Turnitin (iPad): Many have asked about an iPad App for Turnitin, and we have waited a while for it. But now it’s here, let’s see if it’s any good!
“Everything you love about grading with Turnitin® is now available on iPad, allowing educators to Grade Anywhere™. Teachers using Turnitin’s grading tools save time grading student papers while offering more meaningful feedback and ensuring their originality.”
The App offers the same functionality we use and enjoy through a browser but in an App-environment. It does take a while to get used to, especially the subtlety when including and adding QuickMarks or comments to the text.
“Poor use of technology is a significant waster of time and money in the public sector. UK Higher Education is not exempt from this problem. This course will help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups.”
Starting in April 2013, and running for 10 weeks, the online course will “help those planning and delivering teaching in HE to make the best use of technology in their work and avoid pitfalls and hiccups”.
You can follow the course, and the run up to it, on Twitter with the hashtag #ocTEL and Twitter account @ALTocTEL
The course will cover aspects of (and is not limited to … nor is it finalised yet either):
Induction: how this course works, who can help
Openness and standards
Options for the material, sizing effort, lead times, hardware and software needs, costs
If you’re involved in any way with Learning Technology or Technology Enhanced Learning (TEL) then you ought to spend some time looking through this report – at 149 pages it’s a lot to take in, it does have a very useful summary if you want the best bits.
UCISA (Universities and Colleges Information Systems Association) have produced this report regularly since 2008 to look at:
“the use of technology enhanced learning in the higher education sector. In addition to reviewing the technology in use, the survey looks at the drivers behind the adoption of technology enhanced learning in institutions.”
The report identifies and defines TEL as:
“Any online facility or system that directly supports learning and teaching. This may include a formal VLE, an institutional intranet that has a learning and teaching component, a system that has been developed in house or a particular suite of specific individual tools.”
I would also think, in my mind, that the survey and report will expand to include systems that support teaching and learning ‘indirectly’? The use of Social Networks like Facebook and Twitter is increasing, and how they are being used are developing as both learning portals and areas for administrative contact (which I doubt will replace Institutional systems, but are useful first-contact portals to feed the student request/need to).
I admit, I’ve been guilty of this too – reinforce the consequences of copying and plagiarism without fully explaining about information literacy and how to correctly reference and cite work. Which is why this video from Tara Brabazonis a timely reminder about what the student thinks.Tara asks her students how they feel about plagiarism and why it has become such an issue in the contemporary university.
Here are two interesting quotes from a student in the video:
“I think plagiarism is such a big deal because none of us actually have original ideas, we’ve become too lazy to think of anything ourselves: we rely on other people to think of something for us.”
I hope not – I hope that these students (16 year olds?) have not had imagination and creativity beaten out of them, they are the future and should still be thinking, planning, scheming, and dreaming. Do students really think they can’t try and be original, where would we be without original thoughts?
“I think, today, the definition of many fundamental words are questionable, such as ‘imagination’ and ‘originality’, and I think it’s time we have to explore the true meaning of these words and try to figure out what the hell is going on. So it’s time to think of fresh ideas and plagiarism, you know copying other peoples ideas, is probably the reason for this big mess.”
Plagiarism or copying could, for some, be the easy way out of a difficult situation, but hard work or creativity can produce wonders – just look at the impact the first Apple iPod or iPhone had on their respective markets.
How do you introduce digital and information literacy to students? What steps do you go through, and ask your students to go through, to work with referencing and citation to prevent academic infringements? Care to share any resources with us?
Today I attended the JISC RSC (Regional Support Centre) North West and eAssessment Association event ‘Exploring eAssessment‘ in the lovely setting of Lancaster House Hotel.
With the event was billed as:
“With the pressure to show impact of e-Assessment in our institutions, it’s important to know that the technology is being applied in the most effective way. We have brought together speakers from near and far to share their experiences of how you can make a difference with e-Assessment within your own organisations.”
the schedule covered aspect of assessment such as ‘developing flexible e-Assessment spaces’, ‘quick wins for learner assessment’, ‘importance of learner tracking as a motivational tool’, as well as how to use QR Codes to “deliver assessment tasks in authentic spaces, allowing learners to interact with physical spaces while recording their actions”. Continue reading →
Attendees at workshops can often find it difficult to know what information to take away with them. I have often found that the notes I make in these situations are inadequate to help me remember content as I tend to spent my time listening and working through the set examples or scenarios as opposed to making notes.
This is why I developed a series of postcards and videos to support the recent (and ongoing) workshops for College of Social Science on aspects of online marking and feedback using Turnitin and GradeMark. Intended to be used as a take-away resource to help remind the academic or administrative staff member of the workshop topic, if not the content. The postcards have been well received and provided the spark I hoped for for further discussion and individual specific training needs.
The postcards were designed for full-colour double-sided printing: helpful tool-based hints on one side and a case study on the reverse, from someone in the College who is leading the utilisation of the features of Turnitin and GradeMark. The QR Codes (and short URL) proved a useful way to link to the supporting video to be watched at the users convenience, which are enough to be watched as stand-alone resources without either the postcard or workshop attendance.
So far the feedback from colleagues and delegates are the postcards are an excellent idea, well presented, and a welcome ‘reminder’ to take away and file (desktop, pin board, bin, etc).
