Category: academic integrity

academic integrityassessmentelectronic-submissionplagiairismTurnitin

Analogue Turnitin?

I almost walked into a door when I saw this padlocked drop-box marked ‘Turnitin Box’.  What did it mean?  My worst fear was that somehow, somewhere, someone had managed to turn the digital, portable and accessible in to something quite analogue, fixed and ‘gatekept’.  Were students submitting discs to be uploaded by an Administrator?  Was this part of some sort of sampling lottery?
However, I then came across a friendly member of staff who informed me that this is where students deposit hard copies of assignments, after uploading electronic copies to Turnitin, complete with the Paper ID written on the cover sheet.  
‘Turnitin’, it seems, is being used in the Department of Health & Social Care as a byword for the submission process regardless of the media involved. We may have adopted an Americanism, and turned what is now a proper noun back into a verb, but we’ve also embedded the concept and use of Turnitin firmly in the minds of staff and students.
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E-Learning themes

Themes with which we can approach the:

    • re-design of the website

    • development of Moodle support course-space, help-sheets, case studies

    • focus of e-learning development/training sessions

    • various committees


Some ideas – to which you are invited to add, expand upon, question and critique

Teaching Large groups

    • Audience Response Systems

    • Moodle Groups tools

    • Moodle Fora/Wikis

    • Online submission of formative assessment

    • Peer-marking in Moodle Wikis/Fora or in Turnitin’s Peermark tool


Feedback & Assessment
    • Audience Response Systems

    • Audio feedback (generic for whole group on specific assignments)

    • Video feedback

    • Online quizzes/tests/assignments in Moodle

    • Gradebook online distributed marking in Turnitin

    • Use of Twitter and other social media to support feed-forward and feedback

    • Peer-marking in Moodle Wikis/Fora or in Turnitin’s Peermark tool


Employability

    • Working in virtual groups – Moodle Fora/Wikis

    • Advanced use of IT

    • Social Media

    • Information Literacy


Academic integrity

    • Integrated use of Plagiarism resources in Moodle

    • Customisation & development of Moodle-based resources

    • Joint-approach to issue with EDT/ADT and Faculties

academic integrityassessmenthttp://schemas.google.com/blogger/2008/kind#postmarking criteria

Ring-fencing of marks to encourage good academic practice?

As a Learning Technologist with a special interest in e-assessment, as well as the responsibility of administering and promoting Turnitin, I’ve been thinking about the potential of ring-fenced marks in assessments to promote awareness and understanding of the benefits of academic referencing and presentation.

Rather than simply telling students to reference and format their submissions properly, and then subtracting marks for failure to do so, why not ring-fence 5-10% of the mark for good academic practice? Given that many students are motivated by marks, this approach may help develop understanding and appreciation of academic referencing, and the various support mechanisms offered to but often ignored by students who most need them.

One cause for concern may be that poor students could pass an assignment with only 30% for content and the full 10% for academic practice. This would be symptomatic of a rather crude approach to credit, while a poor student is unlikely to perform well in either content or referencing. Perhaps a bonus mark based on the performance on the content part of the assessment could be awarded for academic practice; 60% plus 10% of that would generate 66%, 30% plus 10% of that would generate only 33%.

Does anyone have any experience of, or views on this particular approach?