 15:30> + Congratulations we have now scheduled you for an interview. The interview + will take place on Thursday 23 April 2026 at 3.30pm UK Time. + + Your interview will take place online using Microsoft Teams. You can access + Teams either by downloading the app if using a smartphone or tablet or if + using a laptop, you can access it using a browser (please note it will not + work with Safari). Please ensure that you have a reliable internet + connection. + + The link to the interview Teams meeting is: + https://teams.microsoft.com/meet/35129712153206?p=I2qowTt2X80imyQjLF. Please + join this link 5 minutes before your scheduled interview time. + + When you attend the interview, you will be invited to start with a + five-minute (maximum) presentation outlining the broad aims of your project. + This will be followed by a 20-minute interview with a panel of two academics. + + During the interview, we will discuss your research proposal, motivations, + and how your work aligns with Falmouth University’s research culture. To help + you prepare, we have provided below a list of indicative questions: + + - Why have you chosen to undertake doctoral research at Falmouth University, + and how does its research environment align with your aspirations? + - What is the central question, problem, or hypothesis driving your research, + and how does it connect to Falmouth’s research strengths? + - What do you hope to uncover, challenge, or contribute through your + research? + - Which prior work – whether theoretical, creative, or methodological – do + you consider significant in shaping your research area? + - What key challenges do you anticipate in your research, and how do you plan + to address them? + - What previous work in your chosen or related field are you particularly + proud of, and how does it inform your research direction? + - What research methods do you propose to use (e.g. qualitative, + quantitative, mixed methods), and why are they suited to your project? + - What ethical considerations are relevant to your research, particularly in + relation to Falmouth’s emphasis on creative and critical inquiry? + - Which disciplinary field(s) does your research engage with, and how will + your project contribute to existing knowledge within these areas? + - What technical skills (e.g. research methods, software, languages) will you + need to develop to support your research? + - If your project is practice-based, how does your creative or professional + practice inform and shape your enquiry? + + Falmouth University is committed to creating an inclusive and accessible + interview process. If you have any specific access or learning needs that you + would like us to be aware of, we are happy to arrange a one-to-one + conversation ahead of your interview to discuss any adjustments that may + support your full participation. If you would like to take up this + opportunity, please let us know by emailing pgr@falmouth.ac.uk, and we will + be in touch to arrange a suitable time. + + Please make sure you test your connection in good time for your interview so + any issues can be resolved. If you have any problems on the day please email + pgr@falmouth.ac.uk. + + We look forward to speaking with you and learning more about your research. + + +* Potential Supervisor Meeting Notes + - The main PhD question is: to what extent is intervention better than no + intervention. + - I need to articulate the variable. What does better mean? + - Avoid kids interacting with AI. It's just bad ethically. + - The main goal is to articulate how we're responding to the gap. + - What could be our novel contribution is scalability of teaching support. + - Otherwise cover all the points on the original message. + + +* Personal PhD Interview Resources + - [[https://www.linkedin.com/posts/bivas-nag_how-to-give-a-good-presentation-for-phd-interviews-activity-7406945897290313729-yqF8?utm_source=li_share&utm_content=feedcontent&utm_medium=g_dt_web&utm_campaign=copy][Some linked in post]] diff --git a/references.bib b/references.bib new file mode 100644 index 0000000..4c1fb37 --- /dev/null +++ b/references.bib @@ -0,0 +1,45 @@ +@inproceedings{10.1145/3481282.3481294, +author = {Mitchell, Alexander and Greer, Terry and New, Warwick and Walton-Rivers, Joseph and Watkins, Matt and Brown, Douglas and Scott, Michael James}, +title = {Student Perspectives on the Purpose of Peer Evaluation During Group Game Development Projects}, +year = {2021}, +isbn = {9781450385688}, +publisher = {Association for Computing