Anonymous Assignments: Core product or Customisation?BlackboardEMEA
The Electronic Management of Assessment (EMA) has been defined as a key strategic project by the UK Heads of e-Learning Forum and other national agencies such as the Jisc and UCISA within the UK higher education sector, with the preservation of student anonymity to ensure fairness in the marking process a key requirement for many institutions. The University of York has had a longstanding interest in this assessment domain, and has been supporting anonymous assignment file submission since 2007 through a locally developed building block extension to Blackboard. Blackboard’s introduction of anonymous marking in 2014 (April release) was a welcome contribution to the institutional tool-set and has also offered some important functionality to meet these demands, supporting the continued growth of summative e-submission within the sector.
This session will provide participants with a detailed overview of the ‘end-to end’ workflow currently supported by York’s anonymous assignment toolset, from student submission in Blackboard to distribution of feedback and marks to students via the student records system (SITS e:Vision). The reactions of students, markers and departmental administrators to the increased uptake of EMA will be discussed, with the presentation drawing on detailed evaluation from a range of academic departments, also highlighting areas for further development of the bespoke toolset.
The bespoke approach developed by York will be compared and contrasted with the parallel development of anonymous marking within Blackboard Learn’s assignment tool. We will reflect on our immediate priorities for technical development in this area, given the enhancements in the core product and the promising development work which Blackboard is currently undertaking with SITS Tribal towards a more closely integrated assessment pathway, and will consider the strengths of our locally developed workflow and potential of the core Blackboard tools in relation to our established requirements for EMA. Participants will be invited to consider the pros and cons of both approaches, the implications for the development of assessment and feedback strategies and how Blackboard’s assignment toolset might be developed moving forward.
Anonymous Assignments: Core product or Customisation?BlackboardEMEA
The Electronic Management of Assessment (EMA) has been defined as a key strategic project by the UK Heads of e-Learning Forum and other national agencies such as the Jisc and UCISA within the UK higher education sector, with the preservation of student anonymity to ensure fairness in the marking process a key requirement for many institutions. The University of York has had a longstanding interest in this assessment domain, and has been supporting anonymous assignment file submission since 2007 through a locally developed building block extension to Blackboard. Blackboard’s introduction of anonymous marking in 2014 (April release) was a welcome contribution to the institutional tool-set and has also offered some important functionality to meet these demands, supporting the continued growth of summative e-submission within the sector.
This session will provide participants with a detailed overview of the ‘end-to end’ workflow currently supported by York’s anonymous assignment toolset, from student submission in Blackboard to distribution of feedback and marks to students via the student records system (SITS e:Vision). The reactions of students, markers and departmental administrators to the increased uptake of EMA will be discussed, with the presentation drawing on detailed evaluation from a range of academic departments, also highlighting areas for further development of the bespoke toolset.
The bespoke approach developed by York will be compared and contrasted with the parallel development of anonymous marking within Blackboard Learn’s assignment tool. We will reflect on our immediate priorities for technical development in this area, given the enhancements in the core product and the promising development work which Blackboard is currently undertaking with SITS Tribal towards a more closely integrated assessment pathway, and will consider the strengths of our locally developed workflow and potential of the core Blackboard tools in relation to our established requirements for EMA. Participants will be invited to consider the pros and cons of both approaches, the implications for the development of assessment and feedback strategies and how Blackboard’s assignment toolset might be developed moving forward.
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
This is a PowerPoint presentation which accompanies face to face training on enabling online submission and feedback within a module area of the Desire2Learn VLE.
Blackboard Next Generation Upgrade and Support PlanJason Rhode
presentation for Northern Illinois University Council of Deans on 11/10/2010 highlighting NIU's plans to upgrade from Blackboard 8.0 to 9.1 and support faculty during the upgrade process
Moodle is an open source web application designed to create a collaborative online environment for students and teachers. There still are many questions that come up when considering a move to any open source product. This presentation by Floyd Saner at the December 2008 SLATE meeting will give a brief overview of Moodle and provide a first had user experience to evaluating and incorporating Moodle at the institutional level.
