Your research in a nutshell What is the 3MT? The rules Judging criteria Your research in a nutshell Today I’m going to give you some information about the competition –what it is and its purpose, its history, the rules and the criteria used in judging the presentations, and some suggestions about how to start your preparation, what you might include, and how an ‘intelligent but non-specialist audience’ will influence your presentation.     3MT preparatory workshop Series 1 Session 1 April 17, 2014

The 3MT is a research communication competition for research higher degree students to present their thesis and its significance in 3 minutes http://threeminutethesis.org/ ‘…to present their thesis and its significance as a ‘compelling oration ‘ Go to next slide - And Gabby Briggs’ description after being placed runner-up in the Australian-NZ competition in 2010     3MT preparatory workshop Series 1 Session 1 April 17, 2014

"This competition is a chance to impress "This competition is a chance to impress. RHD students showcase their exciting research to not only this university, but to the whole nation. It encourages students to step outside of their research and focus on what is really important and interesting about the work that they do". Gabrielle Briggs - Winner of the 2010 UoN competition and runner up in the National/Trans-Tasman final.     3MT preparatory workshop Series 1 Session 1 April 17, 2014

Competition History Developed by The University of Queensland (UQ) in 2008, enthusiasm for the 3MT concept and its adoption in numerous universities led to the development of an international competition. www.uq.edu.au/grad-school/3mt     3MT preparatory workshop Series 1 Session 1 April 17, 2014

Rules A single static PowerPoint slide is permitted (no slide transitions, animations or 'movement' of any description, the slide is to be presented from the beginning of the oration). No additional electronic media (e.g. sound and video files) are permitted. No additional props (e.g. costumes, musical instruments, laboratory equipment) are permitted. Presentations are limited to 3 minutes maximum and competitors exceeding 3 minutes are disqualified. Presentations are to be spoken word (e.g. no poems, raps or songs). Presentations are to commence from the stage. Presentations are considered to have commenced when a presenter starts their presentation through movement or speech. The decision of the adjudicating panel is final. Although I have seen a competitor acting two roles in his presentation, the rules prohibit the use of props of any kind.     3MT preparatory workshop Series 1 Session 1 April 17, 2014

Judging criteria 1. Comprehension • Did the presentation help the audience understand the research? • Did the presenter clearly outline the nature and aims of research? • Do you know what is significant about this research? • Did the presentation follow a logical sequence? 2. Engagement • Did the oration make the audience want to know more? • Was the presenter careful not to trivialise or dumb down their research? • Did the presenter convey enthusiasm for their work? • Did the presenter capture and maintain their audience's attention? • Would I like to know more about the speaker's research? The 3 criteria for judging are comprehension, engagement and communication. The judges will be thinking about each of the points listed under each of the criteria. At every level of the competition each competitor will be assessed on the three criteria.     3MT preparatory workshop Series 1 Session 1 April 17, 2014

3. Communication: • Was the thesis topic and its significance communicated in language appropriate to a non-specialist audience? • Did the speaker use sufficient eye contact and vocal range; maintain a steady pace, and a confident stance? • Did the speaker avoid scientific jargon, explain terminology that needed to be used, and provide adequate background information to illustrate points? • Did the presenter spend the right amount of time on each element of their presentation – or did they elaborate for too long or were they rushed? • Did the PowerPoint slide enhance, rather than detract from, their presentation – was it clear, legible, and concise? Please note that each criterion is equally weighted and has an emphasis on audience. So, how can you present your research - what you are doing, how you are doing it and why – in 3 minutes – keeping your audience engaged and without reducing it to a form of entertainment?     3MT preparatory workshop Series 1 Session 1 April 17, 2014

How will you begin? Any suggestions? Summarise your research Plan the story with a beginning, middle and end Decide what you will say first. Choose language for a non-specialist audience Think about explanations you may need to give Plan the slide Is there anyone who has already started their preparation for the competition? Can you tell us what you did first? / What do you think you might do first? Ask the students to read Gabby’s notes on how she prepared for her talk. Focus especially on the processes, for example, write word for word…     3MT preparatory workshop Series 1 Session 1 April 17, 2014

The story may include: a ‘hook’ purpose of the research (‘gap’?) methodology results anything unusual solution to the problem what needs to happen next Kelsey Kennedy Winner 2013 Balarka Banerjee Winner 2010 When you start writing your story, you will be thinking of its structure – what you will include and how you will order it. Analyse the structure of the presentation and relate it to the judging criteria. For this activity I’d like you to try and identify each part of Balarka’s presentation and tick each part off on the handout as you hear it.     3MT preparatory workshop Series 1 Session 1 April 17, 2014

The ‘hook’ Begin with something the audience can relate to, for example: mini drama Lily Chang 2013 runner up question Gabby Briggs analogy An example of an analogy - find one and explain it     3MT preparatory workshop Series 1 Session 1 April 17, 2014

For a non-specialist audience: Use  shorter words and sentences  active verbs Avoid  jargon, acronyms  ‘academic’ language Explain  Unknown concepts, people, places… audience intelligent and educated – they just haven’t done your research - no need to over-simplify what you say. There are a number of ways you can make your talk accessible to a non-specialist audience - (2) Short words and sentences - much easier to understand - make the story easier to follow. 3) Active verbs – I think that…rather than ‘It is thought that…’ -- If you think it then say it. 4) Jargon,acronyms, ‘academic’ language - can make the audience feel excluded. Ask ss to listen and try to understand the following sentence. In economic terms, the requirement that all patients presenting with these symptoms, have an ausculation, an ECG, a CT scan and a biopsy, is not cost efficient. 5) Don’t assume that the audience will understand what or who you are talking about – for example, if you mention Dr Joe Bloggs who you know is a well known researcher, you should explain who he is to the audience. 6) Activity 1: Write in about 40 words what the purpose of your research is. Then in pairs, discuss whether your neighbour’s text is written in simple language and easy to understand. Give feedback.     3MT preparatory workshop Series 1 Session 1 April 17, 2014

Making the story flow Gabby Briggs' presentation Kelsey Kennedy Winner 2013 Your presentation needs to be coherent – with the points you make, linked logically so the story is easy to follow. Watch, and listen for the language that Kelsey uses to link each part into a clear and logical sequence of thoughts.     3MT preparatory workshop Series 1 Session 1 April 17, 2014

Preparation session 2 will offer advice on the performance, including: venue and technology your appearance body language your voice rhythm and pacing humour or not? designing the slide That brings today’s session to an end. During the next few weeks, think about the suggestions made here today – but remember that the presentation you give is yours, and be original. The next session will be xyzxy again in this theatre.     3MT preparatory workshop Series 1 Session 1 April 17, 2014