The QR Codes on the postcards were produced using Delivr, each postcard had it’s own unique code linking to the appropriate YouTube video (above), with associated tracking and statistics (see here for more). Important is also the URL beneath the QR Code that enables anyone who doesn not scan the code (or can’t) to type the address into their browser and still view the linked material!
I’ve also developed the postcards to have an ‘Aura’ using Aurasma, but I’ll write about that later.
I have only taken one certified or official course since I completed my undergraduate degree in 1996, and that was the PG Cert in 2010. Everything else I have done I have done on my own because I (a) wanted to, (b) needed to. But I have nothing to show for it other then the knowledge and experience it has helped me achieve – but how can I show colleagues or employers this knowledge? Why, ‘Open Badges’ is how!
I wonder how many badges I could be displaying about now if Open Badges were around when I started? I bet there are a few!
It wasn’t until I worked through Doug’s presentation below (given to the eAssessment Conference 2012 last week) that I realised just how clever these badges are: they’re images with metadata hard-coded into them including name, description, and details of the issuer (date, origin, name, organisation, etc) as well as the recipient (so you can’t nick someone else’s and pass it off as your own achievement!) and expiry date (!).
Open Badges are (adapted from Doug’s presentation above):
visual representations of achievements, learning, skills, interests, competencies – anything you want the badge to represent,
a complement to traditional education ‘certification’,
capable of accommodating formal or informal pathway for learning,
representative of hard & soft skills, peer assessment, and ‘stakable lifelong learning’,
snapshots of learning wherever or however it occurred,
I like Doug’s work and agree that (on slide 17/18 above) open badges are not an “either/or” decision when considering degrees, certificates, or diplomas, but “both/and”.
If you’re at all interested on how we “get there” (“there” is the open badges displayed, for example, on a LinkedIn profile – above) then check out slide 23 for an excellent graphical representation of the ‘open badge infrastructure’.
I for one would love to be able to show my learning experiences in this way, and will be keeping an active eye on the developments of Open Badges (
What are the ‘top 5’ features or functions of Turnitin? Do you agree with this list produced by the Learning Technologies blog? I have added my own little extra after a choice quote from the post, to highlight why I agree (or disagree) with it:
Audio feedback – “This cheeky little addition to GradeMark has given us the ability to add up to 3 minutes … to assignment submissions in GradeMark, which students can then access via the GradeMark report.” What this gives us is the ability to record (and provided in written format as well – let’s keep thinking about accessibility here!) a three minute overview to the submitted assignment as a whole, whilst giving instructions to the student that they ought to re-read their assignment in connection with the overview and more detailed comments contained in the GradeMark report.
Quickmark & general comments – “Turnitin has a standard set of QuickMarks in GradeMark that include: Awk(awkward), C/S(Comma splice), Citation (improper and needed) and P/V (Passive voice). There is also a ‘comment’ QuickMark which allows you to type in your own free text comment. All of these QuickMarks can be drag and dropped onto the student submission.” Not easy to try this out unless you have live submissions to play with but worth the effort it takes to create your own set of ‘common’ comments – create them and leave them open to change once placed in the students’ work so you can personalise with their name.
PeerMark – “When you set up the Peermark assignment you decide what criteria students will use to perform their evaluation. The criteria can be created in the form of free response questions, Likert scales (1-5), or questions from libraries already in PeerMark (you can also create your own).” I have not heard of anyone using this and I think it is an overlooked part of the Turnitin package – enabling students to take a
Rubrics – “Both Percentage and Custom Rubrics are interactive. This means that when you come to mark a piece of work in GradeMark your Rubric can be used to calculate and input the resulting grade.” Not something I have much experience of at the moment but everyone I speak to is really keen on using it so I know this will change.
Blackboard (VLE) integration – “Grades posted in GradeMark will feed through to the Grade Centre automatically in Blackboard.” There are many benefits to having Turnitin talk to your VLE and/or student management system but one of the more noticeable is the ability to have marks transferred quickly and automatically as well as links to the Originality Report and GradeMark comments. Comments I have heard so far name this as one of the biggest reasons students like Turnitin and GradeMark.
What would I have added to the list? I would have added the Originality Report (OR) – it’s still of huge use and beneficial when reading the students’ work (best looked at after you’ve read the work on it’s own first). If you decide to let the students see their own OR then be sure to provide adequate (and detailed) instructions on how they should read them – it’s not only about the percentage match but what each match is, why it’s been matched, and what the student can do to improve their work to (legitimately) reduce the matched ‘score’. Remember, help the students to help themselves.
MOOCs are very popular at the moment (Massive Online Open Course) – talking about them rather than taking them. Maybe this is because there isn’t a huge amount of MOOCs available on a variety of different topics, but this is changing.
Here’s a good infographic on the ‘World of MOOCs’ – I’ve highlighted the section on the benefits and issues of MOOCs, as this is obviously going to be one of the first thing an educator will look at as to whether they (a) participate in a MOOC, or (b) help or facilitate in a MOOC:
These definitiona were originally posted on the CME.edu website – I’ve reproduced it here for all those (like me) who need to keep looking back on things to check they’re doing it right, or advising the right approach for the Intended Learning Outcome (ILO). I found it when searching for some Turnitin resources, and have found it useful in relation to on-going discussions with colleagues about assessment strategies.
Formative Assessment – The goal of Formative Assessment is to monitor student learning to provide ongoing feedback [feed-forward?] that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback
Summative Assessment – The goal of Summative Assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:
a midterm exam
a final project
a senior recital
Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.