Soft Launching An Institutional ePortfolio InitiativeKenneth Ronkowitz
This presentation highlights a college's decision-making process to piloting online portfolios to support student learning and assessment. It features PCCC's experiences after 18 months of an e-portfolio initiative from 3 perspectives: at the institutional level, for departmental requirements and at a course level.
This is a PowerPoint presentation which accompanies face to face training on enabling online submission and feedback within a module area of the Desire2Learn VLE.
Blackboard Next Generation Upgrade and Support PlanJason Rhode
presentation for Northern Illinois University Council of Deans on 11/10/2010 highlighting NIU's plans to upgrade from Blackboard 8.0 to 9.1 and support faculty during the upgrade process
Moodle is an open source web application designed to create a collaborative online environment for students and teachers. There still are many questions that come up when considering a move to any open source product. This presentation by Floyd Saner at the December 2008 SLATE meeting will give a brief overview of Moodle and provide a first had user experience to evaluating and incorporating Moodle at the institutional level.
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
8th June 2022, 12.30-14.00 UK time:
Reflections on: The 4th Annual #creativeHE Jam - Quiet Creativity
We - Sandra Abegglen, Alex Spiers and Nathalie Tasler - would like to thank everyone who has attended and participated in our “Quiet Creativity: End-of-Academic-Year Reflection” on June, 8th 2022. The session was a success with many mindful, creative moments. Enjoy!
Quiet Creativity: End-of-Academic-Year Reflection
8th June 2022, 12.30-14.00 UK time:
We - Sandra Abegglen, Alex Spiers and Nathalie Tasler - would like to thank everyone who has attended and participated in our “Quiet Creativity: End-of-Academic-Year Reflection” on June, 8th 2022. The session was a success with many mindful, creative moments.
Getting more out of using Twitter: Tools, Tips and TricksAlex Spiers
CPD session delivered by the Centre for Innovation in Education at the University of Liverpool.
Friday 19th Jan – Getting more out of Twitter – Tips, tools & tricks (Advanced Twitter) (10:00 – 12:00) – For Twitter users looking to enrich their practice, this session takes a deeper delve into some of the tools and services available: Tweetdeck; Analytics; Moments & Storify; Periscope; Tweetchats; Images, GIFs & Video
An Introduction to Twitter in Higher Education June 2017Alex Spiers
Friday 16th June (10:00 – 12:00) – An introduction to Twitter in Higher Education. This session will provide an overview of the tool, demonstrate examples of how it is used in teaching to support learning, event hashtags and sharing of information.
Engaging Learners visually in lectures – tools, tips and tricks.Alex Spiers
Monday 12th June (13:30 – 15:30) – Engaging Learners visually in lectures – tools, tips and tricks. Examining principles of communication and good design for the presentation materials we use in lectures. We will explore sharing approaches and tools that allow you to make engaging slides in PowerPoint, access Creative Commons images, and present data in appealing and engaging ways.
#LIVUNISOCIAL Social Media Round Table #1Alex Spiers
Slides from the first University of Liverpool Social Media Round Table. This took place in the Central Teaching Lab at 3pm on Tuesday 2nd May. Attended by 20 members of staff from across the institution: academics, librarians, marketing managers, post graduate researchers and educational developers.