Machinery}, +address = {New York, NY, USA}, +url = {https://doi.org/10.1145/3481282.3481294}, +doi = {10.1145/3481282.3481294}, +abstract = {Being able to work well in a team is valued in industry and beyond. As such, many university educators strive to help their students to collaborate effectively. However, it is typically the case that more than ad-hoc experience is needed to master teamwork. Often, students need to become reflective practitioners who learn from their experiences and enact change. Self and peer evaluation can help evoke such reflection. However, the facilitating conditions for effective learning from peer evaluation during group projects in computing are not yet well-defined. This research is an initial step in identifying these conditions. In this study, students engaged in a long-term multidisciplinary software engineering project in which they produced a digital game. They completed regular exercises in which they reflected upon and wrote about their contributions to the project as well as those of their peers. Thematic analysis of 200 responses to an open-ended question about the purpose of these exercises illustrated student perspectives: giving and receiving feedback; prompting personal reflection and improvement; supporting supervision; aiding marking; informing project planning and management; exploring and reshaping group dynamics; improving project outputs; providing a system to hold group members accountable; and giving a sense of safety to raise issues without repercussion. Giving consideration to these differing perceptions will help educators to address student concerns about group projects, notably standardisation, workload efficiency, and fairness, and will lay the foundations for a model of peer evaluation which improves teamwork.}, +booktitle = {Proceedings of the 2021 Conference on United Kingdom \& Ireland Computing Education Research}, +articleno = {7}, +numpages = {7}, +keywords = {Teamwork, Student Team Projects, Software Development, Project-based Learning, Peer Review, Peer Rating, Peer Evaluation, Peer Assessment, Group Work, Collaborative Learning}, +location = {Glasgow, United Kingdom}, +series = {UKICER '21} +} + +@inproceedings{10.1145/3555009.3555021, +author = {Mitchell, Alexander and Scott, Michael and Walton-Rivers, Joseph and Watkins, Matt and New, Warwick and Brown, Douglas}, +title = {An Exploratory Analysis of Student Experiences with Peer Evaluation in Group Game Development Projects}, +year = {2022}, +isbn = {9781450397421}, +publisher = {Association for Computing Machinery}, +address = {New York, NY, USA}, +url = {https://doi.org/10.1145/3555009.3555021}, +doi = {10.1145/3555009.3555021}, +abstract = {Collaborative projects are commonplace in computing education. They typically enable students to gain experience building software in teams, equipping them with the teamwork skills they need to be competitive in the labour market. However, students often need encouragement to reflect upon and synthesise their experience to attain the most learning. Peer evaluation offers one such approach, but the conditions which facilitate effective peer evaluation have not yet been established. This paper seeks to provide insight into student experiences with peer evaluation. It builds upon prior qualitative work, analysing quantitative data collected through a questionnaire taken by undergraduate students on a collaborate digital game development module. An exploratory factor analysis identifies seven dimensions of variance in the student experience: perceived impact; arbitrary influence; inconsistency; team cohesiveness; assessment pressure; ease and professionalism. Correlation analysis suggests some factors such as arbitrary influence, team cohesion, assessment pressure, and professionalism are associated with attained learning, whilst factors such as inconsistency and onerousness are not. This informs the development of a conceptual framework, suggesting focuses which facilitate effective peer evaluation. Expanding this conceptual framework and validating it across different demographics, contexts, and project types are suggested as avenues for further investigation.