Social Media & External Engagement IMPACT WORKSHOPAlex Spiers
Social Media & External Engagement IMPACT WORKSHOP at the University of Liverpool
Organised bu Supriya Garikipati, Research Impact Lead @ ULMS
12.55 – Supriya Garikipati – Setting the Stage
1:00-1:15 – Alex Spiers – Twitter Top Tips
1:15-1:30 – Matt Hurst – Faculty Press Officer
1:30-1:45 – Paul Sapple – Public Engagement & Impact
1:45-2:00 – Jennifer Johns – Reaching a wider audience: my
experience writing for The Conversation
2:00-2:15 – Andrew Smith – Social Media Case Study
2:15-2:30 – Nick Papageorgiadis – Using Twitter to support
impact activities and evidence collection
Getting more out of Twitter: Tools, tips & tricksAlex Spiers
CPD session delivered at University of Liverpool Winter School Staff training event on 20th January 2017. The session covered:
Presentation: Zelda Chattten on University of Liverpool Library Use
Tweetdeck – managing tweets and accounts
Analytics – Twitter & Socioviz
Archiving - Moments & Storify
Periscope – Live Broadcast
Tweetchats - #BYOD4L
Search & advanced search
#ALTNWESIG 2016 - University of Manchester Wednesday 9th November 2016Alex Spiers
This is our final event of 2016 and we are bound for the University of Manchester on Wednesday 9th November from 1pm to 4pm (Lunch will be provided)
The finalised programme will follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
Turnitin Feedback Studio
VLE Review
Digital Capabilities
Time for networking
If you have any issues, case studies or other topics relevant to the group then get involved! Please contact Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Get in touch with Diane Bennett Diane.Bennett@manchester.ac.uk if you have any dietary requirements
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Diane
What: GO MOBILE #1
When: Wednesday 19th October 2-4pm
Where: Room 105, CLL
Why? Mobile technologies are changing at such a pace that it can be difficult to keep up with the latest developments. That’s why the eLearning Unit have created a University wide learning network for anyone interested in using mobile technologies in their teaching or their students. The GO MOBILE meetings will happen three times a year in different locations across the university. The events will present findings from current practice and research, share examples from across the HE sector, as well exploring the possibilities (and difficulties) of new apps and devices. This event is open to all teaching and professional services staff. So come along, get involved and find out what’s going mobile at University of Liverpool.
Freedom to play using games to enhance learning and teaching #LJMUTLC16Alex Spiers
Posted to #METAT&L Conference on behalf of the author: Rosie Jones, Associate Director of Library Services, LJMU
This presentation argues that allowing time and creating inspiring spaces can be a simple and worthwhile investment. Sharing ideas that could be used in both traditional and online learning environments. It also explored how physical space can support and inspire staff to use game techniques.
Keywords
Playful Learning
Games and Learning
Learning Technology
Information Literacy
Student Engagement
This was presented at #LJMUTLC16 the conference programme is available at https://www.ljmu.ac.uk/~/media/files/ljmu/about-us/events/tandlprogramme_2016.pdf?la=en
#LJMUTLC16 From Blackboard to Brightspace: developing online learning spaces ...Alex Spiers
From Blackboard to Brightspace: developing online learning spaces to foster increased student engagement and deeper learning
Presented by Dan Robinson, Will Moindrot and Alex Spiers
Since 1898, the Liverpool School of Tropical Medicine has provided world-leading research and education in health and tropical medicine. But our journey has only just begun. After LSTM was awarded Higher Education Institute status in 2013 a period of extensive institutional change has taken place.
It was during this period of change that LSTM undertook an ambitious project of implementing a full suite of new tools to support learning and teaching, at the core of which was a new VLE ‘Brightspace’. This presented challenges but also opportunities to design and shape the learning environment to the needs of our diverse students and exploit new techniques to develop regular engagement leading to deeper learning.
This presentation will demonstrate how the selection, design and delivery of technologies have nurtured an enhanced learning experience for staff and students at the school.
#ALTNWESIG 2016 - University of Cumbria Tuesday 7th June, 2016 Alex Spiers
Our second event of 2016 sees us visit the lovely University of Cumbria (Lancaster Campus) on Tuesday 7th June, 2016 from 11:00 AM to 2.30 PM (Lunch will be provided)
Full programme to follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
ePortfolios & Pebbplepad V5
Turnitin Feedback Studio
VLE Review
Digital Capabilities
If you have an issue, case study or topic relevant to the group then get involved! Please get in touch with Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Please get in touch with Esther Jubb by Thursday 3rd June if you have any dietary requirements Esther.jubb@cumbria.ac.uk
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Esther
WHEN
Tuesday, June 7, 2016 from 11:00 AM to 2:30 PM (BST) - Add to Calendar
WHERE
Alexandra Building - University of Cumbria, Lancaster, LA1 3JD - View Map
#CRISIS: USING SOCIAL MEDIA AS COMMUNICATION TOOLS IN HUMANITARIAN RESPONSE S...Alex Spiers
International Conference: A Quest for Humanitarian Effectiveness? 14- 16September 2015, Manchester UK http://www.humanitarian-quest.org/
Humanitarian crises are increasingly complex to navigate – not least because of the number of actors involved. Addressing current and future humanitarian challenges requires improving professional practice, critical debate and learning.
Simulation-based learning has been part of organisational training programmes for many years . Simulations are “highly effective and engaging ways of increasing preparedness and building capacity” . They enable learners to explore the complexity of crises in order to develop approaches and respond to evolving dilemmas and challenges using a rich set of skills. The more recent use of simulations within academic institutions offers a unique opportunity to combine practical, field-based approaches with high-level critical debate and analysis.
In parallel, forms of social media such as Twitter, Skype, Facebook and blogging are becoming recognised as having an important role to play in communication during emergencies. This paper focuses on the use of social media as part of multi-stakeholder simulations delivered during humanitarian programmes at two universities – the Liverpool School of Tropical Medicine and the Graduate School of Governance at the University of Witwatersrand, Johannesburg.
The Johannesburg programme was a four-day simulation. The exercise used a live web platform designed for the simulation, skype messaging to deliver the simulation. It involved over 20 actors and spanned various sites including an informal settlement, the inner city and a local government emergency services training site. The LSTM programme was a four-hour simulation. The exercise used Twitter, MeerKat, Storify and Blackboard (Virtual Learning Environment) to deliver and archive the simulation; it involved two actors and took place in and around the university buildings.
The paper offers insights into the effectiveness of Twitter and web-based platforms to aid realistic, two-way communication within humanitarian simulations.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to e-submission at the University of Liverpool
1. Click to edit Master title style
Blackboard Assignment
Tool
Nick Bunyan, Dan Robinson, Alex Spiers & Tunde
Varga Atkins
An introduction to e-submission
Nick Bunyan, Dan Roberts, Alex Spiers & Tunde Varga-Atkins
Centre for Lifelong Learning
2. Housekeeping – 1.16
• Lavatories
– 1.16 > turn left out of room, through fire doors
ahead of you, then doors on the left.
• Fire alarms – none scheduled for today – don’t
use lifts - follow Fire Exit signs – muster point
is: Outside Natwest Bank under canopy
3. First things...
• Sign-in sheet – please complete – mailing list
option
• Feedback survey online – let us know what
was good, bad, useful or useless!
• Introductions – us, the eLU, support available
4. Click to edit Master title style
We are here in the eLearning Unit to support your use of different
technologies for learning and teaching. This support includes:
• VITAL workshops, Winter and Summer Schools;
• online resources;
• email and phone help, and one-to-one support;
• tailored workshops on request;
• consultancy.
5. Click to edit Master title styleScope of session
Focus is e-submission – looking at how the available tools support
implementation of policy
Exploratory session – questions, discussion
Some caveats – work still ongoing centrally on some key issues
Take away messages:
• careful planning and testing of the whole lifecycle – where current
processes may need to be changed, involving all stakeholders
• Consistency of approach in school, marking teams etc
• awareness of ongoing development of electronic tools
• further support
6. Click to edit Master title styleScope of session
The University is moving to online submission for coursework
assignments (see this blog post for more detail on policy). To
help staff get an overview of the available tools, understand
associated current issues, and plan your own approach to e-
submission the eLearning Unit offer this session comparing and
discussing the two tools in VITAL for electronic submission, the
Blackboard assignment tool and Turnitin.