}, +booktitle = {Proceedings of the 2022 Conference on United Kingdom \& Ireland Computing Education Research}, +articleno = {11}, +numpages = {7}, +keywords = {Assessment, Collaboration, Evaluation, Peer, Project-based Learning, Rating, Review, Software Development}, +location = {Dublin, Ireland}, +series = {UKICER '22} +} + +@misc{Amutri, +address = {{Amutri Ltd, Launchpad, Penryn, Cornwall, UK, TR10 9FE}}, +author = {{Amutri Ltd}}, +title = {{Amutri}}, +year = {2025}, +url = {https://www.amutri.com/} +urldate = "2026-14-04" +note = "Accessed: 2026-14-04" +} diff --git a/slides.tex b/slides.tex new file mode 100644 index 0000000..7e2ccb0 --- /dev/null +++ b/slides.tex @@ -0,0 +1,100 @@ +\documentclass[aspectratio=169]{beamer} + +\usepackage{tabularx} +\usepackage{booktabs} +\usepackage{csquotes} + +% section frame +\AtBeginSection[]{ + \begin{frame} + \vfill + \centering + \begin{beamercolorbox}[sep=8pt,center,shadow=true,rounded=true]{title} + \usebeamerfont{title}\insertsectionhead\par% + \end{beamercolorbox} + \vfill + \end{frame} +} + +% URL coloring +\hypersetup { + colorlinks=true, + linkcolor=blue, + filecolor=magenta, + urlcolor=cyan, + pdftitle={Overleaf Example}, + pdfpagemode=FullScreen, +} + +% Referencing +\bibliographystyle{IEEEtran} + +\title{PhD Interview Presentation} +%\subtitle{aa} +%\date{Week 1} +\author{Warwick New} + +\begin{document} +\maketitle + +\begin{frame} + \frametitle{Points to cover} + + {\tiny + \begin{itemize} + \item 1. Why have you chosen to undertake doctoral research at Falmouth University, and how does its research environment align with your aspirations? + \item 2. What is the central question, problem, or hypothesis driving your research, and how does it connect to Falmouth’s research strengths? + \item 3. What do you hope to uncover, challenge, or contribute through your research? + \item 4. Which prior work – whether theoretical, creative, or methodological – do you consider significant in shaping your research area? + \item 5. What key challenges do you anticipate in your research, and how do you plan to address them? + \item 6. What previous work in your chosen or related field are you particularly proud of, and how does it inform your research direction? + \item 7. What research methods do you propose to use (e.g. qualitative, quantitative, mixed methods), and why are they suited to your project? + \item 8. What ethical considerations are relevant to your research, particularly in relation to Falmouth’s emphasis on creative and critical inquiry? + \item 9. Which disciplinary field(s) does your research engage with, and how will your project contribute to existing knowledge within these areas? + \item 10. What technical skills (e.g. research methods, software, languages) will you need to develop to support your research? + \item 11. If your project is practice-based, how does your creative or professional practice inform and shape your enquiry? + \end{itemize} + } +\end{frame} + +\section{What is the problem I'm trying to solve?} + +\section{Me, My Skills, And why I want to study at Falmouth University} +% 1 4 9? 10? + +\begin{frame} + \frametitle{Who am I?: Relevant Job Experience} + \begin{itemize} + \item Senior Technician at Falmouth Universities Games Academy, specialising in Computing. + \begin{itemize} + \item Previously I was an Associate Lecturer and an e-Learning Developer + \end{itemize} + \item I have worked on streaming interactive 3D Architectural Visualisation experiences with \href{https://www.amutri.com/}{Amutri Ltd} \cite{Amutri}. + \item And I have worked with live audio streaming for podcasts in a former startup called Ramble that attempted to live stream podcasts and call in radio shows. + \end{itemize} +\end{frame} + +\begin{frame} + \frametitle{Who am I?: Relevant Research} + I have been contributed to the following papers with academic staff from Falmouth University previously: + \begin{itemize} + \item Student Perspectives on the Purpose of Peer Evaluation During Group Game Development Projects \cite{10.1145/3481282.3481294} + \item An Exploratory Analysis of Student Experiences with Peer Evaluation in Group Game Development Projects \cite{10.1145/3555009.3555021} + \end{itemize} +\end{frame} + +\begin{frame} + \frametitle{Why I want to study here} + \begin{itemize} + \item I already work here delivering content to the students and feel that the computing departments research goals and my work already align really well. + \item The research area I'm applying to perform research within is the work I am already performing at this institution. + \item It will be a good reason to continue to develop new software keeping up with novel techniques which can also influence my teaching. + \end{itemize} +\end{frame} + +\begin{frame}[allowframebreaks] + \frametitle{References} + \bibliography{references.bib} +\end{frame} + +\end{document}