In this one and a half hour session we will look at:
• An overview of e-submission in Higher Education and at Liverpool,
including the student view
• A discussion of attendees’ current practice
• Analysis and examples of the two available assignment submission
tools, Blackboard Assignment and Turnitin Assignments and the
linked tools available for each.
• Institutional guidance and key issues for planning assignment
submission ‘workflows’.
• Follow-up support and guidance.
7. Discussion
• What are you doing now?
• What are you planning?
• What is your school/department doing now?
• What is your school/department planning?
• What do you want to find out today?
8.
9. Students and electronic submission
Benefits to students can include:
• Students can submit their work without having to travel to the University.
• Reduced printing costs.
• Meeting student expectations - seen by many students as normal practice in a digital age.
• Electronic reminders about marking turnaround times can be communicated through VITAL module
announcements etc.
Potential draw backs for students can include:
• For some large cohort programmes moving to e-submission can further reduce the physical contact
students have with a school or department.
• Service disruptions mean that students may not be able to submit on time.
Benefits for staff can include:
• Monitor student submissions and remind students about forthcoming submissions.
• Locate assessment support information alongside the submission tool.
Potential drawbacks for staff can include:
• Subtle variations in the features and facilities of using Blackboard or Turnitin e-marking tools
requires programme teams or module leaders to carefully think through their appropriate
application of technology and marking processes to meet their assessment requirements.
10. Students and electronic feedback
• Students access electronic feedback when they are
emotionally 'ready.‘
• Evidence that they referred back to feedback more often in
an electronic form (within a VLE etc.)
• Grades in a single place mean they can monitor their own
progress more easily.
• Typed feedback more legible.
• Benefits of separating feedback from grades - engaged
more with feedback if they received this first.
• Benefits of linking feedback to assessment criteria -
something you can do using Turnitin GradeMark!
Taken from Technology, Feedback, Action!: The impact of learning technology upon
students' engagement with their feedback Sheffield Hallam University investigated
what students think of receiving feedback in an electronic form, how they use it etc.
11. Part 1: eSubmission Part 2: eMarking
Individual
Group
Anonymous
Delegated
Single
Multiple
Unlimited
Individual
Group
Anonymous
Delegated
Single
Multiple
Unlimited
Assignment
email receipt
Desktop
Mobile
12. Photo by knezovjb - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/14876615@N08
13. UoL Policy: 1
• https://www.liverpool.ac.uk/intranet/media/intranet/staff-
intranet/educationandstudentexperience/Coursework,Submi
ssion,Policy.pdf DRAFT – needs updating with the approved
policy
• All coursework unless file format or design of exercise does
not permit
– Non-written assessments
– Assessments containing visual, graphical or mathematical elements
– Impossible to administer
• Students should be provided with guidance on processes of
e-submission including for declaration of specific learning
difficulty
• When Uni systems temporarily down… (section 3.5)
14. UoL Policy: 2
• Turnitin – non-anonymised classlist – students
must not include any obvious identifying info
• Anonymity should be maintained for all
internal marking and moderation
15. Click to edit Master title styleBlackboard and Turnitin - Decisions
Photo by maclauren70 - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/42386632@N00 Created with Haiku Deck
16. Blackboard vs Turnitin workflows - 1
Issue/ facility Blackboard Assignment Turnitin Assignment
Single or multiple file submission. Multiple. Single only.
Group submission supported Yes. No.
File type restrictions 1. Mode 1 - None – Grade, criteria marking
and overall feedback comment for any
submission also possible here.
2. Mode 2 - To also use the Inline Grading
facility file types are restricted in this mode.
1. Mode 1 – For Originality Checking
(plagiarism) and GradeMark – file types
restricted.
2. Mode 2 – Mode 1 files plus some image
file types which can be annotated with
GradeMark.
3. Mode 3 – Any file can be submitted - no
Originality-Checking and restricted use of
GradeMark.
4. No submission - restricted use of
GradeMark (for presentations for example).
File size limits. No - currently no file size limit but:
Students may find very large files may
not upload with timeout issues.
CSD to explore limits to submitted file
sizes.
Video files should not be uploaded
(use Stream media server instead and
submit the link.)
Yes - maximum 40 Mb file size.
Anonymous submissions Yes – flexible. Yes – strict.
Electronic text matching to support
plagiarism & collusion detection.
No. Yes.
Ability for students to re-submit their work
after the due date.
Yes, students can re-submit their work after
the due date with specific settings. Copies of
all submissions are retained – late
submissions are indicated.
No.
17. Blackboard vs Turnitin workflows - 2
Issue/ facility Blackboard Assignment Turnitin
Notification to students about a new
electronic submission.
Students can automatically be notified of
new assignments via the Announcement
tool, homepage dashboard and mobile
apps.
No automatic announcements, but you
can manually communicate to students via
VITAL’s module announcement’s.
Ability to notify students of new
assignments via mobile apps.
Yes. Through the Blackboard Mobile app
students can download from the CSD
website.
No.
Automatic notification of assignment due
date
Yes, via notification settings (students
currently must set this for email and
mobile notifications – appears in Global
Navigation menu by default).
No.
Automatic notification when the due date
has passed.
Yes, via notification settings (students
currently must set this for email and
mobile notifications – appears in Global
Navigation menu by default).
No.
Electronic receipt on submission. No. (New facility in testing). Yes. Students will receive a unique
submission ID number that can be used to
check the submission process.
Ability to quickly email all late
submissions.
No. (This is possible using Blackboard’s
‘Retention Centre’ tool, but this is currently
not working. Restored for 2016 upgrade)
Yes.
Grade Centre support Fully integrated Weak integration
18. Planning your implementation: 1
• Review the experiences of any module or programme etc
that already extensively uses e-submission or e-marking.
• Similarly, it may be beneficial to review the experiences of
departments within your school or faculty that run similar
electronic coursework assignments to assess how you could
develop your own implementation.
• If your department or programme is new to using this
technology we recommend that you implement a pilot
project to evaluate the benefits and issues specific to your
assessment requirements. The eLearning Unit staff have
extensive experience of supporting the piloting of e-
submission and e-marking around the University and will
be able to offer advice.
19. Planning your implementation: 2
• In any new pilot or expansion of the use of e-submission
and e-marking we advise that you include key stakeholders
in the evaluation process – particularly students and
administration staff.
• Implementing EMA detailed information from JISC’s to
support the implementation of this technology. These
resources are a synthesis of research from a number of
institutions in the UK’s experiences of e-submission and e-
marking.
• Ensuring that staff, students are all skilled in the tools that
are to be used.
• Very clear processes set out, maintained and defined (e.g.
Steve)
20. School of the Arts example
• Process flowchart diagram – see VITAL site
• Handbook for academic and professional staff
– clear definition of roles
• Philosophy – paperless - Training for staff –
online guides for students
22. Photo by oggin - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/85755792@N00 Created with Haiku Deck
NEED SUPPORT?
Contact the eLearning Unit
Internal: 44567 (CSD helpdesk)
eunit@liverpool.ac.uk
elearningatliverpool.wordpress.com/
@elearninglpool
Studio Wednesdays Drop in & chat
23. Further Support and Resources
• eLearning Unit – ‘phone, email, visit!
(http://www.liv.ac.uk/elearning/index.htm)
• Self-Service – FAQs guides and known
issues
Editor's Notes
Add steven paper as an example of paperless process with options